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Comparing The UK Professional Standards Framework For Teaching And Supporting Learning

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Reflecting on my experiences in producing patches one to five it is clear that the course has improved my teaching practice by giving me an understanding and the skills to have been able to change the emphasis of my modules assessment practices.

Prior to undertaking this course I was a perfect example of the view held by The Higher Education Academy (HEA) , ‘that not all teaching staff are aware of the UKPSF’ (The Higher Education Academy 2013 , p.6). This is somewhat surprising as the HEA is owned by the publicly funded Universities UK and introduced the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF) in 2006 (The Higher Education Academy, 2013). As such the framework brings together different but not dissimilar …show more content…

To gauge how inclusive my course was and to see what adjustments could be made I referred to the recommendations made by the British dyslexic association and those of the HEA’s guide to Inclusive curriculum design in higher education. Issues could still surround those with special learning needs and international and European students who, having met the TOEFL or IELTS minimum language requirements for entry, could still experience comprehension issues, as noted by Bamford (2017), when confronted by the specialist subject language or accidental use of English …show more content…

Following my observers recommendations I believe I can integrate two suitable methods into my module. The first comment suggested that I plan for increasing the opportunities for assessment, possibly using interactive peer assessment and feedback within this short lecture. Currently I have increased the use of short observational tests but I believe interactive peer assessment could be embedded by creating a short case study. A specific question could then be posed to which the students write down their answers in groups or individually and then to compare answers with their neighbours. I would avoid requesting individuals to read out their personal answers in order to avoid highlighting any personal or cultural

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Lesson 12- Students gave their preference to which country they would expand their soda company to and had to back their decision with support from data Lesson 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lesson 4- Students combined their individual properties posters to create a large group poster. They had to make a list of similarities and difference between all their posters. Lesson 8- Students had to think, pair, share on which property of exponents they would be applying to the new concept of multiplying/dividing numbers in scientific notation Lesson 4-Students were able to create properties of exponents posters, collaborate and they were posted in the hall way

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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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The feedback strategy used for this lesson will be “Tweets about today’s lesson” where the students will “tweet” about the lesson and can answer either what they learnt from the lesson, what they did not know or what questions they might have. (Presto Plans, n.d.) The feedback strategy can inform the student on how students understand and where they can learn more.

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Making content accessible for all students can be a difficult task. Classrooms are filled with diverse learners from all different backgrounds with different strengths, needs, home languages and learning styles. This is particularly true in a moderate to severe special education classrooms where students have varying levels of academic, developmental, communication and social abilities. Over the course of my teaching career and my time at Brandman I have learned valuable ways of engaging and supporting all students’ in the classroom.

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The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,

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In addition, this essay will investigate Piaget’s Theory of Cognitive Development and Vygotsky’s Social Constructivism. Inclusion and Dyslexia The term “inclusion” implies that the needs of all students should be met within mainstream school (Reid, 2013, p13). The Centre for Students on Inclusive Education (CSIE) suggests that developing inclusive provision will take time as ‘inclusion’ is not about what you do, it’s how about you do it.

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However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point

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According to Mitchell (1999), ‘inclusive education is taken to mean that schools accommodate children’s different styles and rates of learning and to respect

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Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

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