Principles of Teaching and Learning
Course Learning Intentions:
The Principles of Teaching and Learning course serves as a connecting framework for all of the courses in the 5th year of the Bachelor of Education program. Through the following series of learning intentions, I have demonstrated my exploration of both of the theoretical and practical complexities of teaching and learning, particularly the practices of effective planning, and authentic assessment.
Learning Intention 1: Teacher professionalism is a lifelong process that requires collaboration, reflective practice, and a growth mindset. Aspects of professionalism also include attendance, punctuality, responsibility for learning, inclusive language, ethics and integrity.
Learning Intention 2: Context and 'place' are powerful influences on learning.
Learning Intention 3: We all have assumptions, values and beliefs that influence our perspectives on teaching and learning.
Learning Intention 4: Diversity comes in many forms and every learner has a unique identity, background and set of experiences that they bring to a classroom. Our role as educators is to know our learners and to respond to their individual needs as best we can.
Learning Intention 5: Instructional plans are based on current curriculum and policy and the strengths, interests and needs of learners. Effective instruction requires us to use a variety of instructional strategies to/ensure learner engagement, build classroom community and facilitate classroom management.
Learning Intention 6: I can show how classroom assessment is not an event; it happens in an ongoing fashion and is seamlessly intertwined with instruction.
Learning Intention 7: I can use teaching and assessment strategies to offer clear expectations (including learning intentions, criteria, and exemplars) and formative feedback to support learning.
Learning Intention 8: I can use, create or choose meaningful, appropriate assessment tools. I can demonstrate various uses of learning progressions such as the BC Performance Standards and Core Competencies.
Learning Intention 2: Context and 'place' are powerful influences on learning.
Learning Intention 3: We all have assumptions, values and beliefs that influence our perspectives on teaching and learning.
Learning Intention 4: Diversity comes in many forms and every learner has a unique identity, background and set of experiences that they bring to a classroom. Our role as educators is to know our learners and to respond to their individual needs as best we can.
Learning Intention 5: Instructional plans are based on current curriculum and policy and the strengths, interests and needs of learners. Effective instruction requires us to use a variety of instructional strategies to/ensure learner engagement, build classroom community and facilitate classroom management.
Learning Intention 6: I can show how classroom assessment is not an event; it happens in an ongoing fashion and is seamlessly intertwined with instruction.
Learning Intention 7: I can use teaching and assessment strategies to offer clear expectations (including learning intentions, criteria, and exemplars) and formative feedback to support learning.
Learning Intention 8: I can use, create or choose meaningful, appropriate assessment tools. I can demonstrate various uses of learning progressions such as the BC Performance Standards and Core Competencies.
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