PTTLS | Teaching & Learning Approaches | | Iqbal Vohra | 6/6/2011 | Contents 1. Introduction 2 2. Learning styles 3 2.1. Visual learners 3 2.2. Auditory learners 4 2.3. Kinaesthetic learners 4 3. Functional skills 5 4. Differentiation 6 5. Conclusion 7 6. References 8 7. Appendix 1: Learning styles self-assessment 9 8. Appendix 2: Embedding functional skills in a PTTLS session 13 Introduction This assignment is about different teaching and learning approaches
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This assignment will discuss effective teaching and learning environments. According to Brophy (2004) there are twelve principles contributing to effective teaching; a supportive classroom environment‚ the opportunity to learn‚ curricular alignment‚ establishing learning orientations‚ coherent content‚ thoughtful discourse‚ practice and application activities‚ scaffolding students‚ strategy teaching‚ co-operative learning‚ goal orientated assessment and achievement expectations. All these principles
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assignment I will be looking at a range of theories relating to how learning takes place. I will consider how different theorist’s suggestions are put into practice in our setting focusing on the Foundation Stage. I will be looking at a range of teaching and learning models and considering how they relate to different styles of learning e.g. visual learners‚ an auditory learner or a kinesthetic learner (VAK). These teaching and learning models will be related to professional practice as well as how these
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Introduction Reflective thought as a learning process was first given importance and described by Dewey (1933) in How We Think as an “active‚ persistent‚ and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends”. Joseph Raelin‚ Reflections‚ Fall 2002‚ Volume 4‚ Issue 1‚ pages 66-79‚ “”I don’t have time to think!” Versus the art of reflective practice” defined Reflective Practice as ‘the practice
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Teaching and learning in your Subject The world we live in today is a complex multinational society in which children and pupils are taught to get along together regardless of their race‚ gender‚ faith or disability. The current National Curriculum mentions inclusion and how all students should be able to reach their learning potential through lessons which incorporate Individual Education Plans (IEP’s) and differentiation in order to reach the potential of all students who may step across the threshold
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Language Education in Rural Schools of India: The Situation‚ the Policy and the Curriculum Abstract This paper attempts to bring in the issues related to English language education situation in rural schools in India‚ the state policy on language education‚ quality questions in second / foreign language education through an analysis of language policy practices and the curriculum and syllabi of five states (provinces) in the country. The language policy in school education emerged as a political
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E-learning with Computer Technology in Handicapped Higher Education Li Bian College of Special Education Beijing Union University Beijing‚ China bl2003@163.com Abstract—E-learning is flexible learning using computer network resources‚ tools and applications‚ and focusing on interaction among teachers‚ learners‚ and the online environment and on collaborative learning. This paper presents and analyzes elearning with computer technology in handicapped higher education. Computer technologies
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Understanding inclusive learning and teaching in lifelong learning I have delivered a teaching session covering for a colleague on sick leave. It was the first time I had worked with the group within which there was an ESOL learner‚ a learner with dyslexia‚ a learner who receives learning support and a learner with disruptive tendencies. I am writing a journal entry for my professional development file which is presented according to the stages of the teaching cycle (See: Figure 1A The teaching cycle‚ Wilson
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whether to teach it in school or not. The Holocaust was a big event in history that every child has to learn about at some point. That point should be in 8th grade. That is when the kids start to be more mature and can handle the horribly detailed events of the Holocaust. The Holocaust should be taught in the 8th grade because it is a very important part of history and 8th graders are more mature at that age. The Holocaust lesson should be taught so that the students learning about the Holocaust
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ESTUDANT NUMBER: SH34979/DLC ESTUDANT NAME: Hannelore Bartelmann 54 ALBERT BARNES HOUSE NEW KENT ROAD LONDON SE16PJ COURSE: NCFE SUPPORT WORK IN SCHOOLS AWARD TUTOR DR CHRIS GARDNER UNIT 1; TASK 1.1 A – PHYSICAL DEVELOPMENT AGES 0 – 19 Includes movement skills‚ gross motor skills‚ fine motor skills‚ eye hand co-ordination. Children’s development can be supported by: * Providing space and some equipment for the development of movement skills and gross motor skills and adequate
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