Activity
Evaluating a child takes some steps and of instruction as guided by the teacher. In this manner, the core objective is to make sure that the outcome relates directly to the child ability in a particular domain in education, like communication or social skills. In this case, it is essential to consider the various description of all related domain content. A teacher should set at least an hour of any practicum to establish an assessment for all mixed ability children under a domain taught in Kindergarten class. It is always a challenge to explain or assess children who have different mixed abilities due to the difference in the learning style, learning speeds and the variation of motivation in learning. The solutions are many but are not considered natural to solve especially when the students are young age or beginners in education. In this activity, the targeted group of learners will be at the early childhood level and propose an active informal action and assessment as the possible solution to teach a mixed –ability students.
Instructions : Field preparation is in the heart of a teacher's development as a principle of the practicum activity. In a practicum hour, these field experiences should always relate to the school program’s value and goals. It's important to learn more about the how to work with a different student who belongs to any race, religion or ability background. The course under the practicum is within a cognitive dominance. This set of informal assessment for early childhood education is also an opportunity for the teacher to reflect carefully on the research and theory that it should introduce in the course. The teacher is to identify a particular subject area that dominantly assesses the child’s cognitive development. It is also essential to understand the core concept of the activity, for example making sand castles at the beach is to elevate the creativity of the child. The teacher, therefore, should provide more teaching methods that can help in learning. The content should also have appropriate instructions and materials that target all types of students including those with disabilities and varying levels of English proficiency. Also, the informal learning should contain real-world connection as a strategy of education. Most early childhood students can learn more from their environment than from the classroom activities. The content, therefore, should be enough to show the difference between the practical understanding and the theoretical understanding. An informal exercise like learning ocean pollution can be practiced through experiment s in class to broaden the idea why pollution is destroying our ecosystem. In this set of instruction, it is crucial for the teacher to relate the given subject to the different ability of the child.
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The general rule follows the principle of reflective practice which characterizes with the active focus on the goals and commitment to monitoring continuous progress and practice and reevaluating the method (Foreman, 2008). For an early childhood education, this approach is vital since and draws many aspects of thinking as part of a child’s development. McNaughton (2003) notes that the main ways of thinking will include technical, practical, and critical. Each aspect reflects on the professional instruction. For example, functional activities draw the child to learn about finding out how things happen and their control or critical which is an examination of whether or not a statement is biased or not thus leads to transformative means of thinking in a situation. This approach is both applicable to the student and the teacher. However, for the teacher, it is essential to gain a deeper understanding of a positive change. For example, what ways may lead to fairness in doing and understanding things? Research shows that the approach in a practicum that is reflective and critical are also highly personal which the professional has to take a daily experience, them and review internalize it in mind to process new thoughts from the young child (MacNaughton, 2003). Therefore, this assessment to include adoptive strategies in learning that outlines the most likely changes under thoughtful and critical reflection.
Demographic Characteristics of Students: Under this practicum, the teacher identified three critical sample students that will be useful for the assessment of the coursework. The students considered under different demographic characteristics.
Student Number one: A female, English learner, who is a slow learner but capable of using other learning technique to learn more about concepts of English learning. She is at the age of 6 years old with the potential to gain about words through imagery and other group activities. At this age, their significant ways of thinking are all about how things are working and not why they are happening which is crucial to assess their activity.
Student Number two : He is also an English Learner, who is a fast learner, and capable of reading and listening faster than his peers. He is also aged six years old and can comprehend and think more about why what and how things are happening in a storybook. He has the potential to be a public speaker as he has the confidence in vocabulary and other crucial English related language.
Student Number three : She is a Literature student with a particular need for reading correctly. She is far more likely to stammer during a reading competition, perhaps not a condition at all. She is also aged 5years old and loves to read. Therefore this is more of a physical need than an intellectual necessity.
Informal Assessment Activity. The learning opportunity under reflective practice during the practicum involves the use of different activities that sort the student's individual needs to improve their cognitive learning. The recommendation for a group or paired exercise is essential to develop their social skills within the particular age bracket. The content of the assessment should include any form of the informal event for everyday learning that is persuasive in people's lives and a range of activities that extends over a lifetime. In this Informal initial assessment will take much into consideration the child's necessary backyard and reinforce his or her weakness to improve their cognitive understanding (National Research Council, 2009). Below is a table of the Informal Activity and the required ancillary material and the duration.
Purpose of the informal assessment. The above informal assessment is to ensure that these activities link with the classroom activities. It is also the basis to assess the needs of the child regarding their self-interest. As a teacher, it is useful to use the base of a small note that acts like a student contract which shows own activities that the student prefers like reading or participate in group-related activities. Regarding reflective learning, its purpose will reflect the intention of the teacher on what and why they would choose particular activities for their class. It ensures a high-quality learning opportunity for both the student and the teacher in practicum lesson. In this case for the six years old group of student, it is essential to set up a group working or a group activity like reading to entrust themselves to learning from their peers actively.
Assessment results. The first student excelled more in singing than reading perhaps because of the interest in singing as a female. The third student finally got to control her stammer while reading the storybook in front of strangers and out of class. It is because of the exposure that remedies her confidence and comprehensive knowledge about her speech because it is a competition. The second student has interest in dancing and community reading based on the assessment criteria since he has all qualities of a talented student.
In conclusion, this Activity Practicum is useful in assessing the needs of the student's ability. Reflective practice is always a practical approach a teacher can use in preparing for lessons and activities for students since they are young and undergoing cognitive understanding. Therefore, about the dancing and reading activities, I believe active role by the child helps in the child's cognitive development on a broader aspect.
References
Foreman, P. (2008). Setting the scene: teachers and inclusion. In P. Foreman, Inclusion in Action (pp. 3-33). Melbourne Australia: Cengage Learning.
MacNaughton, G. (2003). Reflecting on early childhood curriculum. In G. MacNaughton, Shaping Early Childhood (pp. 113-120). England: Open University Press.
National Research Council. (2009). Learning science in informal environments: People, places, and pursuits . National Academies Press.
