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Parents influences on child development
Parents in childs development
Parents influences on child development
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Module two explains the importance of having clear learning targets. It not only helps the teachers and students but the parents as well. Clear learning targets allow the teacher to know what exactly to teach, assess, and activities to plan. The other benefit is that it provides the students with a clear understanding of what they need to know/learn. It also allows them to self-assess and set goals for themselves. The third benefit is that clear learning targets are easy for parents to understand. If parents can comprehend what is going on in the classroom there is a better chance they will become more involved. Therefore, they can assist their child at home with their learning needs. This also provides the student with a strong support system. …show more content…
The common misconception is that standards are clear learning targets. They are not, all standards are not easy to follow. There are complex standards that must be deconstructed for everyone to be able to understand. This is something that takes time and requires colleagues to collaborate on what the standard is focusing on. The teacher must first understand the standard. Next, the teacher must be able to explain the standard in a less complex way. This is how clear learning targets are created. Also, there are four learning target types that consist of knowledge, reasoning, skill, and product. Knowledge focuses on what the students know's and understands. An example would be to define an opinion. Reasoning focuses on the type of processes the student must do to learn the concept. An example would be the student can identify an opinion in the text and its supporting details. Skill focuses on what the child can do. An example would be writing an opinion piece. Product focuses on the end result. It focuses on the quality and how well the child understood the concept. An example would be the child writing and exemplary opinion
standards worked. As a perspective teacher, I know that I need to do research more about
Negotiated Learning needs a carefully developed plan or structure whether it is for an individual or a group.Negotiating a learning goal could be a win-win situation, established mutual trust, both sides work together to come to common agreement or both sides try to see things from other’s point of view and final agreement needs to be summarised and written down. Agreeing learning goals with learners in the form of individual assessment plan or SMART objectives ensures the learners continue to develop and maintain continual progress. SMART objectives looks are manageable goals for the learner to achieve in a given timescale this gives the learner a sense of achievement and allows for self and peer assessment. We should continually support the learner and provide help and guidance where need. By setting these types of goal achievements the learners can progress and develop at their own pace. (HALDER & blogspot.co.uk,
By incorporating the theories of Piaget and Maslow into lesson planning, I can choose realistic and meaningful instructional strategies and designate assignments at the appropriate challenge level. My goal is to motivate my students to strive for their best and provide them an environment where they can successfully prepare for college and life. Mary Kay Ash was phenomenal at motivation and said it best: “Don't limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe, remember, you can achieve.” (Ash). Knowing that each class will be different and that what works for one class may not work for another will aid me in being an effective, efficient
Goals are set for teachers. Teachers know what areas they have to teach and all students are learning the same material.
Teaching goals are the outcomes that the therapist targets and focusses on in each session. They are a type of target that a therapist uses to create a particular instruction. Teaching goals include ten teaching skills; attending, imitation, receptive and expressive communication, visual performance, self-help, pre-academics, academic, social skills and plays, and independence. Teaching goals in each session were planned to follow the children’s individual education programme by supervisors, therapists and relevant
which can be learned. This raises the question about which standards are necessary for a
students grades. The goals for all student learning should be on the same level but seems
Understanding how to translate information learned into information taught with the intent of engaging a variety of student learners. This is the issue educators have faced for centuries. Developing a young mind is a chore and there are myriads of techniques that can be implemented. Teachers are not machines so the implementation of technique into useful classroom practice can only be as effective as the educators will, understanding, intelligence and personal belief. None of this can be tested so unless a school chooses the correct technique for the correct assessment it is possible to be competent educators while being non proficient at meeting national or state standards.
This concern that the government has, has sparked the standards known as Common Core. The standards created are aimed to create educational quality and equality. The purpose of them is “to ensure students are prepared for today’s entry-level careers, freshman level college courses and workforce training programs” (Common Core).The thought process is that if everyone is learning the same standards it will be easier to measure student 's successes and failures.
Identify Concept Elements to Match the Standard Write the Objectives or Intended Outcomes Students will be able to identify prefixes, suffixes and root word and know their differences. Students will be able to identify how a prefix or suffix can change the meaning of a word. Students will have the ability to properly correct words with the incorrect prefix or suffix Write Problematic Situations
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
We must have the correct mind-set. We believe our students can learn; have high expectations; are willing to give extra help; find ways to make
Another benefit is feedback affords an opportunity for clarification of what is expected. Student performance and achievement increases as they are able to understand the expectations for the specified task or project. This process also helps alleviate frustrations one may feel when unsure of the criteria for quality performance. Feedback also helps students identify strengths and weaknesses in various content arenas. Effective feedback from the teacher assists in student identification of the level of which they are performing as compared to the desired goal.
Simply stated by Dr. D. Robinson, “ Active learning is ‘doing’ and this leads to understanding.” Learning by doing is a theme that many educators have stressed since John Dewey’s convincing argument that “children must be engaged in an active quest for learning and new ideas”. (Hendrikson, 1984) Jean Piaget also stressed the need for concrete operations in early childhood. Some educators incorrectly assume that active learning is important only in the education of young children. However, Piaget makes it clear that this in not so: “Experience is always necessary for intellectual development... the subject must be active...." (Hendrikson, 1984).
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.