practicum portfolio

Types of Learning Disabilities Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.  They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention.  It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace. Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time.  However, some individuals do not receive an evaluation until they are in post-secondary education or adults in the workforce.  Other individuals with learning disabilities may never receive an evaluation and go through life, never knowing why they have difficulties with

How to Assess Students’ Learning and Performance Learning takes place in students’ heads where it is invisible to others. This means that learning must be assessed through performance: what students can  do  with their learning. Assessing students’ performance can involve assessments that are formal or informal, high- or low-stakes, anonymous or public, individual or collective. Here we provide suggestions and strategies for assessing student learning and performance as well as ways to clarify your expectations and performance criteria to students. Creating assignments Creating exams Using classroom assessment techniques Using concept maps Using concept tests Assessing group work Creating and using rubric prospective  shaikh zahoor mehd i 

THE BEST THING FOR BEING SAD," REPLIED MERLIN, BEGINNING TO PUFF AND BLOW, "IS TO LEARN SOMETHING. THAT'S THE ONLY THING THAT NEVER FAILS. YOU MAY GROW OLD AND TREMBLING IN YOUR ANATOMIES, YOU MAY LIE AWAKE AT NIGHT LISTENING TO THE DISORDER OF YOUR VEINS, YOU MAY MISS YOUR ONLY LOVE, YOU MAY SEE THE WORLD ABOUT YOU DEVASTATED BY EVIL LUNATICS, OR KNOW YOUR HONOUR TRAMPLED IN THE SEWERS OF BASER MINDS. THERE IS ONLY ONE THING FOR IT THEN — TO LEARN. LEARN WHY THE WORLD WAGS AND WHAT WAGS IT. THAT IS THE ONLY THING WHICH THE MIND CAN NEVER EXHAUST, NEVER ALIENATE, NEVER BE TORTURED BY, NEVER FEAR OR DISTRUST, AND NEVER DREAM OF REGRETTING. LEARNING IS THE ONLY THING FOR YOU. LOOK WHAT A LOT OF THINGS THERE ARE TO LEARN.

report writting A report is a structured written presentation directed to interested readers in response to some specific purpose, aim or request. Characteristics of an effective report A report is a structured written presentation directed to interested readers in response to some specific purpose, aim or request. There are many varieties of reports, but generally their function is to give an account of something, to answer a question, or to offer a solution to a problem. An effective report is: • Appropriate to its purpose and audience • Accurate • Logical • Clear and concise • Well organised with clear section headings. Report structure One important advantage that a report has over other written communication is that it follows a standardised format. This enables readers to find and focus on specific parts of information. Most reports are modelled on the following structure (modified where necessary). 1. Transmittal document 2. Title page 3. Table of contents 4. Abstract/Exe

A  lesson plan  is a  teacher 's detailed description of the course of instruction, or 'learning trajectory' for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students There may be requirements mandated bypassed the school system regarding the plan. [1]  A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached ( test , worksheet,  homework  etc.). [2 ] prospective teacher  shaikh zahoor mehdi 

how to motivate the students for learning

How to Assess Students’ Learning and Performance Learning takes place in students’ heads where it is invisible to others. This means that learning must be assessed through performance: what students can  do  with their learning. Assessing students’ performance can involve assessments that are formal or informal, high- or low-stakes, anonymous or public, individual or collective. How to Assess Students’ Learning and Performance Learning takes place in students’ heads where it is invisible to others. This means that learning must be assessed through performance: what students can  do  with their learning. Assessing students’ performance can involve assessments that are formal or informal, high- or low-stakes, anonymous or public, individual or collective. Here we provide suggestions and strategies for assessing student learning and performance as well as ways to clarify your expectations and performance criteria to students. Creating assignments Creating exams Using classroo

The Use of the Media in English Language Teaching This 1979 issue of ELT Documents focuses on uses of radio and television in language learning. Mostly drawing on the BBC’s experience as a world broadcaster, the chapters address issues such as: the integration of elements in multimedia language learning systems; the history of BBC English by radio and television; television materials for ELT; the English-teaching radio script; levels of local exploitation; and uses of English by radio programmes in the classroom. The volume ends with an interesting overview of the British ELT scene in late 1978 by GD Pickett, which is unrelated to the other contents, and which takes in dictionary publishing, developments in linguistics, teaching methodology, the demands of teaching in Britain and overseas, and teacher training. shaikh zahoor mehdi 

150 Teaching Methods Lecture by teacher (and what else can you do!) Class discussion conducted by teacher (and what else!) Recitation oral questions by teacher answered orally by students (then what!) Discussion groups conducted by selected student chairpersons (yes, and what else!) Lecture-demonstration by teacher (and then what 145 other techniques!) Lecture-demonstration by another instructor(s) from a special field (guest speaker) Presentation by a panel of instructors or students Presentations by student panels from the class: class invited to participate Student reports by individuals Student-group reports by committees from the class Debate (informal) on current issues by students from class Class discussions conducted by a student or student committee Forums Bulletin boards Small groups such as task oriented, discussion, Socratic Choral speaking Collecting Textbook assignments Reading assignments in journals, monographs, etc. Reading assignments in sup

PORTFOLIO A student portfolio is a compilation of academic work and other forms of educational evidence assembled for the purpose of (1) evaluating coursework quality, learning progress, and academic achievement; (2) determining whether students have met  learning standards  or other academic requirements for courses, grade-level promotion, and graduation; (3) helping students reflect on their academic goals and progress as learners; and (4) creating a lasting archive of academic work products, accomplishments, and other documentation. Advocates of student portfolios argue that compiling, reviewing, and evaluating student work over time can provide a richer, deeper, and more accurate picture of what students have learned and are able to do than more traditional measures—such as  standardized tests , quizzes, or final exams—that only measure what students know at a specific point in time. prospective teacher  shaikh  zahoor mehdi