Other
General Secondary - Portfolio 1
- Course
- Institution
- Book
I completed the assignment with a 7,5.
[Show more]
Connected book
Book Title:
Author(s):
- Edition:
- ISBN:
- Edition:
More summaries for
-
General Secondary - Portfolio 2
2 reviews
By: zuheirtop143 • 1 year ago
By: lisaebres • 3 year ago
Seller
Followxenasemeleer
Reviews received
Content preview
General Secondary EducationPORTFOLIO 1
Xena
, TABLE OF CONTENTS
INTRODUCTION................................................................................................................................2
1.1A AND 1.1B: PUPIL PORTRAITS AND REFLECTION ASSIGNMENT ..................................................3
THE PORTRAIT OF TALEB (EASY STUDENT)...................................................................................................4
THE PORTRAIT OF KHALIL (DIFFICULT STUDENT)...........................................................................................6
REFLECTION.........................................................................................................................................8
1.2: DIVERSITY AT SCHOOL...............................................................................................................9
1.2.1 + 1.2.2 TALENT AND DISABILTY - VAVO LYCEUM.................................................................................9
WHAT IS INCLUSIVE EDUCATION?..................................................................................................................9
WHAT IS CITIZEN EDUCATION?.....................................................................................................................9
WHAT IS MULTICULTURAL EDUCATION?.........................................................................................................10
WHAT DOES THE SCHOOL PROVIDE REGARDING TALENT AND DISABILITIES AT THE SCHOOL FOR STUDENTS?................10
1.2.3 COLLECTIVE STRENGTHS & WEAKNESSES ANALYSIS.............................................................................11
3 TIPS FOR VAVO LYCEUM.........................................................................................................................13
1.2.4 INDIVIDUAL VISION OF HANDLING DIVERSITY.....................................................................................15
1.3: INTERVENTIONS FOR LEARNING AND BEHAVIORAL PROBLEMS...............................................16
JUSTIFICATION....................................................................................................................................17
1.4: MENTORING INTERVIEW..........................................................................................................19
REFLECTION...................................................................................................................................22
SELF-ASSESSMENT..........................................................................................................................23
1.5: DIFFERENTIATION LESSON PLAN..............................................................................................24
LESSON PLAN......................................................................................................................................25
WORKSHEET.......................................................................................................................................27
JUSTIFICATION.....................................................................................................................................36
BIBLIOGRAPHY................................................................................................................................39
APENDICES......................................................................................................................................40
FORM 1 + 3 PERSONAL CONSTRUCTS AND ANTIPOLES WITH EXPLANATION...........................................................40
FORM 2 EXPERIENCES OF CONSTRUCT PAIRS......................................................................................43
,FORM 4 SCORING STUDENTS BASED ON THE CONSTRUCTS................................................................44
FORM 5A ARRANGING CONSTRUCTS INTO THE SEVEN AREAS............................................................................46
FORM 5C ARRANGING CONSTRUCTS AND EDUCATIONAL NEEDS IN THE AREAS OF ATTENTION..................................48
FORM 6 PSYCHOLOGICAL CLOSENESS WITH REGARDS TO THE STUDENTS.........................................49
FORM 7 PORTRAITS OF PUPILS..............................................................................................................51
GROUP PRESENTATIONS.............................................................................................................................54
TRANSCRIPTIONS – TALEB..........................................................................................................................57
TRANSCRIPTIONS – KHALIL.........................................................................................................................64
INTRODUCTION
During this course I had to take a in depth look into the guidelines that my internship school follow
regarding diversity, interventions for learning and behavioral problems, and the implementation of
differentiation. I have also worked in collaboration with several of my classmates on some
assignments. This was done to get an overview on the difference between schools here in the
Netherlands
, 1.1A AND 1.1B: PUPIL PORTRAITS AND REFLECTION
ASSIGNMENT
In order to create the two portrait of students, I had to delve into a method that has been
developed. According to Touw, van Beukering and de Vries (2012), the goal of this method
is the make the teacher conscious of his/her own thoughts and actions and particularly the
actions taken towards students with behavioral problems. The method provides you with
steps and materials to use in order to create constructs that you as a teacher experience in the
classroom. These constructs are personal opinions. I will be using these personal constructs in
the portrait to describe the students and provide as much contexts as I can. I have chosen two
students out of my classroom to create a portrait with the help of the method provided in
Professional in The Mirror (Touw, et al., 2012) Taleb and Khalil have both agreed to be part
of this portrait and have also agreed to be interviewed and observed throughout the process. I
have also gathered information from colleagues for another perspective.
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller xenasemeleer. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $6.96. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
67474 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now