Experience affects adult learning. Adults learn best in an informal situation
|
|
|
- Ralf Dedekind
- 8 years ago
- Views:
Transcription
1 Adults must want to learn Motivation or need Adults will learn only what they feel they need to learn Interest or discipline Adults learn by doing Active participation Focuses on problems and the problems must be realistic Children sequentially. Adults problem and then find a solution Experience affects adult learning This can be an asset and a liability. Adults learn best in an informal situation Engagement normally higher in this situation Adults want guidance Option based on needs give personal participation
2 These principles show the differences between how children and adults learn. Are you using adult teaching principles in your teaching? Adults must want to learn They learn effectively only when they have a strong inner motivation to develop a new skill or acquire a particular type of knowledge. Helping their children is a strong motivator for learners who are parents. Getting a high school diploma or a good job is another strong motivator for adults. Adults will learn only what they feel they need to learn Adults are practical in their approach to learning; they want to know, How is this going to help me right now? Be practical, be direct. Adults learn by doing Children learn by doing, but active participation is more important among adults.
3 Adults need to be able to use these skills immediately so that they see their relevance. Adult learning focuses on problems and the problems must be realistic Children learn skills sequentially. Adults start with a problem and then work to find a solution. Begin by identifying what the learner can do, what the learner wants to do and then address the gaps and develop practical activities to teach specific skills. Experience affects adult learning Adults have more experience than children. This can be an asset and a liability.
4 Use the learners experience (negative or positive) to build a positive future by making sure that negative experiences are not part of their experience in your program. Adults learn best in an informal situation Children have to follow a curriculum. Often, adults learn only what they feel they need to know. Involve adults in the learning process. Let them discuss issues and decide on possible solutions. Make the environment relaxed, informal and inviting. Adults want guidance Adults want information that will help them improve their situation or that of their children. They do not want to be told what to do. They want to choose options based on their individual needs.
UNDERGRADUATE PROGRAMME SPECIFICATION
UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study UCAS Codes: QAA Subject Benchmarks: Professional/Statutory Body:
Teaching Toolkit. An Introduction to Games based learning
Teaching Toolkit An Introduction to Games based learning Author: Susan Boyle Date : October 2011 Table of Contents An Introduction to Game based learning...3 Games as Pedagogical Devices...3 Game Example:
The fragmented m. onnected m. ithin single disciplines ( cross several disciplines ( ithin l. cross n. ested m
ithin single disciplines ( cross several disciplines ( ithin l cross n The fragmented m onnected m ested m Copyright 1991 by the Association for Supervision and Curriculum Development. All rights reserved.
Copyright 1980 by the Association for Supervision and Curriculum Development. All rights reserved.
PROGRAM APPROVAL NEW AND REVISED PROGRAMS. Board Policy Ref. Related Policy AC-101 Effective Date: December 4, 2002 (R4)
COLLEGE OF THE NORTH ATLANTIC OPERATIONAL PROCEDURE TOPIC: PROGRAM APPROVAL NEW AND REVISED PROGRAMS Procedure No. AC-106-PR Division Academics Supersedes n/a Board Policy Ref. BP-AC-102B Related Policy
University Policy No.: AC1135 Classification: Academic and Students
POLICY FOR THE ESTABLISHMENT OF CERTIFICATE AND DIPLOMA PROGRAMS University Policy No.: AC1135 Classification: Academic and Students Approving Authority: Senate Effective Date: December/07 Supersedes:
Diploma in Management Level 4
Diploma in Management Level 4 This qualification is accredited by OFQUAL as being Stand Alone and part of Apprenticeships. Learners must achieve 37 credits and above to gain the Diploma qualification.
