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strengths and weaknesses of learning styles
importance of physical education in school pargraphs
critically discuss two types of learning styles
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Recommended: strengths and weaknesses of learning styles
After completing this Teacher Work Sample and reviewing the results from all of the assessments, I have learned a great deal of valuable information about my teaching and about the students’ learning that has made me further develop and grow as a future physical educator. One thing that I learned from my students’ learning is that all students’ progress, develop, and learn at different rates. From teaching this Drums Alive Unit, I noticed that some students were able to pick up on the Drums Alive skills and concepts right away while others needed more time to develop further on into the unit. Due to this variety of student learning and at different rates, I had to plan and create my lessons, activities, and routines to meet each student’s capabilities while still challenging all students of the class. Another thing that I learned about my teaching during this Drums Alive Unit is that as a teacher, you need to be able to teach through many different learning styles. In every class, each student has a unique way of learning which could be through one or more of the learning styles such as physical, verbal, visual, aural, social, solitary, or logical learning. As the teacher, I taught to each of these different types of learning styles throughout the Drums Alive Unit in order maximize the amount of student learning.
During this Drums Alive Unit, I have learned that it is very important to develop a unit block plan in order to organize your lessons and unit goals. Due to the fact I had a block plan, it was very easy to teach and stay on task with my lesson and all of the information and skills that I wanted each student to obtain by the end of certain lessons. Also, from this Drums Alive Unit I have learned that lesson closures are v...
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... and physical health. I have also learned that as a future physical educator, I am able to assess my students through all domains and use my different types of assessments to prove student learning. In the future, I defiantly will be assessing my students using pre, formative, and post assessments to be able to determine their growth and progress as student learners. As a student teacher, I have had my own growth and progress as well throughout the course of this Drums Alive Unit. In the beginning of the unit, I was more reservedwhen teaching, but as the unit continued, I began to be more relaxed, poised, and confident with what I was teaching. From this Drums Alive Unit, I know that I will be able to take all of my new assessing strategies as well as my new teaching qualities with me and use them with my future students as a future physical education professional.
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
Research carried out by Ofsted (2011) shows that, assessment improved a practitioner’s awareness of a child’s strengths and weaknesses. Subsequently, this had a positive influence on their planning, as they were able to differentiate and offer adequate support for children. Ofsted believes it to be the best way to improve pupil’s attainment (Ofsted, 2011).
Fire had spread across my lower back, shoulders, arms, abs, and calves. Oh, and my feet, how they ached. By the time it was 8:00, an hour before the end of practice, I was praying for it to end soon, and I wasn’t the only one. I heard uncomfortable shuffling all around me while we were at attention, people trying to relieve the pain. I heard mumblings among upperclassmen reassuring their freshmen newbies, “Just a little longer,” as the harsh sun sank lower and lower, until it was dark, and cold, but I kept my mouth shut, my eyes forward, and my ears listening. I had to be focused. There was so much to remember, and so much to do; it was overwhelming. Keeping the line, guiding to the left with peripheral vision, putting eight steps to every yard line, remembering when to move, where to move to, what to play, when to stop, and more was just so much to handle. I am going to get through this. The sweetest words I heard that day were, “Basses, set ‘em down.” I felt so alive as I lifted the thirty pound drum off my chest, and stretched. Practice had ended; I had survived day 1. After a short debriefing at center field, each section went their own way to celebrate, and then everyone to shower, and to bed. Each day continued with just as much struggle, if not more. I would learn to appreciate five-minute water breaks, and the occasional cookie served with the rest of our meal on lunch trays. I would learn to appreciate pointers from upperclassmen, and the friends that I would make that
Collaborative assessments allow students to get involved in the assessment process. Students who are included in this process are better able to take on a dynamic role in their own learning. When students have a clear grasp of their own strengths, weaknesses and abilities they are better able to set, monitor and meet learning objectives. Self and peer assessments are two examples of formative assessments that permit students to become engaged in their own learning. They make effective use of self-centered teaching; one of Mosston and Ashworth’s eleven teaching styles. This teaching style will allow students to take on the role as teacher and help their peers in learning and assessing new material. It also makes students cognizant of their own biases, whilst being exposed to other perspectives and observation styles that together help the student develop their ability to judge others not according to personal preference or emotional appeal. Furthermore, students can actually develop a cognitive understanding of all components of each skill being evaluated. Peer assessments require that the student-teacher is able to grasp the skill components cognitively. By cognitive understanding of skills, students acquire a more comprehensive understanding of the components
The way children learn even in today’s society has changed drastically over the years and will continue to change in the future. Music teachers in particular are not excluded from this statement. As a music educator myself, I have learned that all students learn at different paces and learn
Wright, S., Grenier, M., & Channell, K. (2012). UNIVERSITY SUPERVISION WITHIN PHYSICAL EDUCATION TEACHER EDUCATION. Education, 132(4), 699-707.
Expertise, experience and preparation are key components to the success of an musician. As a music educator, I have taught classroom music, instrumental music and flute in many schools with varying curricula in the United States and Australia. These teaching experiences have been crucial for my overall development as a musician as they have enabled me to dissect, analyze and
Kelly, L. E., L. Kelly, and V. Melograno. Developing the physical education curriculum: An achievement-based approach. Human Kinetics Publishers, 2004. Print.
Assessments are according to Edglossary.org (2014), “the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning process, and skill acquisition of students”. Assessments can be used to identify several important aspects of learning and development. First, they can be used to distinguish a child’s strengths and weaknesses as well as measure specific knowledge and skills. Assessments can also be used to demonstrate what a child has learned and what they understand (“Assessment,” 2014). My opinion of assessment has not changed; however, now I understand how to use assessments that will help ensure that I am providing the most benefits for my students.
In this type of activities there is a lot of interaction, because students have to practice together and all of them need to learn the same song and be aware of the meaning of the same song.
Kinesthetic, visual, and auditory) similar to my previous videotaped lesson. There could have been more accommodations made for my students categorized as special, and I also do feel that I needed to give more prompt feedback to assure mastery of the concepts that I was teaching. These problems could have be alleviated with the use of guiding questions, answer choices, and graphic organizers. A strength that I am proud of maintaining is my effective classroom management and my use of a guided inquiry lesson. These components kept my lesson engaging, fun, and encouraged the students to be more autonomous as I helped them to construct their own knowledge about plants. Things that I did lack in my lesson was informing the students of the purpose of the lesson and the activities that I have planned for the lesson after performing my anticipatory set. As I mentioned previously, the teaching method that I used was guided inquiry. At this stage, we are not only encouraging our students to be the constructors of their own knowledge, but we are also encouraging them to be more independent as well. Using this teaching method provides students with some practice in using inquiry processes. All in all, I have noticed much improvement in my teaching compared to my last videotaped lesson, but there are still some important things that I need to work on: prompt feedback, and providing accommodations to meet the needs of all of my
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
Through the implementation of my lesson, I learned I have to work on the assessment and the details of lesson planning. During the planning of this lesson, the assessment was an aspect that needed more thought. The students had a problem with reading the words for the word sort and understanding the writing section. If I were to reteach the lesson I would add pictures to the words on the word sort to help the students to read and understand the words. In addition, I would include a sentence strip for the assessment that the students could copy but then finish the sentence on their own. The writing prompt was too hard for the students, I received various answers some students copied the prompt only while other students understood it and wrote appropriate answers.