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Assess How Teaching Strategies Influence How Students Learn And How It Develop Key Skills By Learners

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The purpose of this review is to describe the learner’s characteristics and discuss how teaching strategies influences how students learn and how it develop key skills in learners. It will also assess how teaching approaches contributes to classroom management.
The curriculum is a plan course of scheme of work to be learned by pupils which is included in the programme of learning by the head authority of the educational body. This is usually organised in structures to build on pupil’s knowledge and understanding in a gradual process with the aim of challenging the learners in the best way with resources that is appropriate which is the main goal of the scheme of work (Meyers and Kamens, 1992)
There are lots of things to think about when designing …show more content…

Student’s needs are the most important factor in a project. Assessment is used to see how well a student is doing, as well as see how much help they need in a particular activities for the purpose of setting targets. Finding out strengths and weaknesses, reviewing work and setting targets is a large part of planning a scheme of work. The teacher must also think about the pace, equipment and methods to make sure they are doing enough to achieve the set objectives. Diagnostic Testing helps determine if the student has any learning difficulties. This can include visual or hearing problems, dyslexia, or behaviour problems. This helps to create and individual learning plan for the pupil. Individual Plans indicate what support will be put in place to support a learner’s needs, which could be 1:1 support, learning style, font size on the interactive board and a teacher’s position when teaching. Formative assessment is an approach where the teacher can watch and assess the learner throughout the subject. This lets the learner have more control and active learning which encourages the learner to be more responsible by reviewing feedbacks from teachers and using it to build on their self-esteem and motivation. Summative assessment test giving to learners to help check if they have total understanding of what has been taught to help them achieve the learning outcome in a lesson or annually. This was used at the end of the …show more content…

A disable person is thus anyone that has a physical or mental impairment, which has a substantial and long term impact on their ability to carry out normal day to day activities. The Special Educational Needs and Disability Act 2001 implemented to protect disable person not to be treated less favourably than others in relation to their disability as well as providing reasonable adjustments for learners. Provision that was made for the session planned was on the resources, material used for dyslexic learners in class was coloured material and the maps used was simplified for easy

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Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners.

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According to the textbook on page 61, Disabled is defined as “a physical or mental impairment that substantially limits one or more major life activities of [the disabled person]. Major life activities include an area “of central importance to most people’s daily lives including walking, seeing, hearing, speaking, breathing, working, or caring for

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Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the

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The summative assessment has two parts. The first focuses on students expressing their thought process in an interview- like assessment. By doing this, students are asked to justify their thinking, convince the assessor why they are correct, and think critically about the problems given to them. This will allow the assessor to ask the question why, something a written test cannot do. Having students explain this why asks them to pull from all they learned in this past unit.

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2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations

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Overall, this essay has highlighted key pedagogic principles that I have used successfully to promote learning. When considering what pedagogic principles were effective, I had to consider all aspects of primary teaching under the Teacher’s Standards (2011A), for me in particular, these were subject knowledge, planning, assessment and the learning environment. I have considered subject knowledge as what a teacher knows will impact the learning of pupils. To think about strategic outcomes and using assessments when planning has also helped me structure the way I have planned lessons and tracked learning. I also introduced personalised methods of learning to promote inclusion and engagement in the classroom.

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Assessment Formative Assessment DURING Instruction: How will students demonstrate understanding of lesson objective/s during instruction? Students will demonstrate understanding by answering and asking questions about the key details while I read the story. How will you monitor/check for understanding and give feedback? I will check for understanding by asking the students questions as we read the story, and after the story is finished.

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I believe that the “classroom planning is far more important than any of the successive steps” (p.39). At the classroom level, the teachers can follow their grade level curriculum by using differentiated strategies according to the students’ proficiency levels which ensure academic and linguistic growth in learning. Evaluations and the assessments of the students’ learning can provide a true picture whether the curriculum is effective or beneficial for the students to grow in future or not. The results of curriculum planning make their impact on their learners. In theory and in practice, groups and subgroups were formed and reformed continuously depending on their learning needs, goals, and interests and on the teachers’ individual competencies (p.45).

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Teachers use formative assessments which can be formal and informal within learning to review the child’s induvial needs and to be able to adapt their teaching techniques when planning lessons or activities to meet the needs of induvial children to improve within their learning and develop. Teachers in each year group would then assess this information with subject leaders to make sure they record and maintain induvial progress. The assessments can be used to give feedback to the children or young people, so they can understand and develop on their work and to give parents or carers feedback on their child’s learning and the level they are working at. formal/informal assessments are carried out by the teachers using assessment strategies such

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I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.

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Introduction It is very important to study about the development of the human. Because it provides framework to think about human growth, their mental development, and the most important one, ‘their learning’. As a teacher it is very important to study about these theories. Because it have a close relationship with the development of the students and their learning behavior (Michael, 2012) .

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129).The model implies to cure, change or fix the individuals, especially when it is discriminatory and prejudiced and against the wishes of the disabled person. The problem or disability is caused by the way society responds to the needs of the disabled person. It recognizes that people with impairments are disabled by the barriers, prejudice and exclusion by society. Thus all the things that impose restrictions on disabled people ranging from individual prejudice to institutional discrimination, from inaccessible public buildings to unusable transport systems, from segregated education to excluding work arrangements, and so on’ (Oliver 1996a p 33). Thus, changes in social attitudes, social support, information, physical structures is required because

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Although the lesson plan’s primary objective is to improve the overall quality of teaching to benefit students, this also improves teacher motivation and development. This is achieved through using the lesson plan as a permanent record of lessons taught. In the case where the lesson has been

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School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.

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Assessment is an essential component of teaching. Recently, the importance of assessment has increased even further. Genesee and Upshur (1996) refer to students’ achievement as one of the most important focus of classroom-based assessment. They believe that “teachers need to know what and how much students have learned in order to monitor the effectiveness of instruction, to plan ongoing instruction, and for accountability purposes” (p. 47). Assessment can be done at different stages: Assessment at the end of each unit of instruction is probably useful for both internal and external purposes; in other words, it is of interest to, teachers for planning instruction, students for organizing their own learning, school authorities for accountability,

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