1 3 use own knowledge of learners and curriculum to contribute to the teachers planning

Knowing the learner involves understanding that language, identity, and culture are very important. It is essential that teachers respect and value students for who they are, where they come from, and what they bring with them from their experiences. This module draws on the concept of ako as the basis for teaching and learning relationships within which educators also learn from students, while employing teaching practice that is deliberate, reflective, and based on the latest research.

1 3 use own knowledge of learners and curriculum to contribute to the teachers planning

Pin Do you know how to learn? They are techniques that help people become more successful learners. Improved metacognition can facilitate both formal and informal learning.

It can improve the performance of new tasks on the job and help teams problem solve more effectively.

1 3 use own knowledge of learners and curriculum to contribute to the teachers planning

Here are some things learning professionals should know about metacognition. Metacognition is a regulatory system that helps a person understand and control his or her own cognitive performance. Metacognition allows people to take charge of their own learning.

It involves awareness of how they learn, an evaluation of their learning needs, generating strategies to meet these needs and then implementing the strategies. Hacker, Learners often show an increase in self-confidence when they build metacognitive skills. Self-efficacy improves motivation as well as learning success.

Metacognitive skills are generally learned during a later stage of development. Metacognitive strategies can often but not always be stated by the individual who is using them. For all age groups, metacognitive knowledge is crucial for efficient independent learning because it fosters forethought and self-reflection.

The Two Processes of Metacognition Many theorists organize the skills of metacognition into two complementary processes that make it easier to understand and remember. According to theory, metacognition consists of: Knowledge of cognition has three components: Regulation of cognition involves: Metacognition and Expertise Many experts cannot explain the skills they use to elicit expert performance.

This is considered tacit knowledge. See Strategies for Tacit Knowledge Transfer. Metacognitive strategies often separate an expert from a novice.

Some adults with expertise in one domain can transfer their metacognitive skills to learn more rapidly in another domain.

On the other hand, some adults do not spontaneously transfer metacognitive skills to new settings and thus, will need help doing so. Examples of Metacognition Skills You May Use Successful learners typically use metacognitive strategies whenever they learn.

But they may fail to use the best strategy for each type of learning situation. Here are some metacognitive strategies that will sound familiar to you: Knowing the limits of your own memory for a particular task and creating a means of external support.

Noticing whether you comprehend something you just read and then modifying your approach if you did not comprehend it.

Choosing to skim subheadings of unimportant information to get to the information you need.

Facing the Achievement Gap

Repeatedly rehearsing a skill in order to gain proficiency. Periodically doing self-tests to see how well you learned something. Metacognitive Strategies Metacognitive strategies facilitate learning how to learn.

You can incorporate these, as appropriate, into eLearning courses, social learning experiences, pre- and post-training activities and other formal or informal learning experiences.

During formal courses and in post-training activities, ask questions that allow learners to reflect on their own learning processes and strategies.Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in , the authors have greatly revised and expanded their original work to guide educators across the K spectrum in the design of curriculum, assessment, and instruction.

grade 1 mathematics curriculum guide - interim v Foreword The Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics released in by the National Council of Teachers in Mathematics (NCTM) and the WNCP Common Curriculum Frameworks for Mathematics K – 9 (WNCP, ), assists many provinces in developing a mathematics curriculum framework.

Use knowledge of the learners and the curriculum to contribute to the teacher’s planning Offer constructive suggestions for own role in supporting planned learning activities Identify and obtain the information required to support learning activities.

1 3 Use Own Knowledge Of Learners And Curriculum To Contribute To The Teachers Planning LEARNER -CENTERED APPROACH/ CURRICULUM Introduction: • The term learner -centered approach focusing on the student’s learning and what they do to achieve this, has widespread usage.

2 The Eastern Cape Department of Education in collaboration with the District Curriculum Personnel developed this document in order to support teachers in their implementation of EMS in the classroom. There are a number of contrasts in this model of curriculum theory and practice as compared with the product model.

First, where the product model appeals to the workshop for a model, this process model looks to the world of experimentation.

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