If any learner needs any special learning technique r help for example Dyslexia, Discalced, Dysphasia or any other learning difficulties; I use unique instructional methods, materials, learning aids, and equipment to meet the educational needs of learner. Also power point handouts if English is not their first language, Formative assessment – When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening.
The process serves as practice for the student and a check for understanding during the learning process.
The formative assessment process dudes teachers in making decisions about future instruction. Questioning, Discussion and Observations are a few examples that I used in the classroom during the formative assessment process to collect evidence of student learning. Summation assessment – Summation assessments are set to enable me to evaluate, and assign a mark to staff learning.
At the end of the First Aid at Work training I use a gaped handout questions and multi choice test to cumulatively assess theory elements, providing evidence of their level of understanding.
I will advise the SOL learner to ask for clarification of the questions if required. By sing a variety of methods appropriate to the domain, both formal and informal, will be evidencing learning and meeting individual preferences. This will inform me and the learners that the outcomes are being achieved, develop their sense of achievement and competency.
Should there be any shortcomings can delivery to clarify before finish the training. [Word Count= 296] b) The importance of involving learners and others in the assessment process As a part of effective teaching and learning, learner themselves also need to be actively engaged in the assessment process, identifying what it is they need to learn and develop. Providing students with opportunity to reflect on their own performance and exchange feedback with peers can help them become lifelong learners. (Dean, C. B. Et al. 2012). Involving learners in the assessment process is a key way of helping them to manage and ‘take ownership’ of their learning, by thinking about what they have achieved and planning ahead. Involving them in recording their own and each other’s progress and planning the next steps in learning can deepen their understanding and reinforce their sense of achievement. It can also help the manageability of the assessment process for practitioners.
Word Count= 126] C) Self-assessment (activating students as learners of their own learning) – It is about getting students to develop the skills and judgment to assess themselves. Clearly it applies mainly to formative assessment, but it is none the less important for that. It helps students to realist that they are doing this assessment as an aid to their learning, rather than simply to jump through artificial hoops set for them by the teachers, and helps them to focus on the assessment criteria?and if they can find their own faults as they are drafting heir submission and correct them, so much the better.
Peer Assessment (activating students as teaching resources for one another) – where students are helping each other improve their work has benefits for the person that receives feedback but also has benefits for the person who gives the feedback. Because in thinking through what it is that this piece of work represents and what needs to happen to improve it, the students are forces to internals a success criteria and they’re able to do it in the context of someone else’s work, which is less emotionally charged than your own.
So when students have given feedback to others about a piece of work, their own subsequent attempts at that same work are much improved because they’re now much clearer about what good work in that task looks like. So that’s been one of the real, I think, breakthroughs… Is the real benefit of peer and self-assessment, is both the person who is doing the assessment, the self-assessment and the person who is giving feedback – the peer assessment. Peer self Promotes involvement Develop a self-critical and reflective habit of mind May give the tutor time for other tasks Develops motivation
Can correct misunderstanding without tutor involvement Develops a sense of ownership, responsibility and accountability Develop maturity Help to clarify goals May be received more readily than from tutor Give the tutor time for other tasks See other ways of doing [Word Count= 321] d) Six features of constructive feedback: If you can’t think of a constructive purpose for giving feedback, don’t give it at all. The purpose of feedback is to assist individuals to reflect, learn and develop. Feedback is an essential element for teacher/trainer in an organization.
Giving feedback is a task you perform gain and again as a teacher, supervisor or manager, letting people know where they are and where to go next in terms of expectations and goals – yours and their own. Feedback is a useful tool for indicating when things are going in the right direction or for redirecting problem performance. Your objective in giving feedback is to provide guidance by supplying information in a useful manner, either to support effective behavior, or to guide someone back on track toward successful performance.
Feedback is usually given on a one to one basis after an assessment had taken place. Learners need feedback that gives information about the quality of their work, not just generalized praise and encouragement. Key features of giving feedback Clear and Unambiguous feedback: know what you want to say and say it (or write it) clearly and concisely. Don’t try and cover everything: focus on the most important aspects. The fundamental purpose of feedback is to provide clear information to help students develop as self-regulated learners – i. E. Earners who make independent judgments about the quality of their work and self- correct. Feedback therefore needs to be clear, related to the assessment criteria ND provide specific ways in which the work can be improved. Encourage self and peer review: If students only rely on feedback from their tutors they will never develop the capacity to evaluate their own work or the work of others. Creating more opportunities for self and peer review can increase the frequency of feedback to students but it is also a valuable activity for developing understanding.
