I demonstrate the belief that all students can learn by unambiguously stating high expectations and then by doing everything within reason to help each student reach these learning objectives to the best of his or her individual ability. Therefore‚ I differentiate instruction so that each student is both challenged and capable of gaining knowledge appropriately. For students who need extra assistance‚ I offer scaffolding support in the form of visual aids‚ larger font‚ vocabulary word definitions
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Management BTEC HND in Health and Social Care Assignment: Personal and Professional Development in Health and Social Care Submitted To: Dr Sumesh Dadwal Submitted by: Rukia Begum I.D NO: 12806 Session: September 2013 LO2: BE ABLE TO PRODUCE‚ MONITOR‚ REVISE AND EVALUATE PLANS FOR PERSONAL PROGRESS IN DEVELOPING THE SKILLS AND ABILITIES REQUIRED OF A HEALTH AND SOCIAL CARE PRACTITIONER. 2.1 A KEY INFLUENCES ON LEARNING Course: The course which I am studying in ICON College of Technology
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Curriculum Development and Professional Contexts Curriculum Development and Professional Contexts Introduction The term curriculum is defined by Bobbit (1918) in the first book published about the curriculum (The Curriculum: Frank John Bobbit 1918)‚ as a word which‚ has its origins in the Latin terms for race course. Bobbit (1918) explains that the curriculum is the course of experiences where children become the adults they should be‚ so that they can be successful in the adult world. By
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Professional learning communities‚ PLCs‚ what are they? This question was the focus of Chapter 1‚ Clarity Precedes Competence. The chapter clearly states the characteristics‚ assumptions‚ challenges‚ and the needs of a PLC. According to Dufour and Fullan (2013)‚ there are three big ideas that are essential to the PLC: 1. A relentless focus on learning for all students 2. A collaborative culture and collective effort to support students and adult learning 3. A results orientation to improve practice
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Reflective Review of my personal and professional practice Learning outcome: Demonstrating inclusive practice (PP1) My name is and I am the manager of a day care setting based in the north of London; in a rich culturally mixed community. I manage a 41 place centre offering full day care services for children aged 6 months to 5 years. I am responsible for the overall running of the setting including the writing of policies and recruitment of staff. I am also the settings SENCO‚ nominated
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1.1 Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities. To answer this question I thought it best to understand what a role is and what a responsibility is. A role: "the function assumed or part played by a person or thing in a particular situation" and a responsibility: "a thing which one is required to do as part of a job‚ role‚ or legal obligation" Oxford Dictionary. So from that I have find that a person’s responsibilities
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Data (Data Base) Needs for Early Learning 2012-2020 The Outcomes and Targets for the recently passed Families and Education Levy are very high. At the heart of the levy is accountability and using data in timely ways to improve annual outcomes. In the realm of Early Learning the dollars will double and the number of children and professional staff served will increase dramatically. The need for reliable‚ accessible data is great. An HSD IT web based data system (ELNIS) was created in 2006
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their life objectives set are more successful. Continuing Professional Development plan is a mean where an individual set certain personal and professional objectives they would like to achieve. An interesting feature of it is that each CPD is unique to its owner and it does not necessarily fit others. As a result each individual prepare it differently‚ some prefer a details plan noting all the steps and actions they intend to take‚ however others highlight their objectives. Updating the CPD can either
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Professional Reflection: As a result of the lesson taught‚ the teacher candidate should thoroughly reflect on: • whether all students’ needs were met‚ and how you collected the data for the written objective for this lesson to support your conclusions; • whether supplementary instruction was effective and for whom; • specific strengths and weaknesses of your teaching and student learning outcomes; and • goals for future planning and instruction that are based on an analysis of the student assessment
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1 How teachers work within professional boundaries and how to work with other professionals who support learners (Part 2) It is important to maintain professional boundaries by knowing where your role as a teacher or trainer stops. Knowing your limits‚ which may be set out by school/college policies‚ as well as government legislation will assist you within your role as a teacher/trainer. Boundaries can usually be defined into Teacher-Learner and as well as working with other professionals. A
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