...AS1 – Self-assessment plan. Critically reflect on and systematically plan for subject knowledge development for the appropriate phase. Priorities Actions When and Resources Success Criteria Phonics - To develop confidence in regards to the teaching of phonics. 1. Use different types of media to inform my understanding of phonics. (YouTube) 2. Observe phonics teaching in KS1. 3. Obtain phonics teaching policy and review the phonics scheme that the school uses to teach phonics. 4. Read DfE core criteria key features for an effective systematic synthetic phonics teaching programme. 5. Identify key phonics vocabulary in NC. 6. Read academic and practitioner literature on effective phonics teaching. 1. Every weekend use the internet to observe phonics teaching. 2. Observe 1 lesson each week in placement 1. Arrange weekly. 3. During the first week ask KS1 or EYFS coordinator for the policy and scheme. 4. Obtain a copy online and print off. Review this weekly before each observation. 5. Obtain phase lists from KS1 coordinator during week 1. 6. Library search 22.09.15 Complete all actions in SE1 before SE2 in KS1. Score an average of ‘confident’ in phonics RPD self-assessment audit by the end of SE2. Fully understand and be able to explain the meaning of key phonics vocabulary. (179) Teaching Writing – Transcription, composition, vocabulary, grammar and punctuation (SPAG). 1. Create my own SPAG test. Allow a profile child to attempt the test. 2...
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...A Comparison of Andragogy to Pedagogy Before the differences between Andragogy and Pedagogy can be examined a working definition of both needs to be established. Pedagogy is derived from the Greek words paid and agogus, which translates to the art and science of teaching children (Sarapin and Bertoline, 2000). Pedagogy is in actuality the study of being a teacher, the process of teaching, and the correct use of instructional strategies (“Pedagogy,” 2011). Pedagogy helps teachers understand the role of learning theory in the design and function of class activities (Okojie, Olinzock, and Okojie-Boulder, 2006). Pedagogy evolved in 7th and 12th century schools of Europe and its foundational theories about learning and learners are based on observations of monks teaching simple skills to children. These ideas were further adopted and reinforced in 18th and 19th century Europe and North America elementary schools. Even in the beginning stages of the scientific study of learning around the turn of the 20th century, research was limited to mostly the reactions of children. Because of this pedagogy evolved into a learning model predominately for the education of pre-adults (Holmes and Abington-Cooper, 2000). In the early 20th century when adult education began emerging, teachers of adults began seeing problems with the pedagogical model. One of the biggest problems was that pedagogy proposes that the purpose of education was the transmittal of knowledge and skills through the...
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...Andragogy vs Pedagogy Andragogy vs Pedagogy Today, there are many ways to obtain an education. Before, students obtained their education through sitting in a classroom in schools, colleges or universities. Now, obtaining ones education may be done by home schooling and online classes. The changes in the education system have led to the development of many teaching methods. Two major and common methods of teaching are andragogy and pedagogy. The purpose of this paper is to compare and contrast andragogy and pedagogy. “Andragogy is the process of engaging adult learners in the structure of the learning experience” (Conlan, Grabowski, & Smith. 2013). In simple words, it is the art and science of helping adults learn. This learning experience consists of different methods and strategies to assist adult humans in obtaining their education. Pedagogy is the connection of the teaching by the teacher, to the learning of a child student (Gehring, 2010). Thus, pedagogy literally means the art and science of teaching children. This is the most dominant form of teaching and referred to as the traditional, teacher-directed approach. “Andragogy is a newer word that was coined in the 1800s by Alexander Knapp, a German educator, and popularized in the 1960s by Malcolm Knowles, an American educator whose focus was on adult education” (Findsen, 2010). It fell into disuse and didn’t reappear until 1921when...
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...Formative Outline: An outline of the problem in relation to two agencies of education you wish to investigate. This should include: * A brief description of the agencies * Your reasons for selecting them * An explanation of the problem * A critical discussion of your enquiry methods. There are many different definitions for the word “Agency” One of the definitions of “agency” which is from the Oxford Dictionary is: “An organization or government department providing a particular service”. Throughout this assignment I have chosen to use the above definition of “agency”, as I see the two agencies of education that I have chosen as organisations that not only provide a service but are also influenced by government departments on how they provide this service as well as the type of service that they are providing. Within this essay I will be presenting a formative outline of how I am going to compare and contrast two different agencies of education. I will present a brief introduction of the two agencies that I have chosen with the reasons why I have selected them, I will then go on to provide an explanation of the problems I will be researching and the possible different methods I will be using to enable me to conduct my research. For this piece of research I have chosen to look at two Catholic secondary schools from two different inner-city London boroughs. The first of the two is a uniformed school that is based in Woodgreen – Haringey. and St...
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...Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis July 2003 Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis October 2003 This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers. The best evidence synthesis approach is being developed in collaboration with researchers. It draws together in a systematic way the available evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. Prepared for the Ministry of Education Authors Linda Mitchell and Pam Cubey Copyright © Ministry of Education PO Box 1666 Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 ...