Adult Learning Act. Looking for Feedback on the Regulations that We Propose
Adult Learning Act Looking for Feedback on the Regulations that We Propose i Contents What This Paper Is About... 1 Purpose of the Paper: to gather feedback on the regulations we propose for the Adult
Art & Music Five Year Plan. Program Review, Research & Recommendations Chris McCullough, Supervisor Fine & Applied Arts June, 2012
Art & Music Five Year Plan Program Review, Research & Recommendations Chris McCullough, Supervisor Fine & Applied Arts June, 2012 RPS Arts Mission Statement We regard the arts as basic to the education
M.Sc. in Leadership in Health Professions Education
M.Sc. in Leadership in Health Professions Education The Program aims are to prepare health educators acquire the knowledge and skills to provide a leadership role in educating future health professionals
How To Write A Year Abroad
YEAR ABROAD PORTFOLIO SOME GENERAL OBJECTIVES To maximize linguistic skills through self reflective learning To develop independence as a language learner To improve and expand upon linguistic performance
Setting Professional Goals*
Setting Professional Goals* Beginning teachers are often overwhelmed by the scope of their work and the day-to-day demands of classroom instruction. Stepping back from and reflecting upon their teaching
The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information.
Master of Education Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information. Description
The impact of Masters degree education in nursing and midwifery: a case study within an inner city acute NHS trust
The impact of Masters degree education in nursing and midwifery: a case study within an inner city acute NHS trust Ruth Harris, Kingston University & St George s, University of London Andy McEwen, University
CHARTER SCHOOL REVIEW PROCESS. Scheduling of a public hearing before the Board, held within 45 days of application submission.
No. 117-AR SCHOOL DISTRICT OF PITTSBURGH ADMINISTRATIVE REGULATION CHARTER SCHOOL REVIEW PROCESS The charter school proposal review process has five (5) components: Initial screening of the proposal by
Nova Scotia Leadership Academy Instructional Leadership Program Information
Updated January 2015 Nova Scotia Leadership Academy Instructional Leadership Program Information The Nova Scotia Instructional Leadership Academy (NSILA) Program is offered by the Nova Scotia Department
Practical Classroom Assessment Techniques
Practical Classroom Assessment Techniques Assessment 101: Feb. 8, 2013 Ann Fillmore Outcomes Assessment Liaison afillmore@clark.edu 992-2365 Class Assessment Are my students learning what I think I am
A Guide to Curriculum Development: Purposes, Practices, Procedures
A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum
CILEx Level 4 Apprenticeship in Legal Services (Knowledge Qualifications)
CILEx Level 4 Apprenticeship in Legal Services (Knowledge Qualifications) This document shows how achievement of the knowledge qualifications within the level 4 Apprenticeship in Legal Services enables
Our Mission: Reach All Teach All COMMONLY ASKED QUESTIONS AND ANSWERS. What is ESOL Training?
Our Mission: Reach All Teach All COMMONLY ASKED QUESTIONS AND ANSWERS What is ESOL Training? The State of Florida agreed in an out of court settlement in front of a federal judge in 1990 that teachers
Post-Recognition Monitoring Report
Post-Recognition Monitoring Report Ascentis September 2010 Ofqual/11/4813 Contents Introduction... 3 Regulating qualifications... 3 Banked documents... 3 About this report... 4 About Ascentis... 5 Management
The Development of Work Place Experience Guidelines for Colleges
SC/16/05 Agenda item 8 4 February 2016 The Development of Work Place Experience Guidelines for Colleges To provide information on the development of work place experience guidance for the college sector
Florida Charter School Application Evaluation Instrument High Performing Replications
Florida Charter School Application Evaluation Instrument High Performing Replications Each section presents criteria for a response that meets the standard, and these criteria should guide the overall
Rygaards International Secondary School Assessment, Recording and Reporting Policy
Rygaards International Secondary School Assessment, Recording and Reporting Policy ASSESSMENT The purpose of assessment The purpose of assessment is to enhance the quality of teaching and learning. Assessment
General Education Courses
AA 27 General Education Courses Classification: Academic Affairs Responsible Authority: Dean, Academic Development Executive Sponsor: Vice President, Academic Approval Authority: President s Council Date
Professional development for grad students: How is it structured, what are the gaps and challenges, how do we move forward
Professional development for grad students: How is it structured, what are the gaps and challenges, Cynthia Fuhrmann, PhD Assistant Dean, & Professional Development Assistant Professor, Biochemistry &
The Future of Learning
Tapping Your Inner Futurist The Future of Learning Garry Golden Forward Elements Warm up Foresight 101 Future of Learning Bringing it Home Futurist, Skeptic or Enabler College Education Careers Service
