Sunteți pe pagina 1din 7

CHCEDS026

1.1:
To increase student learning and to create a classroom environment conducive to learning,
support worker must first focus on the physical space.E.S should implement the techniques
and strategies demonstrated by teacher and she should have in depth knowledge of lesson
plan. E.S can create conducive environment by

 Encourage students to ask questions.

 Pay more emphasis on questions; not the answers.


 Be open to ideas.
 Mix up your learning techniques.
 Your teaching reaches beyond the classroom walls.
 Personalize your learning.

1.2:
Good lesson Planning is essential to the process of teaching and learning because planning
is an important part of educating and behaviour management. Proper
classroom planning will keep you organized and on track while teaching, thus allowing you
to teach more and manage less. Part of classroom planning is developing effective
lesson plans.
1.3:
The adaptations/modifications involved may include adjusting (i) seating arrangements (ii)
the use of study carrels (iii) organisation of learning centres and different groupings (iv) the
development of a general classroom climate that fosters positive learning, adequate time-on-
task, and effective interactions (Hoover, 1990). Various authors discuss
adaptations/modifications and attempt to classify them. Hoover (1990; p.408) identifies four
elements of curriculum that must be adapted: (i) content (ii) instructional strategies
(iii)instructional settings (iv) student’s behaviours.
1.4:
In order to determine the preferred learning style and strategies of a student there are
several ways of doing so including the Solomon/Felder Index of Learning Styles, and the
questionnaire by the Educational Media Corporation. When talking about learning styles it is
important to include the use of technology in the classroom. Due to the fact that technology
is highly used outside of education, classrooms that take advantage of the use of technology
will keep the attention of their students. By using Computer Assisted Instruction (CAI)
students will learn the benefits from using the computer.
1.5
1.6

 Making instructional games under supervision of teacher.


 Preparing learning centers
 Preparing displays
 Locating /preparing instructional materials
 Duplicating materials
 Creating modified materials (record stories, video, audio taping, visual
schedules/supports)

1.7
Use visual Aids:
Visual aids will keep your students eyes glued on you and will lesson the chance of the
students failing asleep. To make in eye catching we can also bulleted, insert pictures to
make it easier for the students to understand what the lesson is all about.
Encourage Open forums:
Allowing students to participate in classroom discussions and stating their own opinions.
Always do recap:
Always recap and ask to students to recap for you .Doing recap helps the students
consolidate everything that have learned for the past hour or more into their heads.
1.8:
It is important to consider because Body language and tone of voice are key parts of
nonverbal communication. You can use them to send positive nonverbal messages and
reinforce what you're saying to your child. ... This means using the same facial expression or
tone of voice as your child. It can show him that you're trying to understand his feelings.
1.9
Age
Cultural background
Learning styles
Religious belief
Life experiences
Thinking styles
Working styles
Political orientation
Physical capacity
Family structure
1.10
Respect for diversity is the hallmark of a school community that is confident and strong in its
values and beliefs. When student understand that each individual is unique with their own
individual differences that can begin to value and appreciate these for the richness they
bring to the school and wider community.
1.11
• Understand that assessment can be used in multiple ways: assessment of learning; assessment as
learning; and assessment for learning. • View assessment as an integrated part of the curriculum
and make sure assessment objectives and tasks are aligned to program/ course learning outcomes
and the learning activities of the course. • Acknowledge that students commencing a
program/course will not always possess the academic literacies (eg critical reading and writing skills)
to successfully complete assessment tasks, and that learning needs to be scaffolded and assessment
structured to be achievable for all students.

Design the curriculum so that students are given ample time to both understand the purpose,
requirements and grading of assessment tasks, and to work on and submit the assessment. Also
consider student workloads when designing and scheduling assessment tasks.

Explicit teaching can be incorporated by building prior knowledge and experience of students.
Scaffolding learning by unpacking the academic, discipline and cultural knowledge. Explain to
students what is required of them to participate, move from simple to more complex. Explain
students what is required of them to be successful at any stage and encourage help seeking
behaviour.
1.12

Practice principles for excellence in teaching and learning consists of: • the vision for learning • 9
practice principles for teaching and learning • a set of diagnostic tools. The Practice Principles for
Excellence in Teaching and Learning provide a foundation for the conversations, collaborations and
actions at the centre of teaching and learning. For most teachers the Practice Principles will be a
familiar part of everyday practice.

