Академический Документы
Профессиональный Документы
Культура Документы
11501113
Page 1 of
11501113
Page 2 of
11501113
Page 3 of
11501113
With the additional support in the classroom, the teacher was able
to successfully implement cooperative learning activities. With
emphasis on the social process, positive learning outcomes and
relevance to a wide variety of students needs (Forman, 2011, p.
204), learners progress was closely monitored as groups worked
collaboratively. Direct and explicit instruction was employed to
demonstrate the skills required to work successfully within a team
as the particular focus and learning intention of the activity was
students ability to work cooperatively within a group setting. This
allowed students to observe, identify, gain and practice the
appropriate cooperative learning skills needed. Whether it was in
the form of active listening or clear communication, students were
equipped with the knowledge and skills to practice and demonstrate
their learning.
Page 4 of
11501113
Page 5 of
11501113
The Belvoir Triangle serves as a visual tool for both staff and
students, understanding that the majority of students are visual
learners; this colourful pyramid is used to both encourage expected
behaviours and discourage inappropriate ones (Belvoir Special
School, n.d.). When following this continuum of procedures for
discouraging inappropriate behaviours and encouraging positive
ones great emphasis is placed on teaching students how to behave
appropriately. Pre-correction and intervention in the form of
consistent reminders and explicit demonstrations are provided for
students whom are not demonstrating expected behaviours.
Page 6 of
11501113
References
Page 7 of
11501113
Page 8 of