Programme title Minimum entry requirements Additional information
Programme title Minimum entry requirements Additional information Level 4 Diploma in Oil and Gas Level 5 Advanced Diploma in Oil and Gas Level 4 Diploma in Oil and Gas OR equivalent in a closely The following
Planning and Programming Guidelines for Teachers. Transition Year 9
Planning and Programming Guidelines for Teachers Transition Year 9 2010 Planning and Programming Guidelines for Teachers Transition Year 9 NT Department of Employment and Training Requirements for curriculum,
Determining Students Language Needs in a Tertiary Setting
Determining Students Language Needs in a Tertiary Setting By Victoria Chan (Hong Kong) This article reports on part of the findings of a large-scale investigation into the English language needs of students
Just Cultures in Schools of Nursing. Jane Barnsteiner, PhD, RN, FAAN Joanne Disch, PhD, RN, FAAN Judith Warren, PhD, RN, FAAN, FACMI
Just Cultures in Schools of Nursing Jane Barnsteiner, PhD, RN, FAAN Joanne Disch, PhD, RN, FAAN Judith Warren, PhD, RN, FAAN, FACMI Objectives Review the concepts of High Reliability Organizations (HRO)
BOLTON INTEGRATED DEMENTIA EDUCATION & TRAINING DEMONSTRATOR SITE PROJECT REPORT. Executive Summary
BOLTON INTEGRATED DEMENTIA EDUCATION & TRAINING DEMONSTRATOR SITE PROJECT REPORT Executive Summary January 2013 Hugh Norman (Demonstrator Site Project Manager) The Hadzor Partnership 07973 693207 hugh@hadzorpartnership.eclipse.co.uk
Cambridge International Certificate in Teaching and Learning 6208 Cambridge International Diploma in Teaching and Learning 6209
Cambridge International Certificate in Teaching and Learning 6208 Cambridge International Diploma in Teaching and Learning 6209 Preface This syllabus sets out the details of the Certificate and Diploma
Computer Systems Technology Pathway
Computer Systems Technology Pathway ICT60515 Advanced Diploma of Computer Systems Technology ICT60115 Advanced Diploma of Information Technology ICT50115 Diploma of Information Technology ICT41015 Certificate
The School Speech Pathologist
The School Speech Language Pathologist is an Administrator's Guide to understanding the role of the SLP in schools along with strategies to aid staffing, workload management and student success. A SLP's
Manage personal and professional development
Unit 345 Manage personal and professional development UAN: Level: 3 Credit value: 3 GLH: 12 Relationship to NOS: Assessment requirements specified by a sector or regulatory body: Aim: T/506/2952 Management
Student Learning Outcomes Assessment Plan and Process
Student Learning Outcomes Assessment Plan and Process Accounting-AAS Business Management-AAS Business Management-Transfer-AA Revised January, 2013 Page 1 Table of Contents Page I. Overview/Program Outcomes
REGISTRATION of A TRADE SCHOOL
Application for REGISTRATION of A TRADE SCHOOL Under the Trade School Regulation Act Registrar Trades School Regulation Act Government of Yukon Department of Education Advanced Education Branch Fax (867)
Delta Courses. *The College Classroom. The College Classroom: International Students, International Faculty. Diversity in the College Classroom
COURSE CATALOG Contents Introduction... 3 Delta Courses... 4 The College Classroom... 4 The College Classroom: International Students, International Faculty... 4 Diversity in the College Classroom... 4
Section 1 - General Course Information
Course Information Form (CIF) The CIF provides core information to students, staff teams and others on a particular course of study. Section 1 - General Course Information Course Title Applied Social Work
Student Welfare, Good Discipline and Effective Learning. Student Welfare Policy
Student Welfare, Good Discipline and Effective Learning Student Welfare Policy 1996 New South Wales Department of School Education Student Welfare Directorate RESTRICTED WAIVER OF COPYRIGHT The printed
Section 3: Individual Professional Development Plan (IPDP) Resources Pages 14-18
Section 3: Individual Professional Development Plan (IPDP) Resources Pages 14-18 IPDP Resources page 1 of 5. Local Professional Development 14 Senior Professional Educator and Lead Professional Educator
Data Mining and Analytics in Realizeit
Data Mining and Analytics in Realizeit November 4, 2013 Dr. Colm P. Howlin Data mining is the process of discovering patterns in large data sets. It draws on a wide range of disciplines, including statistics,
Calday Grange Grammar School PERSON SPECIFICATION: TEACHER
Qualifications 1. Qualified teacher status. a) Commitment to continuing professional development activities Professional Attributes 1. Have high expectations of young people including a commitment to ensuring
Sample Teacher Interview Questions
Center for Academic Advising & Career Planning The Sage Colleges 1 Relationships with Students Sample Teacher Interview Questions What kind of students do you like to work with? What type of students could
Step 1: Program Director Skills and Knowledge
Step 1: Program Director Skills and Knowledge Instructions: The following tool is for your use in preparing your PD plan. Your self-assessment will help identify areas of strength and areas that need improvement.
