The document provides guidance for TMA03, which involves choosing two learning experiences or activities to analyze. Students are instructed to:
1) Briefly describe the two chosen activities and the curriculum documents that guide the setting in an introduction of 100 words.
2) For each activity, describe the children involved, planning, and how it supports learning and development while relating it to curriculum guidance.
3) Analyze how each activity builds on prior learning, extends learning, and the student's role in supporting learning. Students should evaluate approaches and demonstrate breadth of knowledge.
4) Discuss supporting learning across the curriculum in a holistic way, and reflect on practice through brief vignettes.
Active learning for Residency TeachingJanet Corral
Learn 3 times of the day when you can use active learning techniques for short-burst teaching encounters with small groups of residents.
For longer teaching sessions (e.g. 1 hr talk), please see other presentations on the multiple types of active learning for longer teaching sessions.
Ben Howard and Deborah Plowright - Checking for UnderstandingGareth Jenkins
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
Play is children's work and when we think about play for young children, we think it just happens. But children do need support in their play to get it started and to keep in going. When adults support their play, they will be more engaged and play for longer.
Produce the Play is a framework that uses an anology of producing a theatre play, to identify roles that parents can take on to get play happening at home.
Because, when play is happening, parents connect to their children and feel confidence and connections to parenting
Active learning for Residency TeachingJanet Corral
Learn 3 times of the day when you can use active learning techniques for short-burst teaching encounters with small groups of residents.
For longer teaching sessions (e.g. 1 hr talk), please see other presentations on the multiple types of active learning for longer teaching sessions.
Ben Howard and Deborah Plowright - Checking for UnderstandingGareth Jenkins
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
Play is children's work and when we think about play for young children, we think it just happens. But children do need support in their play to get it started and to keep in going. When adults support their play, they will be more engaged and play for longer.
Produce the Play is a framework that uses an anology of producing a theatre play, to identify roles that parents can take on to get play happening at home.
Because, when play is happening, parents connect to their children and feel confidence and connections to parenting
Digital student - understanding students' expectations and experiences of the...Jisc
Jisc’s research into students’ experiences and expectations of technology began in 2006 with the Learners’ Experiences of e-Learning programme. This became a reference study for the sector and helped change the way institutions understand students’ experiences with technology. Studies in partnership with the British Library, and work carried out by Jisc’s recent ‘Developing Digital Literacies' programme, have furthered our understanding of students' digital practices and needs. Now, through Jisc’s Co-Design programme, the Digital Student project has brought us up to date with how students' expectations are changing and what institutions are doing to keep up with them.
This workshop will offer delegates an opportunity to engage with the findings and recommendations from the Digital Student study and to consider what impact these could have in their own institutional context. A large part of the session will be taken up with a scenario planning activity in which delegates explore different outcomes depending on whether or not institutions rise to the digital challenge. There will be an opportunity to share effective approaches and to inform the next phase of activities being planned by Jisc to support the Digital Student Experience into the future.
In this section, we will provide some basic formats for putting plans into action. The first challenge is to match your teaching methods to your objectives.
Methodology of Teaching Children with Intellectual DiabilityRICHARDMENSAH24
This PowerPoint presentation explains clear the methodology of teaching children with intellectual disability presented by Richard Mensah a student at university of education winneba.
Reading materials were gathered from a course taken at the second semester of level 300.
What is thinking & higher order thinking?
How to improve higher order thinking?
Why do we ask questions?
Principles of questioning
Strategies to use when student respond?
Strategies to use when student don’t respond
Strategies for responding to student questions
Reflection PaperThe programs at the University of North America .docxaudeleypearl
Reflection Paper
The programs at the University of North America are designed to help our students integrate classroom learning with real-world work environments. To ensure we are serving our students and that students are achieving the outcomes for their program, we ask students to reflect on the experiences of the term as part of the final course assessment.
In a short paper (2-3 pages), please address each of the topics below with a 2-3 paragraph narrative for each section.
1. Course Content: Describe the most important aspects of this course for you with respect to the content that was covered or activities in which you participated. Discuss the relevance and value or the practicum assignment with respect to your knowledge acquisition.
2. Application of Course Content: Describe how you applied what you learned in this course at your workplace. Discuss how this course may have impacted your specific job, techniques you used at work, or other relevant aspects that show how what you learned was linked to your job.
