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澳洲格里菲斯论文代写:教师领域

既然有这样的重要性放在发展适当的做法,教师可以看这四个主要领域,以帮助促进积极的学习和优化发展的幼儿。在环境方面,教师创造一个有吸引力的,有反应的环境,以提高孩子的学习和发展。这种类型的DAP适用于所有等级。课堂应该加强探索,观察,实验,并允许在“安全”的环境中承担风险。如果学生在他们的环境中感到舒适,那么创造性的学习就会发生。课程规划应以儿童如何学习为基础。教师有效使用DAP,他们必须有关于儿童发展和学习,因此一个透彻的了解,结合知识框架由一个给定的状态,教师应具备足够的资源来帮助孩子们实现自己的全部潜力。为了优化每个孩子在学习上的进步,教师可以使用教学策略来保证成功。教师可以作为一个教学策略的一个例子是观察和互动的整个组,小团体,甚至单独。教学策略的好处是,它有助于学生的动机和促进愿意承担风险。教师应提出问题,作出评论,并给予反馈。这将有助于激发孩子的思维和学习。在发展适当的课堂评估是持续的,真实的,有目的的。学生的发展需要进行评估,教师适应这些需求的指导,评估结果,以改善教学。

澳洲格里菲斯论文代写:教师领域

Since there is such an importance placed on developmentally appropriate practices, teachers can look at these four major areas to help foster positive learning and optimal development of young children. In the environment area, teachers create an engaging, and responsive environment to enhance the child’s learning and development. This type of DAP is applicable to all grade levels. The classroom is supposed to enhance exploration, observation, experiment, and allow for risk taking in a “safe” environment. If students feel comfortable within their environment, then creative learning will occur. Curriculum planning should be based on how children learn best. For teachers to effectively employ DAP, they must have a thorough understanding about how children develop and learn, therefore, combining this knowledge with the frameworks designated by a given state, teachers should be equipped with adequate resources to help children reach his or her full potential. To optimize each child’s progress in learning, instructional strategies can be used by teachers to ensure success. An example a teacher might use as an instructional strategy would be to observe and interact with whole groups, small groups, or even individually. The benefit to instructional strategies is that it helps students to be motivated and promotes the willingness to take risks. Teachers should ask questions, make comments, and give feedback. This will help stimulate children’s thinking and learning. Assessment in a developmentally appropriate classroom is ongoing, authentic, and purposeful. The developmental needs of students are assessed, teachers adapt instruction to these needs, and the results of assessment are used to improve instruction.