Redcar and Cleveland College
FURTHER EDUCATION COMMISSIONER ASSESSMENT SUMMARY Redcar and Cleveland College MAY 2015 Assessment Background Redcar and Cleveland College is a General FE College based in the north east of the Redcar
8 Cooperation with parents:
8 Cooperation with parents: building an understanding of Early Childhood In kindergarten, children are apart from their family and spend their time among children of the same-age group, and teachers. However,
To set up a new non-course event, such as meeting:
Campus Event Planning Search for Facilities Schedule the event An event consists of one or more meetings, each of which has its own resources and staff. You can create templates for recurring or similar
Diploma of Business Frontline Management BSB51004
Diploma of Business Frontline Management BSB51004 Qualification: CERTIFICATE IV IN BUSINESS (Frontline Management) Course Hours: 640 General Notes: This training program is a representation of the qualification
KEY POINTS PART 2 LEARNING METHODOLOGY PART 1 COURSE STRUCTURE ACADEMIC APPROACH. ROLES vs TOOLS LIST OF COURSES LEARNING DEMO DURATION ASSESSMENT
KEY POINTS PART 1 COURSE STRUCTURE PART 2 LEARNING METHODOLOGY ROLES vs TOOLS ACADEMIC APPROACH LIST OF COURSES LEARNING DEMO DURATION ASSESSMENT WAVE Certified Desktop Publisher Adobe Photoshop Adobe
PEARSON BTEC LEVEL 5 HND DIPLOMA IN BUSINESS MODULE SYNOPSIS
PEARSON BTEC LEVEL 5 HND DIPLOMA IN BUSINESS MODULE SYNOPSIS 1. Business Environment The aim of this unit is to provide learners with an understanding of different organisations, the influence of stakeholders
Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates
Personal, Learning & Thinking Skills
Personal, Learning & Thinking Skills Guidance for Young Apprenticeship in Business & Administration Value of Personal, Learning and Thinking Skills (PLTS) The Council for Administration (CfA) has identified
Online Programs in Enterprise Architecture
Online Programs in Programs...3 Why Penn State...4 Graduate Certificate in...6 : Strategy, Business, Planning...7 TABLE OF CONTENTS In today s challenging and rapidly changing economic and competitive
Developing your Portfolio
Developing your Portfolio Considerations for Career Advancement Elizabeth Nelson, MD Associate Dean Undergraduate Medical Education University of Texas at Austin Dell Medical School Alignment of Goals
How To Teach Authentic Learning
Alignment of Standard I: Teachers Demonstrate Leadership A. Teachers lead in their classrooms. Take responsibility for all students learning Week 1: Multimedia Book: Authentic Learning in the Digital Age
Master of Arts in Theatre Physical Theatre. Syllabus and Degree Requirement
Master of Arts in Theatre Physical Theatre Syllabus and Degree Requirement I. Overview and Goals Article 1 1These course and examination rules and regulations govern the course and specific procedures
Nottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: School of Science & Technology 3. Final Award, Course Title
Colorado Professional Teaching Standards
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
Diploma Programme. The unique benefits of the DP
Diploma Programme The unique benefits of the DP Contents IB mission statement Learner profile What is the IB Diploma Programme? Diploma Programme curriculum Subjects Curriculum contents Assessment University
Building the Future THE RN-BSN PROGRAM BACHELOR OF SCIENCE IN NURSING
BACHELOR OF SCIENCE IN NURSING THE RN-BSN PROGRAM Building the Future The RN-BSN program is grounded in a heritage of Christian liberal arts learning. The program of study emphasizes independence in learning
DIPLOMA OF BUSINESS BSB50207
BSB50207 BROADEN YOUR KNOWLEDGE BASE IN A RANGE OF BUSINESS DISCIPLINES AND ENHANCE YOUR SKILLS AIM s Diploma of Business (BSB50207) is designed to help participants gain the broad skills needed to operate
MAOL: 2013-2014 Assessment Report. Master of Arts in Organizational Leadership (MAOL) Assessed by: MAOL Faculty
Master of Arts in Organizational Leadership (MAOL) Assessed by: MAOL Faculty Cycle of Assessment: Fall 2013-Spring 2014 Mission Statement: The Master of Arts in Organizational Leadership is designed to
POST GRADUATE DIPLOMA IN HIGHER EDUCATION AND TRAINING (PGDHET)