1.13

 A supportive and productive learning environment promotes inclusion and collaboration.


 Curriculum planning and Implementation engages and challenges all students.
 Student voice, agency and leadership empower students and built school pride.

1.14

 Teachers design learning programs to explicitly build deep levels of thinking and
applications.
 Teachers support students to explore the construction of knowledge.
 Teacher support students to be reflective, questioning and self-monitoring.

1.16

Active learning is an interactive approach wherein the student is allowed to generate, rather than
receive information.

Brainstorming in order to generate creative ideas ,learners are asked to withhold judgment or
criticism and produce a very large number of ways to do something.

Discussion allows to communicate with one another through speaking and listening about a topic or
event of mutual interest.

Field observation, field work ,field trip allows students to make observations in a natural settings.

1.17

Activities that promote fine and gross motor skills


 Sewing. Kitchen Counter Chronicles.
 Weaving. Hands On As We Grow.
 Lacing. Journey into Unschooling.
 Beading. Hands On As We Grow.
 Balancing. Pink and Green Mama.
 Spooning Marbles. Little Hands Big Work.
 Paint with Water. Hands On As We Grow.
 Trace with Water. Kingdom First Homeschool.

1.18
1.taking an introductory act or step leading to action to undertake a project,
especially one that is important or that requires boldness or energy.
2.Analysing data and information to break complex aspects into component parts and
recombine them in different ways to create new knowledge.
3.Abilty to work effectively and respectfully with diverse teams, and exercise flexibility and
willingness to be helpful in making necessary compromises to accomplish a common goal,
assume shared responsibility for collaborative work and value the individual contributions
made by each team member.

1.19
Directive teaching is teacher oriented and didactic.
Non-directive teaching is student oriented and facilitative.

1.20
Project-based learning is a student-centred pedagogy that involves a dynamic classroom
approach in which it is believed that students acquire a deeper knowledge through active
exploration of real-world challenges and problems.

1.21
Food is a topic that interests children. It is something that is part of their everyday lives and
an important part of their cultural heritage. It is relatively easy to make teaching the topic of
food relevant to students’ experience and future lives. Younger children might be introduced
to food in the context of the home. I included a demonstration of cooking different foods – for
example, rice, spinach, roti and vegetables – to get them interested and observe more
closely. First, I got the students to look at the foods before they were cooked and asked
them to describe them. I wrote the words they used on the blackboard. During the
demonstration of the cooking, I asked the students questions to keep them focused and
interested. I also let the two students who are visually impaired feel the foods. They gave
some different words to describe them that I wrote on the blackboard.

1.22
Blended learning
Gaming
Interactive
Multimedia
Role playing
Story telling

1.23
It is suitable to use role play as a learning tool when objective is to develop communication
skills, problem solving and creativity. It also provides an opportunity to assess learning.

1.24
By knowing who is in the room helps a facilitator to plan effectively. Spending small amount
of time encouraging opportunities for a team to get to know each other always add great
value to the dynamic. By sharing their motivations for why they care about the work at hand
allows them to build commonalities and connections.
1.25
Anecdotal notes are used to record specific observations of individual student behaviours,
skills and attitudes as they relate to the outcomes in the program of studies.
Such notes provide cumulative information on student learning and direction for further
instruction

1.28

All matters related to the school, personnel, the students and their families should not be
discussed outside of educational team meetings.

1.30
It is important because it’s a process that makes you collect, record, and analyse everything
that happened in the lesson so you can make improvements in your teaching strategies
where necessary.

1.31

After each lesson, simply jot down a few notes describing reactions and feelings and then
follow up with any observations you have about student. It will be helpful to break up journal
into concrete sections such as lesson objectives, materials, classroom management,
students teacher etc.

1.32
Asking for feedback is one of the best way to feel in control of your work ,get an accurate
idea of what is expected of you and judge how you can improve even further.

1.33
Ask open questions. These questions will often begin with the word why or how.
Let the other person know you would like feedback so that they have time to prepare.

1.34
Have an informal conversation
Directly ask for feedback
Ask supervisor teacher to complete an observation report on your delivery performance.