Teaching Practice, Reflection On Peer Observation And Module Essay

[meteor_slideshow slideshow=”adssa” metadata=”height: 126, width: 630″]
Order Details
2.2 Teaching Practice.
PLS DONT FORGET TO SEPARATE 2.2 teaching practice 1000 words, 2.2 reflection on peer observation and 2.3 module essay assignment.
MY SUBJECT SPECALISM IS EARLY YEARS IN CHILDCARE
*Please use three learning objectives . Any topic from early years childcare.
*the scheme of work can be from my suject area for one term plus lesson plan to be included.
Arrange one (or two) observation(s) of your teaching with a specific focus on how you plan for assessment in your teaching.
• Complete part 1 of the observation form available on the VLE before sending it to your observer in advance of the observation.
• Include your detailed lesson plan and a copy of the relevant scheme of work in your submission and make them available to the observer during the observation.
• After the observation add a detailed evaluation to the lesson plan using appropriate assessment terminology such as types and forms of assessment.
• When the completed observation report is returned complete part 5 of the form, with an emphasis on assessment and how you track student progress to promote learning.
EQIVALENT TO 1000 WORDS. NO REFERENCING REQUIRED.
REFLECTION ON PEER OBSERVATION:- PLEASE MAKE IT PERSONAL AS I AM THE ONE REFLECTING. Conduct a one hour (minimum) observation of another teacher in a different subject or context to you. Use the peer observation form specific to this module (available on VLE) to help you to reflect specifically on assessment practices and the classroom organisation and management of behaviour, comparing and contrasting them to your own practice. Include a copy of the lesson plan. EQUIVALENT TO 500 WORDS. NO REFERENCING REQUIRED.
2.3 Module Assignment PLEASE MAKE IT PERSONNAL for example “the assessment method i used was…. but in an essay form.
*why is the assessment necessary. How are you going to test them.
*divide them into three groups for differentiation, e.g group1will discuss 1 month old, group 2 will discuss 5 month and group 3 will discuss 12 months old babies etc.
e’ submission via Turnitin Reflect on the assessment processes you use in your own teaching. Explain using appropriate assessment terminology and theory:
• What assessment methods you use and why
• How you capture and track assessment data
• How you use assessment data to improve teaching and learning (assessment of and for learning)
• What feedback/forward strategies you use to manage learner expectations and progress
• How management of learner behaviour through differentiation and inclusion impacts on assessment and learning
Evaluate your assessment practice and determine whether it is fit for purpose and include any changes you would like to implement in your own practice.
You may wish to include a copy of your scheme of work, course syllabus and a sample of a relevant assessment activity to support your writing as appendices.
2000 words.
NB References and quotes are not included in the word count
Referencing Requirements:
Module Reading – Planning and Assessing
Core texts
Armitage, A., Evershed, J., Hayes, D., Hudson, A., Kent, J., Lawes, S., Poma, S. and Renwick, M. (2012) Teaching and Training in Lifelong Learning. Maidenhead: OU Press. Chapter 6:
pp. 160-186
Cox, A. and Harper, H. (2000) Planning Teaching and Assessing- A reader: London: Greenwich University Press. pp. 73-78
Cowley, S. (2001) Getting the buggers to behave . London: Continuum.
Crawley, J. (2010) In at the Deep End: A Survival Guide for Teachers in Post Compulsory Education. London: Routledge.
Delaney, M. (2009) Teaching the unteachable. Practical ideas to give teachers hope and help when behaviour management strategies fail. London: Worth publishing.
Duckworth, V., Flanagan, K., McCormack,K. and Tummons, J.(2012) Understanding Behaviour 14 plus. London: Open University Press.
Ecclestone, K. (2003) Understanding Assessment and Qualifications in Post-Compulsory Education. Leicester: NIACE. pp. 13-37
Gravells, A. (2009) Principles and practice of assessment in the LLL sector. Exeter: Learning Matters. pp. 27-57
Rogers, B (2011) Classroom Behaviour; A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. 3rd edn. London: Sage Publications Ltd.
Scales, P. (2008) Teaching in the Lifelong Learning Sector. Maidenhead: Open University Press. pp. 148-172
Tummons, J. (2007) Assessing Learning in the Lifelong Learning Sector. 2nd edn. Exeter: Learning Matters. pp. 112-118
Wallace, S. (2007) Tutoring and Training in the Lifelong Learning Sector. 3rd edn. Exeter: Learning Matters Ltd. pp. 167-175
Additional Reading: The following bibliography lists titles that may be of further interest.
Angelo, T. and Cross, P. (1993) Classroom Assessment Techniques. 2nd edn. San Francisco: Jossey-Bass.
Armitage, A. and Renwick, A. (2008) Assessment in FE. London: Continuum.
Black, P. Harrison, C. Lee, C. Marshall, B. and William, D. (2003) Assessment for Learning – putting it into practice. Maidenhead: Open University Press.
Gardener, J., Harlen, W., Hayward, L. and Stobart, G. with Montgomery, M. (2009) Developing Teacher Assessment. Maidenhead: OUP Press.
Race, P. (1995) ‘The art of assessing’.New Academic, Autumn 1995, pp. 3-5 & Spring 1996, pp. 3-6.
Rowntree, D. (1987) Assessing Students: How Shall We Know Them? London: Kogan Page.
Saunders, D. & Race, P. (1992) Developing and measuring competence. London: Kogan Page.
[meteor_slideshow slideshow=”best” metadata=”height: 126, width: 630″]