POST GRADUATE DIPLOMA IN HIGHER EDUCATION AND TRAINING (PGDHET) Course Guide 2011 Teaching and Learning Centre PGDHET Course Guide 2011 Page 1 1. of the course The purpose of the Post-Graduate Diploma
Assessment and feedback principles - draft for consultation
Assessment and feedback principles - draft for consultation 1 Purpose The purpose of the attached discussion paper is to invite members of Faculty Teaching and Learning Committee to consider whether the
WORLD S BEST WORKFORCE PLAN
WORLD S BEST WORKFORCE PLAN ANNUAL REPORT 2014 2015 School Year South Early Learning Center, North Intermediate, Saint Peter Middle/High School 1 Saint Peter Public Schools World s Best Workforce Report
An Early College High School Model
An Early College High School Model 1 Presenters Dr. Beth Lewis Vice President of Academic Affairs Northeast Lakeview College Alamo Community College District San Antonio, TX Yvonne Anglada Principal Judson
Flexible, Affordable, Inviting. SUCCESS 97% Master s degree completion rate.
Mission To promote social justice by serving the community and larger society. To prepare and continuously support professional educators to meet the needs of a constantly changing and diverse student
Customer Service. Level 3 Diploma in Customer Service (QCF) 2014 Skills CFA Level 3 Diploma in Customer Service (QCF) Page 1
Customer Service Level 3 Diploma in Customer Service (QCF) 2014 Level 3 Diploma in Customer Service (QCF) Page 1 Level 3 Diploma in Customer Service (combined qualification) Qualification Title Credit
CALENDAR 2015. FACULTY OF ARTS POSTGRADUATE Potchefstroom Campus. POSTGRADUATE DIPLOMA IN PUBLIC MANAGEMENT: Public and non-profit Management
CALENDAR 2015 FACULTY OF ARTS POSTGRADUATE Potchefstroom Campus POSTGRADUATE DIPLOMA IN PUBLIC MANAGEMENT: Public and non-profit Management L.1 RULES FOR THE POSTGRADUATE DIPLOMA IN MANAGEMENT L.1.1 L.1.2
Nomination and Selection of External Consultants for Graduate Program Reviews
Nomination and Selection of External Consultants for Graduate Program Reviews Graduate Programs External Consultants are required for the review of all new programs (with the exception of new collaborative
Group IV: Home Science, Art and Design, Agriculture, Aviation Technology, Computer Studies
BACHELOR OF MUSIC The Bachelor of Music is a 4 year post secondary school degree programme that offers learners the opportunity for a focused study in music. The programme of study is designed to deepen
Management. Level 3 Diploma in Management (QCF) 2014 Skills CFA Level 3 Diploma in Management (QCF) Page 1
Management Level 3 Diploma in Management (QCF) 2014 Skills CFA Level 3 Diploma in Management (QCF) Page 1 Level 3 Diploma in Management (combined qualification) Qualification Title Credit Value 55 Level
DISCLOSURERS LEARNING OBJECTIVES 1/16/2015. No Monkey Business! 5 Year Perspective on a Business of Medicine Curriculum for Ob/Gyn Residency
No Monkey Business! 5 Year Perspective on a Business of Medicine Curriculum for Ob/Gyn Residency Holly R. Khachadoorian-Elia, MD, MBA Samantha J. Pulliam, MD Lori R. Berkowitz, MD Vincent Department of
ALL, English Learner, Foster Youth, Socio- Economically Disadvantaged
Goal 1: Instruction In an environment of high expectations with support, the Oxnard Union High School District will develop and implement instructional practices that support high school graduation, as
Executive Education Centre NUST Business School
Executive MBA Leadership Teamwork Creative Thinking Executive Education Centre Taking you from the Classroom to the Board Room In times of continuous change, unpredictable economics and globalization,
TKT Online. Self-study Guide
TKT Online Self-study Guide TKT Online overview The Cambridge ESOL Teaching Knowledge Test (TKT) is a test of knowledge of concepts related to language, language use and the background to practical language
Appraisal for teachers: Support for professional leaders. Workshop One: Strengthening understanding of appraisal
Appraisal for teachers: Support for professional leaders Workshop One: Strengthening understanding of appraisal Welcome! E ngāmana, e ngāreo, e raurangatiramā, Naumai, haeremai! A warm welcome to you all!
