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Parents influences on child development
Parents in childs development
Parents influences on child development
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Module two explains the importance of having clear learning targets. It not only helps the teachers and students but the parents as well. Clear learning targets allow the teacher to know what exactly to teach, assess, and activities to plan. The other benefit is that it provides the students with a clear understanding of what they need to know/learn. It also allows them to self-assess and set goals for themselves. The third benefit is that clear learning targets are easy for parents to understand. If parents can comprehend what is going on in the classroom there is a better chance they will become more involved. Therefore, they can assist their child at home with their learning needs. This also provides the student with a strong support system. …show more content…
If the parent and teacher are working together towards the same goal it benefits the child tremendously. Clear learning targets allow everyone to know what is expected in the classroom. Clear learning targets are almost like a detailed instructional manual that can be understood by all.
The common misconception is that standards are clear learning targets. They are not, all standards are not easy to follow. There are complex standards that must be deconstructed for everyone to be able to understand. This is something that takes time and requires colleagues to collaborate on what the standard is focusing on. The teacher must first understand the standard. Next, the teacher must be able to explain the standard in a less complex way. This is how clear learning targets are created. Also, there are four learning target types that consist of knowledge, reasoning, skill, and product. Knowledge focuses on what the students know's and understands. An example would be to define an opinion. Reasoning focuses on the type of processes the student must do to learn the concept. An example would be the student can identify an opinion in the text and its supporting details. Skill focuses on what the child can do. An example would be writing an opinion piece. Product focuses on the end result. It focuses on the quality and how well the child understood the concept. An example would be the child writing and exemplary opinion
piece. This module has helped me to see the importance of clear learning targets. They provide major benefits in the classroom. It is sad to say but I see a lack of clear learning targets in classrooms today. Teachers just place a standard on the wall and state that, "this what we will be working on". Instead, they need to provide an explanation for why the students are learning this and how they will be learning this standard. They should also provide examples. Students should not just be given a worksheet and be left to figure out what to do. Our job as teachers is to help guide students. In our program, we are learning how to create clear learning targets. An example would be our lesson plans and our mock parent-teacher conferences. In our lesson plans, we must give detailed descriptions of what we will be doing. We also must provide definitions for our vocabulary and provide targeted language support. This helps students understand the vocabulary and what they need to know/do. Our mock parent-teacher conferences help us as teacher explain what we are doing to assist their child in a less complex way. We must explain our practices in a way that parents can understand. This eliminates the parents from becoming overwhelmed. It allows them to be engaged in their student's learning process. Ultimately, this is every teacher's goal. We want our parents and students to be aware of what is going on in the classroom. We are a community at the end of the day.
standards worked. As a perspective teacher, I know that I need to do research more about
Negotiated Learning needs a carefully developed plan or structure whether it is for an individual or a group.Negotiating a learning goal could be a win-win situation, established mutual trust, both sides work together to come to common agreement or both sides try to see things from other’s point of view and final agreement needs to be summarised and written down. Agreeing learning goals with learners in the form of individual assessment plan or SMART objectives ensures the learners continue to develop and maintain continual progress. SMART objectives looks are manageable goals for the learner to achieve in a given timescale this gives the learner a sense of achievement and allows for self and peer assessment. We should continually support the learner and provide help and guidance where need. By setting these types of goal achievements the learners can progress and develop at their own pace. (HALDER & blogspot.co.uk,
By incorporating the theories of Piaget and Maslow into lesson planning, I can choose realistic and meaningful instructional strategies and designate assignments at the appropriate challenge level. My goal is to motivate my students to strive for their best and provide them an environment where they can successfully prepare for college and life. Mary Kay Ash was phenomenal at motivation and said it best: “Don't limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe, remember, you can achieve.” (Ash). Knowing that each class will be different and that what works for one class may not work for another will aid me in being an effective, efficient
which can be learned. This raises the question about which standards are necessary for a
The goal is to have children be develop positive guidance strategies, independence, gain control, health and safety practices, and be good problem solvers. Having a good intentional plan will help the child become aware of their environment.
students grades. The goals for all student learning should be on the same level but seems
Teaching goals are the outcomes that the therapist targets and focusses on in each session. They are a type of target that a therapist uses to create a particular instruction. Teaching goals include ten teaching skills; attending, imitation, receptive and expressive communication, visual performance, self-help, pre-academics, academic, social skills and plays, and independence. Teaching goals in each session were planned to follow the children’s individual education programme by supervisors, therapists and relevant
Understanding how to translate information learned into information taught with the intent of engaging a variety of student learners. This is the issue educators have faced for centuries. Developing a young mind is a chore and there are myriads of techniques that can be implemented. Teachers are not machines so the implementation of technique into useful classroom practice can only be as effective as the educators will, understanding, intelligence and personal belief. None of this can be tested so unless a school chooses the correct technique for the correct assessment it is possible to be competent educators while being non proficient at meeting national or state standards.
The second event is informing the learners of purposes, objectives or goals. It is also a must for teachers to inform students on what they want to teach that day and what their expectations towards their students are. It is still relevance to be applied until now. This second event is important because students need to know what the expectations from their teachers towards them are. In addition, when students know the purposes, objectives or goals...
Identify Concept Elements to Match the Standard Write the Objectives or Intended Outcomes Students will be able to identify prefixes, suffixes and root word and know their differences. Students will be able to identify how a prefix or suffix can change the meaning of a word. Students will have the ability to properly correct words with the incorrect prefix or suffix Write Problematic Situations
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
We must have the correct mind-set. We believe our students can learn; have high expectations; are willing to give extra help; find ways to make
Simply stated by Dr. D. Robinson, “ Active learning is ‘doing’ and this leads to understanding.” Learning by doing is a theme that many educators have stressed since John Dewey’s convincing argument that “children must be engaged in an active quest for learning and new ideas”. (Hendrikson, 1984) Jean Piaget also stressed the need for concrete operations in early childhood. Some educators incorrectly assume that active learning is important only in the education of young children. However, Piaget makes it clear that this in not so: “Experience is always necessary for intellectual development... the subject must be active...." (Hendrikson, 1984).
Another benefit is feedback affords an opportunity for clarification of what is expected. Student performance and achievement increases as they are able to understand the expectations for the specified task or project. This process also helps alleviate frustrations one may feel when unsure of the criteria for quality performance. Feedback also helps students identify strengths and weaknesses in various content arenas. Effective feedback from the teacher assists in student identification of the level of which they are performing as compared to the desired goal.
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.