3. Job Experience Integration: Describe how your work experiences were used in the classroom and attributed to your performance in the course. Discuss how integrating your work experiences in class activities assisted in understanding topics discussed within the course.
Complete this assignment and submit it to the appropriate dropbox prior to the end of the course.
PLEASE PUT YOUR NAME AND COURSE # IN THE HEADER OF THE PAPER.
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Ap ...
2. TMA03 draws on study topics 12, 16 and 17 Not likely to be as fast: I usually mark in order of arrival. Do not use ‘signed for’ in any way If you are running even a day late tell me otherwise you run the risk of an L
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6. TMA 03 continued 1 Introduction (100 words) Briefly describe the two experiences/activities you have chosen, and the curriculum documents or frameworks that guide practice in your setting. This means specific links by page to EYFS or Key Stage 1
7. TMA 03: part 2 and 4 Describe the first learning experience/activity: the child(ren) involved, how often the activity takes place, and how it relates to your planning. You should provide a rationale for the learning experience/activity in terms of the child(ren)’s development and well-being. Say why you are doing the activity, give reasons and support with references You will also need to explain how the learning experience/activity relates to curriculum guidance for your setting and any other relevant policy documents. This means either EYFS or Key Stage 1 guidance
8. TMA 03 analysis How does the experience/activity build on what you know about the child(ren)? How does the experience/activity take account of the child(ren)’s prior learning or build on their experiences? How does the experience/activity support and extend the child(ren)’s learning? What was your role in supporting learning? How could you further extend the child(ren)’s learning? How does the activity relate to published curriculum guidance and/or guidance for your setting? You need to analyse to show how or in what way the activity adds to the learning , develops from and extends previous learning. Analyse your role…relate this to theoretical perspectives What are the possible extensions…why choose this extension Relate to EYFS does it vary form EYFS or go further, if so demonstrate this.
9. TMA 03- 6-Supporting Learning your support must relate to learning across the curriculum…holistic approach. You may include brief vignettes of your practice, illustrate key points. It is important that you reflect on and evaluate different approaches, and highlight areas you would like to develop. It may be helpful if you make a spidergram of the different ways in which you support children’s learning, then select three or four approaches which allow you to demonstrate the breadth and depth of your knowledge, understanding and skills. The spider gram should be used as a planning tool; you may want to include it in the appendices and refer to it in the main body of the assignment. Do not let the vignette take over! Evaluate different approaches Demonstrate breadth and depth Do a spider diagram: discuss
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11. Assessment Grid Excellent links made between the course materials, developing practice and thinking. Links- this means references Developing practice- this means how your practice is changing as a result of course activities and materials Developing thinking- shows best in your analysis and reflection Structure of the assignment is excellent. Ideas are expressed very clearly and logically. Appropriate source referencing. Structure- in sections with good paragraphs Clear expression- good English, short clear sentences, economy with words one idea flowing to the next. Reference according to guidance.
12. Paragraphs You need to use word wrap when typing, only use enter key for a pragraph break. Paragraphs typically start with a topic sentence which is then expanded on in the rest of the paragraph. For examples lets look at the Study Guide/Reader. Finding the paragraph activity.
13. Activity 4: Study Topic 10 Activity4 The environment and community This activity requires you to think about the activities you do weekly with the children in your care. Consider the following questions and jot down your thoughts in your notebook: How often do the children have contact with people in the community? How often do they go out to visit people and places? How often do people visit the setting to share their expertise or work alongside the children? What do you think children might gain from such experiences in terms of knowledge and understanding of the world? What skills would they develop? How could you extend, develop and improve children’s experiences in the community?
14. Activity 2 Study Topic 12 Are there any children who you feel are more physically developed or more mature than others? If so, why do you think this is? Is it because of their height or weight? If there are some children who are tall for their age, do you treat them differently from children who are not as tall? Do any of the children have loose teeth or seem to have grown a lot recently? If so, do you feel that these physical changes have affected their behaviour? How do the children present themselves physically? Are there children who cannot sit still, or want to lie stretched out, or fidget with objects, or are awkward in their movements? If so, how do you react to them? Are you sympathetic or critical?
15. Finishing off: using word Do you know how to use headers and footers? Page numbers? Do you know how to make your work into paragraphs? Do you know how to word count the document or a section? Do you know how to set line spacing and margins?