Community Consultation Wednesday May 16, 2012
Community Consultation Wednesday May 16, 2012 Background IB program offered in Burnaby School District from 1982-2003 IB Diploma Program Burnaby South Secondary School Program phased out in 2003-04 Purpose
2/26/2013. Presentation Subtitle. Cross-Agency Priority Goal. NSF Division of Undergraduate Education Update
NSF Division of Undergraduate Education Update Kathleen Bergin Program Director kbergin@nsf.gov February 22, 2013 AASCU GRC: Conference on Funding Competitiveness NSF: Where Discovery Begins Presentation
MAOL: 2012-2013 Assessment Report. Master of Arts in Organizational Leadership (MAOL) Assessed by: Mary Quinn. Faculty of MAOL
Master of Arts in Organizational Leadership (MAOL) Assessed by: Mary Quinn Faculty of MAOL Cycle of Assessment: Fall 2012-Spring 2013 Mission Statement: The Master of Arts in Organizational Leadership
MASTER OF SCIENCE IN HEALTH SCIENCE EDUCATION PROGRAM INFORMATION & ADMISSION REQUIRMENTS
MASTER OF SCIENCE IN HEALTH SCIENCE EDUCATION PROGRAM INFORMATION & ADMISSION REQUIRMENTS MScHSEd Program Information ; 2 PROGRAM DECSCRIPTION The Master of Science in Health Science Education Program
Course Guide Masters of Education Program (UOIT)
Course Guide Masters of Education Program (UOIT) Note: 1 course = 3 credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. Or M.A
Scottish Government Consultations
Scottish Government Consultations Appendix A A Consultation on the Next Generation of National Qualifications in Scotland Shetland Islands Council The document which follows uses the consultation feedback
Programme Specification. Certificate/Diploma in Human Resource Management
Programme Specification Certificate/Diploma in Human Resource Management Course Code: DITRS HR/D Entry requirements Applicants should have a good standard of general education at A level or equivalent
Processing Operations: Hydrocarbons (QCF)
Processing Operations: These QCF qualifications provide recognition of the skills, competence and knowledge of individuals working in Processing Operations: Hydrocarbons. There are qualifications available
NATIONAL CURRICULUM STATEMENT GRADES 10-12 SUBJECT: ACCOUNTING
NATIONAL CURRICULUM STATEMENT GRADES 10-12 SUBJECT: ACCOUNTING TEACHER TRAINING MANUAL 2006 CONTENTS PROGRAMME 3 SESSION 1 Introducing the National Curriculum Statement (NCS) and the National Senior Certificate
Exhibit 3.3.f.2. Candidate s Score
Exhibit..f. Name Date: Teaching Process TWS Standard Contextual Factors Affecting The candidate teacher uses information about the learning- Student Learning teaching context and student individual differences
Sample Teacher Interview Questions
Sample Teacher Interview Questions Getting to Know You Tell us about yourself. What would you like us to know about you? If you had a co-teaching experience while student teaching, tell us about it and