Effective Teaching And Learning Environment

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

Lauren Liberante, author of “The importance of teacher–student relationships, as explored through the lens of the NSW Quality Teaching Model” article, is a Bachelor of Primary Education (second year), at the University of Wollongong, Australia. When this article was published online in February of 2012, Liberante articulated the effective importance of student-teacher relationship, utilizing the Quality Teaching Model. In the article, Liberante explored the effectiveness of teacher-student relationship through the three elements of the NSW Quality Teaching Model; Intellectual Quality, Quality Learning Environment and Significance. In this paper, I summarized the article and offered comments about the selected features, and proposed areas where additional discoveries would assist in regards of the issues being raised.

Data from this dissertation comes from ECLS-K data set released by the National Center on Education Statistics. Their sponsor is the United States Department of Education. The data set, which follows the progress of over 21,260 students over the course of their K-8 academic

Due to the very nature of educators all across this nation being in an age where accountability is the driving force behind educational systems, leaders must look at changing the way they do things by doing educational research to meet the standards of No Child Left Behind (NCLB). According to Lodico, Spaulding, & Voeglte (2010), meeting NCLB requirements makes knowledge of educational research an essential component of professional preparation for all educators (p2). In order for educational discrepancies to be corrected, educators must develop and deepen their skill set about the research approaches that can be used to bring reliability and validity to any program being utilized by our educational systems. Everyone must become aware of

Student ratings are often collected using surveys or questionnaires, and inferences about instructional practices and learning environments are often based on

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James (a pseudonym) was chosen for this assignment to receive tier 2 math instruction in addition to high quality math support he is currently receiving in a first grade inclusion classroom. At the beginning of the semester, James, as well as the rest of his class, was given a universal screening assessment of mathematical skill. James’ scores placed his mathematical ability at a pre-kindergarten level and was the lowest among his peers in the classroom. Because of this, James began to be progress monitored every week using a mixed skills addition and subtraction curriculum based measurement (CBM) matched to the 1st grade standard CCSS.MATH.CONTENT.1.OA.C.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.) However, on the initial round of CBM’s , James scored a 0 and continued to score a 0 after the next two CBM’s. Because his scores continued to show a lack of growth up to James’ goal line, he is being referred to tier 2 math instruction (see Appendix A).

One of the areas that students find most challenging is math. For the past three years I have been teaching The Flexible Learning program, which covers 6th, 7th and 8th grade Mathematics. The curriculum is was created by both the district curriculum staff as well as the federal programs department of the school system. The Flexible Learning Program (FLP) focuses on mathematics for grades 6-8 for students who are at the highest risk academically. The program is supplemental to the student’s CCGPS classroom, remedial class and Title I support. The curriculum in the classroom is aligned to the Common Core Georgia Performance Standards adopted by the state.

TASK: DESCRIBE THE IDEAL PHYSICAL ENVIRONMENTS AND SOCIAL ENVIRONMENTS FOR EFFECTIVE LEARNING AND HOW IT IS APPROPRIATE FOR THE TEACHING AND LEARNING PROCESS IN A SCHOOL THAT IS BUILT ON TOP OF A PUB IN AN URBAN CENTRE WITH EMERGING UNSTABLE CONDITIONS

Current nationwide examination outcomes offer continuing paperwork of the should enhance the concentrate on enhancing student accomplishment in mathematics. The National Evaluation of Educational Development (NAEP) just recently launched the 2005 mathematics ratings which mirrored student accomplishment in the locations of dimension, geometry, information analysis, likelihood and algebra. Country wide, just 30 % of 8th graders were considered competent. Although mirroring a boost from previous evaluations, just 69 % of the 8th graders country wide showed a standard abilities level on the NAEP evaluation (Olson, 2005).

Performance assessments are evaluations that involve engaging students in a performance or in creating products that are presented for an audience (Ybarra & Hollingsworth, 1996). Common performance assessments include oral reports and group demonstrations (Brookhart, 2005). Individual performance tasks may fall under the category of authentic assessment, but they also may not (Erickson, 2001). Often when using performance assessments, teachers will use rubrics to evaluate students’ work, to state the criteria by which they will evaluate the project, and to provide the students with information about what is expected of them as they complete the tasks (Fischer & King,

The teaching and learning environment has been shifting towards instruction that is learner centric where students construct their own understandings and the curriculum and pedagogy addresses the evolving needs of these learners (Softlink, 2013; O’Connell, 2012a; ASLA, 2013). Schools exist in a changing educational landscape which now centres around the skills of critical thinking and problem solving, communication and collaboration and creativity and innovation (Starkey, 2012; Trilling & Fadel, 2009). Library education now and in the future should be less focused on particular practices of the library, and more on the needs of its users and fostering these skills (Lonsdale, 2003).