Sarojnee Devi Haulder PTLLS Level 4 Practical Question 5 EXPLAIN DIFFERENT METHODS OF FEEDBACK Learning is an active process. To learn‚ we need to plan what we ’re going to do; attempt to do it and then receive feedback on our work. We then use this feedback to improve the work we have just done; or‚ more often in education‚ to ensure that the next work we do embraces what we have learned. Feedback also affects how we feel about our work‚ and inevitably also about ourselves; feedback thus also
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Is the Inclusive Classroom Model Workable? One of the most rewarding years in my seventeen year teaching career was the year I had a full inclusion class. The amazing part was that my students didn’t even know that I was their special education teacher. They viewed me as just one of their teachers. The regular education students also had no idea that I was there especially for the ten students that had Individual Education Plans. After having a year like that you would think that my answer
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CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Learning varies on each and everyone. Individuals can perceive and process information in different kinds of ways‚ which implies that the degree to which individuals learn has as much as to do with whether the learning experience is geared to their style of learning. Some of the individuals learn and develop easily in the early stage‚ while others are not. For some time now educational research exploring the issue of academic
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Total Carbohydrates Using the Phenol-Sulfuric Acid Method This lab introduced the students to analyzing carbohydrate content using a spectrophotometer and phenol-sulfuric acid methods. Virginia Smith 983976633 Lab Partner: Jeff Martz Due Date: 3-22-11 Introduction The objective of this lab was to have students use a spectrophotometer to analyze the carbohydrate content in the sample. Phenol-sulfuric acid methods were also applied
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the relationship among quality of class discussion and quantity of class participation. The American Accounting Association Education Change Commission stated in their first position statement that students should be active participants in the learning process‚ not passive recipients of information. Kleirwer (2000) wrote that conclusion involves all kinds of practice that are ultimately practices of good teaching and what a good teacher does is to think thoughtfully about children and develop
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Practical 16: estimating Population Size Using Mark and Recapture Method Raw and Processed Data Table 1: Uncertainties of apparatus used in the experiment. Apparatus | Uncertainties | Stopwatch | ±0.01s | Table 2: Formulae and sample calculations involved in processing data in the experiment. Calculations | Formula | Sample Calculation | Mean ( x ) | x = 1n i=1naiWhere‚ 1. n refers to the total number of values. 2. ∑ refers to the addition of all values starting with the first value
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young person. Different ages will require different levels of attention. It is up to you to be able to differentiate the different levels. A younger child may need assurance and more physical contact rather than an older child. As a child mature the physical contact is reduced and instead there is an increase level of confidence needed. They will need more help in expressing their opinions and thought across as well as involving themselves in discussion. Adapting your vocab is a good
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Explain the different methods of giving feedback and demonstrate good practice in giving feedback to your peers Feedback is a crucial element of education which aids learners to maximise their strengths and weaknesses to improve their learning and performance. Feedback can be informal in the form of a general chat between teacher and student or even just between peers. Formal feedback can be in the form of an assessment or test. Feed back is vital to the ongoing development of learners and
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In this secondary 2 classroom‚ there are 38 students in total. The inclusive culture need to be implemented as four of them have special educational needs. In the following paragraphs‚ cases of students with different types of special educational need will be briefly analyzed in the first section. Then‚ aiming to implement the inclusive culture in the classroom‚ the lesson plan entitled ‘Natural Disaster’ will be evaluated and adjusted‚ and more suggestion for accommodation will be given towards
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Using the Iodine clock method to find the order of a reaction Introduction When peroxodisulfate (VI) ions and iodide ions react together in solution they form sulfate (VI) ions and iodide. This reaction is shown below: S2O82-aq+ 2I-aq SO42-aq+ I2(aq) The reactants and the sulfate (VI) ions are colourless however the Iodine is a yellow/brown colour. This allows you to measure the progress of the reaction through the colour change when the iodine is produced. In order to determine the order of
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