Getting students to give feedback on other students’ work, regardless of the quality of feedback they receive themselves, improves their understanding of assessment criteria and helps them to use that understanding n their own work. Identifies strength and weakness: To help a struggling student, it may be best to analyses the student’s strengths and weakness. This requires that the student feel comfortable with the teacher and is able to express his feelings clearly. After analyzing the student’s strengths and weaknesses, a teacher can develop a plan to help him.
Specific: Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it. Highly technical feedback will seem odd and confusing to a novice. Better to help the student concentrate on only one or two key elements of performance than to create a buzz of information coming in from all sides. Do not overload – identify two or three key messages that you summaries at the end.
Use different strategies to give rapid feedback: Written feedback on individual student assignments is not the only way to give feedback. Varying the mix of ways in which feedback is provided can ensure feedback is prompt and also help students to engage with the comments. Regular: Regular feedback reinforces the message; it also enables a ‘feedback rapport’ to be established. Feedback needs to be given as close to the event as possible so that students have time to act on your suggestions and apply it in time for the next piece of work. Word count= 573] e) How constructive feedback contributes to the assessment: Giving constructive and effective feedback can build a learners’ confidence, transform their understanding and motivation and also help them develop key critical skills. Feedback, especially when linked to formative assessment, training or teaching should focus on looking forward and on how to enhance learning. Constructive feedback is a tool that is used to build things up, not break hints down. It lets the other person know that you are on their side.
Feedback develops motivation in the learner and contributes to target setting. Make sure Identifies progress, focuses on changes needed and encourage reflection. Constructive feedback does not mean only giving positive feedback (praise). Negative or critical feedback given skillfully can be very important and useful. Destructive feedback, negative feedback given in an unskilled way generally leaves the recipient simply feeling bad with seemingly nothing on which to build and no useful information to use for learning.
Feedback should be a balance of positives and negatives and focus on constructive criticism. [Word Count= 161] f) How to give constructive feedback to learners following assessment: There are some general principles of giving feedback, which, if followed will help you achieve a positive outcome Start with positive: Most people need encouragement, to be told when they are doing something well. When offering feedback it can really help the receiver to hear first what they have done well.
If the positive is registered first, any negative is more likely to be listened to and acted upon. Be specific: Specific feedback gives more opportunity for learning. After receiving feedback, students should be clear what they need to do differently and also what to continue to do well. I don’t try and cover everything: just focus on the most important aspects. Seek/offer alternatives: If I don’t give negative feedback then try to turn it into a learning opportunity by asking the person what they could have done differently, or, would do differently next time.
It is always more powerful to get ideas coming from the person receiving feedback, but if they are struggling to think what they could eave done differently then I offer some suggestions. Leaving the recipient with a choice: Feedback which demands change or is imposed heavily on the other person may invite resistance, and, is not consistent with a belief in each of us being personally autonomous. Skilled feedback offers people information about themselves which leaves them with a choice about whether to act or how to act.
It can help to examine the consequences of any decision to change or not to change, but does not involve prescribing change. Finally, how do you know if the feedback you have given your students is useful? Ask them! [Word Count= 272] g) Explain why it is important to keep records of assessment for and of learning in an organization: Keeping an up to date record of Learner is very important for a Health care companies and Instructors.
Records are vital piece of information and work towards ensuring that there is progressive learning, staff members have fulfilled their professional accountability and role as an instructor and that there is a unified approach towards the learning of staff/learners. So that it enables the instructor and the learner to reassess the teaching-learning relationship. Records indicate clearly what has been taught, the progress of the course, and helps identify the learners who need more help.
Without having records it makes assessing learning difficult as they are no clear indications of whether the students have learnt what has been taught, if more help is needed and if the students are ready to progress. Records tell us the complete history of the student through their course cycle, thereby facilitating proper guidance and support wherever necessary. It facilitates the supply of information to employer, effective monitoring of progress of learners, data needed for planning ND decision making by service providers.
It also enables the service provider to collate information for decision making by law courts and other government agencies (ICQ- The Care Quality Commission), when needed. Looking at a student’s attendance might give an indication that they are not up to date with their learning because of nonattendance. Non-attendance can be due to the learners lack of understanding during lessons which can be looked at by teachers reassessing the methods that are used and needs of the learner Also it is a proof of learning achievement – people lose their certificates, achievements, o recopy organizations needs to keep copy of it.
Cite this Techniques of Teaching people with Speaking Disorders
Techniques of Teaching people with Speaking Disorders. (2018, May 09). Retrieved from https://graduateway.com/techniques-of-teaching-people-with-speaking-disorders/