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Effects of family background on academic performance
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Continuity and progression, in the context of education, refer to the ways in which pupils' understanding builds and develops during their time in School. Cohen et al. (2010, pag 134) defines continuity as "an important educational principle, arguing that the curriculum that is planned must build on prior curricular experiences that the students have had." This requires the teacher to assess where the student is in intellectual development, knowledge, skills, organisation and so, in order that subsequent plan can stretch the pupil instead of rendering the learning boring or impossible. Planning for continuity requires to know previously what students have already done, thus during teaching practice one, planning for continuity was achieved after some time getting information about the students and, some meetings with the mentor, in which pupils' previous knowledge and abilities were discussed.
Experiences that children have about different educational transitions and in their family lives affect children and their capacity to adjust and to learn. There are two main transitions that must be bridged in order to promote continuity, these are: firstly, from kindergarten to primary school, and secondly, the transition from primary school to secondary school.
Continuity is usually promoted by developing a curriculum that states the general objectives and that is planned for curriculum coherence according to the knowledge of how each individual student learns. However, in the context of Spanish language subject in the school, where students are set in ability groups, and they start learning Spanish just after the transition from primary to secondary school, continuity can be achieved easily by just using differentiated plans that a...
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...ence possitively in progression. As an example, a new student who came to grade 10 in the middle of the course, did not participate in classes and she even was not able to talk until she made a friend one week later; after this, she became more participative and her self-esteem increased substantially.
In conlusion, continuity and progression are mainly enhanced by specific teaching procedures, parents-teachers regular progress meetings, specific school policies and the support for pupils self-esteem.
Works Cited
Dunlop, A., Hilary, F. (2002) Transition in the Early Years: Debating Continuity and Progression for Children in Early Education. Routledge. London.
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
Howe, A., Val, R. (2011) Bridging the Transition from Primary to Secondary School. London: Routledge.
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
middle of paper ... ... Australian Journal of Teacher Education, 25 (1), 45-51. Retrieved from http://ro.ecu.edu.au/ajte/vol25/iss1/5. Western Australian Department of Education. a.
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
...y curriculum to respond to individual needs and to support particular aptitudes and talents giving everybody opportunities for achievement. These make my teaching relevant. Learners can value of what they are learning as is relevant to their lives, present and future. Balance between curriculum and learning is reflected in teaching methods and assessment strategies which, I think, enable learners exercise self- awareness and responsibility for their personal achievement.
The repetitive structure of a school day, in a way, provides me with a sense of security, an awareness of what to expect, but it can be monotonous and lack excitement. When you consider how much time students spend in school it is clear that the experience shapes their lives and can have a lasting effect. It is for this reason that it is crucial to have the correct balance of conformity and individuality for the benefit of both civilization and individuals.
middle of paper ... ... Bibliography Black, Jeffrey. A. A. (1991) The 'Secondary' of the 'Secondary' of the 'Second School Readiness [Electronic version].
During this semester in the course human development and learning, the class has been learning about a range of ways that children develop and learn. This also develops the understanding of the human growth process in terms of different learning styles and what teaching strategies can be used. Learning about a child’s learning in primary school is vital in being able to successfully develop a range of strategies to benefit both student and teachers learning. Communication strategies to support learning, strategies to support inclusive student participation and engagement in learning, and organisation of the classroom and providing directions to learners managing challenging behaviour are all significantly important to uphold in
Wertlieb, Donald. "Child." World Book Advanced. World Book, 2011. Web. 16 Aug. 2011.Retrieved from http://www.worldbookonline.com/advanced/article?id=ar110700&st=middle+childhood+development&sc=1#h4
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.
The retaining of a young student in the same grade for longer than a year beneficial for the extended opportunity to comprehend unlearned material. If a student is advancing to the next grade levels without successfully completing the lower grade there is possibility that the child’s ability to do well in he next grade will be
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.