place‚ motivate students‚ acknowledge learning and measure results. Assessment is used for various purposes. * Assessment for learning: where assessment helps teachers gain insight into what students understand in order to plan and guide instruction‚ and provide helpful feedback to students. * Assessment as learning: where students develop an awareness of how they learn and use that awareness to adjust and advance their learning‚ taking responsibility for their learning. * Assessment
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known good literacy specialist are as follows:- Her ability to plan and execute an efficient reading programme based on her analysis of students through observation and assessment. Her creative ways‚ knowledge of modern literacy instruction and differentiated learning was evident through her use of technology‚ music‚ drama and art that the students were engaged. She used variety of books and other printed materials that was appropriate to the readers’ developmental level and interest
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The purpose of the paper is to introduce teachers to up-to-date‚ culturally responsive resources suitable for English language learners from diverse backgrounds. The percentage of English language learners‚ or ELLs‚ continue to increase in great numbers in US classrooms. It is essential for teachers to understand that the needs of ELLs can vary greatly from those in a mainstream‚ native-speaking classroom. Thus‚ teachers working with a diverse population must know how to find effective and appropriate
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variety of art objects. Students will then describe and understand the different bones with the use of a word bank. STANDARDS AND DIFFERENTIATED INSTRUCTION: *Standards NSES TABLE 6- SCIENCE AS INQUIRY STANDARDS US NSES.5-8.sci.C- CONTENT STANDARD C: LIFE SCIENCES US NSES.5-8.sci.C.1- STRUCTURE AND FUNCTION IN LIVING SYSTEMS Differentiated Instruction ESL and Special Education students will receive a handout with the skeletal diagram printed on it. The students will then stick their
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Week 2 DQ 1 Fluid and Fixed Mindsets.doc.doc EDU-673 Week 2 DQ 2 Effective Differentiated Curriculum.doc EDU-673 Week 2 Journal.doc.doc EDU-673 Week 2 Welcome Activity.ppt EDU-673 Week 3 Assessment and Differentiation.doc EDU-673 Week 3 DQ 1 Effective Assessment.doc.doc EDU-673 Week 3 DQ 2 Summative Assessment.doc.doc EDU-673 Week 3 Journal.doc.doc EDU-673 Week 4 Differentiated Instruction for Student Readiness.doc EDU-673 Week 4 DQ 1 Student Readiness.doc.doc
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RUNNING HEAD: LEARNING STYLES AND STUDY HABITS: TEACHING STUDENTS TO TAKE CONTROL OF THEIR OWN LEARNING Learning Styles and Study Habits: Teaching Students to Take Control of their Own Learning Stacey M. Meyer LEARNING STYLES AND STUDY HABITS 2 Abstract In this study I examined the potential for using learning styles inventory data to help Advanced Placement Environmental Science students work to their strengths and study more effectively. Researchers in previous studies found that
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or adapted to meet these needs? How will classroom goals and rules be established and are they visible and clearly stated in the classroom? Are academic standards clearly stated and visible in the classroom? Does the teacher effectively utilize differentiated instructional strategies for all students? Is the classroom arranged in a manner to accentuate student learning‚ for example: how are the desks arranged‚ is there a student seating plan in place‚ are bulletin or display boards cluttered and distracting
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deficit our country is going through but also how the focus on learning to read has never been greater and why it isn’t working. This chapter also discussed which parts of the brain help to learners to read and the different approaches to reading instruction. The five essential components mentioned were as follows: phonemic awareness‚ phonics‚ fluency‚ vocabulary‚ and comprehension. The chapter went on to discuss different types of reading assessments (screening‚ progress monitoring‚ diagnostic‚ outcome
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Scaffolding The lesson skillfully met the learning needs and styles of all students by differentiating and scaffolding. The lesson differentiated and scaffolded instructions to accommodate most students’ learning needs. The lesson attempted to accommodate students with special needs‚ with mixed success. The lesson failed to provide for differentiated instruction for students with special needs. Presentation of Lesson Content presented clearly and explicitly‚ with well-chosen examples and
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outlined in the SEA curriculum. RATIONALE FOR THE INITIATIVE 1. The central focus of this initiative is to enhance the education sector of Trinidad and Tobago‚ by providing teachers with an additional tool to utilize within the classroom for instruction of the Mathematics and English subject areas. 2. To introduce the use of technology at the senior level in primary schools illustrating to students‚ innovative
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