The purpose of the evaluation was to create an assessment framework to evaluate program performance, provide recommendations based on stakeholder’s perspectives, and provide a video about the program’s purpose. The evaluation team successfully accomplished those goals by identifying and interviewing stakeholders, by using previous surveys from youth participants, and by using the assessment framework. One of the main challenges the program faced before was keeping track of survey feedback. The evaluation team created a program specific assessment framework to measure how successful the program is. The assessment framework helped the team discover areas that need improvement, areas that work well and were to come up with recommendations for
The power point describes the entry-level practice competencies for OTA students. It reviews the NBCOT practice analysis of what OTAs do and need to know. They determine needs/priorities for interventions and identifying /development interventions. They need to know human development and performance and the nature of occupation and occupational performance. The power point also goes over the content of OT/ OTA evaluations and the primary purpose of the FWPEs.
After those standards are targeted utilizing this instruction method allows the teacher the opportunity to adjust a curriculum
Conditions in British Columbia today are changing at a significant rate and speed. As the BC Curriculum website states, “Today’s students will grow into a world that is very different from and more connected than that of generations before” . The revised BC Curriculum has the potential to transform student learning in regards to how we support the learning of the basic skills by weaving them with collaboration, communication, and critical thinking skills that have been identified through research as key indicators of student success after high school. The revised BC Curriculum can help to transform student learning through supporting formative assessment practices that begin with student self-reflection and use the Core Competencies to help
Cultural Competence Score 7 I selected the cultural competence score of seven because I feel I still have much to learn about cultural competence. I want to enhance my knowledge of other cultures, ethicists, and races, on a personal and professional level. As a child, I had no choice but to learn how to interact with children from different cultures and races who did not look like me. From kindergarten to the fourth grade, I was the only African American child in my classes. It was elementary school and my neighborhood that had a significant impact on my views regarding people, culture, ethnicity, and diversity.
This gives the teacher and the paraeducator the opportunity to discuss the performance in real time. It allows them to view it and make suggestions immediately. Then these suggestions could be followed by reenacting the scenario implementing the new strategy suggested by the teacher. This also will help the paraeducator get a clearer picture of exactly what the teacher is wanting.
How is the curriculum Documented? The Science pacing guide for Kansas City Kansas school districts science curriculum is developed around the Next Generation Science Standards. These standards are based upon three main ideas, Science and engineering practices, Disciplinary core ideas, and the cross-cutting concepts. These standards are made up of what the next generation science standards website (2013) states as, “Performance expectations are the assessable statements of what students should know and be able to do,” (p.1).
In today’s education, every child is at a different stage in their learning and develops at a different rate. It is the job of the teachers to observe and assess the uniqueness of each child, their personalities and their strengths and weaknesses (Module 4: A Closer Look at Assessment Tools). In order to truly see and observe a child’s development in terms of education, the use of several documentation tools and techniques are used. The two tools that will be talked about in this paper are work samples and learning stories. Work samples are tangible pieces of evidence that showcases a child’s effort, progress and achievement (Module 4: A Closer Look at Assessment Tools: Work Samples 4.2.5).
On the Skill Profile Report test I learned the skills and weaknesses I have along with the top 22 careers categories that suit me according to my skill sets. Because of this assessment I learned that I have high active learning skills, along with high system evaluation, and equipment selection. I also became aware of some of the skills that I lack. I learned that some some of the skills that I could improve in are my speaking, instructing, decision making, programming and time management skills. I was actually really surprised that I have high active learning skills.
During the course of this unit, I have been able to gain new knowledge that is focused on children who have special learning needs that I may teach in my classroom in future. The key learning outcomes for me over the duration of this course was that I learnt that the term “special needs” does not always refer to those children with disabilities but that all learners have needs in the classroom during learning .It is also important that I use positive behaviour approaches when communicating with my students as well as using positive language when conversing to colleagues or parents, etc., where a child is concerned. The introduction of UDL and it’s principles in education was also very beneficial as it will support me during my lesson planning
An overview of competency-based education During the past three of four decades, teaching concepts in the domain primary education have been in a stage of constant evolution. Earlier, a majority of teaching methods centered on on disseminating available knowledge from teachers to the students. The perceived dominance of “knowledge diffusion” continued for many years where the role of teachers as main facilitators of learning took center stage. However, advent of new approaches to teaching saw a significant change in the paradigm of education. The hitherto “knowledge diffusion” method of teaching was slowly replaced by new methods like “process oriented” and “competency-based” education (CBE) that depended on special teaching methodologies.
How do you know if your child is eligible for these services? There is a lot to know about the process of special education and how students are identified. The first step in the special education process is to request an evaluation of your child. Courtney Fry (special education teacher) in discussion with author, October 2106, states “if a student is struggling academically and/or socially a teacher can refer the student for evaluation.”
2- Literature Review 2.1- Syllabus and curriculum Syllabus is a list of books which students study for a particular course in a school or college. It gives a direction to both the teacher and the taught to move in a specific manner to a specific goal. Awell-balanced and needs based syllabus sustains the interests of the students who are supposed to cover their syllabus within the certain span of time and which is to be evaluated in terms of marks and grades. “In addition to its practical benefits, a syllabus also gives moral support to the teachers and the learners, in that it makes the language learning task appear manageable” (Hutchinson& Waters PP-83).Yalden (1987) says: “Syllabus is a simple framework within which activities can be carried
This essay will outline how I would support children in year 5, learning about earth and space, using a Pedagogical Content Knowledge (PCK) Framework (See appendix A). A PCK framework is a tool used to gather information about teachers deep subject knowledge and what content they need to teach the children. Shulman (1987) conveys the point that a PCK framework is a strong tool to use; it represents the knowledge children must know and it can be adapted to the diverse needs or interests of the children. Koehler and Mishra (2009) build on this idea, as they believe teachers can use the PCK to interpret the subject knowledge with their own understanding. It provides ways to present topics to children, identifying misconceptions and children’s’
It provides self- monitoring which is a step-by-step process of evaluation during the learning