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...measured through objectively scored tests and assessments. Student-Centered Approach to Learning While teachers are an authority figure in this model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessment are connected; student learning is continuously measured during teacher instruction. To better understand these approaches, it is important to discuss what is generally understood as the three main teaching styles in educational pedagogy: direct instruction, inquiry-based learning and cooperative learning. Through these three teaching methods, teachers can gain a better understanding of how to govern their classroom, implement instruction and connect with their students. Within each of these three main teaching styles are teaching roles or “models.” Theorist A.F. Grasha explains the five main teaching models in her publication Teaching with Style (1996): Expert, Formal Authority, Personal Model, Facilitator and Delegator. To gain a better understanding of the fundamentals of each teaching style, it’s best to view them through the lens of direct instruction, inquiry-based learning, and cooperative teaching....
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...A Pedagogy of Belonging Mitchell Beck and James Malley ABSTRACT: The psychological sense that one belongs in a classroom and school community is considered a necessary antecedent to the successful learning experience. In an era when traditional sources of belonging have diminished due to changing family and community demographics, the school plays an increasingly important role in meeting this need. There is evidence that conventional classroom practices fail to engender a sense of belonging, especially among at-risk students. Indeed, conventional practices may exacerbate feelings of rejection and alienation and place these students at higher risk for dropping out, joining gangs, or using drugs. Schools can increase the sense of belonging for all students by emphasizing the importance of the teacher-student relationship and by actively involving all students in the life of the classroom and the school community. Specific examples of programs that promote a sense of belonging for students are discussed. To Belong: To have a proper, appropriate, or suitable place. To be naturally associated with something. To fit into a group naturally — Webster’s New Collegiate Dictionary Can children succeed in a school in which they do not feel they belong? Most children fail in school not because they lack the necessary cognitive skills, but because they feel detached, alienated, and isolated from others and from the educational process. When children feel rejected by others...
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...In today’s world, children (students) suffer from a host of emotional, mental and physical challenges that effect their behaviour and ability to learn. This is sometimes complimented with their role models encouraging them to treat themselves and others with disrespect. These challenges require abundant reserves of patience. I believe two of the biggest attributes a teacher should have is the ability to show respect towards the students. In his book ‘Pedagogy of the Oppressed,’ Paulo Freire explained that respect and humility foster a condition of trust and communication between the teacher (who also learns) and the learner (who also teaches) (pg23)....
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... for all people to be one of the most important plans ever. Horace put together a plan that a community education that is a tax-supported education be made accessible to all. Horace Mann’s plan concentrated on the areas within six basic proposal incorporating for the first time that a republic can no longer stay ignorant and free simultaneously, the requirement of general trendy education. Second that the education should be paid for, managed, and maintained by an interested community. Third that the education is best offered in schools containing children of all religious, social, and ethnic backgrounds. Fourth that the education, though extremely ethical in nature, must be free of sectarian, and religious control. Fifth, the education should be infused all through by the order, techniques, as well as character of a free civilization, which rule out cruel pedagogy in the classroom. And sixth that the education can be provided...
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...INDIAN PHILOSOPHY OF EDUCATION AND PEDAGOGY: AN ESSENTIAL PROPOSITION Prof. N.B. Biswas1 Epistemology and pedagogy both the concepts are philosophical in its origin. The present century demands an integrated teacher who can shape the inner potentiality of a learner through an integrated approach of knowledge of the content area and of the philosophy of teaching. Since, India won Independence; attempt has been made to formulate a national education policy. It has been essential to evolve an Indian philosophy of education in the light of the tradition and culture upheld by Swami Vivekananda, Rabindra Nath Tagore, M. K. Gandhi, Sri Aurobinda and others. Every nation needs an educational philosophy for building up a sound system of education. India has passed through various stages of development during different periods. Since Brahmanistic education it has followed the monastic scholastic, realistic, idealistic and pragmatic trends when values changed and new priorities emerged. India is a land where values have emerged and influenced the cultural life of the land. The cross-cultural studies of modern values show an increasing tendency towards materialistic and self-centered outlook. The world in which we live today is shrinking every day, but every nation is busy in building a wall of prejudice. This is why we need to develop an Indian Philosophy of Education. Since 1944 and uptil now about 150 philosophical studies have been carried out on education, out of which only 10 studies...
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...The use of full-length films to teach negotiation. Olivier Fournout This is the text of a lecture given at the conference “New Trends in Negotiation Teaching”, presented by the Program on Negotiation at Harvard Law School (PON) and the Institute for Research and Education on Negotiation in Europe at ESSEC Business School (IRENE), Nov. 14-15, 2005. Key words: negotiation, leadership, film, fiction, phenomenology, negotiation of meaning, teaching of negociation, pedagogy, imagination, interaction. ----------------------- It is a year since I started courses on negotiation and leadership in which I use full-length films as the main pedagogical tool. It is this experience that I would like to talk about here. I will organize my lecture around three points: first, I will describe the course itself and its background; then, I will try to clarify my pedagogical principles; and finally, I will give you a very quick sample of this pedagogy by showing you some extracts from Lost in La Mancha, and I will make a few comments. 1- The course and its background. This course is given at the Ecole Nationale Supérieure des Télécommunications (the National Graduate School of Telecommunications in Paris). The three sessions on negotiation are fairly modest in size : 12 hours. I built them around three films. The first one is Le souper (The Supper) where we get an idea of the negotiation between Talleyrand and Fouché a few weeks after Waterloo, when France’s whole future...
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...Rough Draft: Decision Point 2 The INTASC Principles are a valuable guideline for teachers to follow. Not only do they show the competences a teacher must have, but they show what we must always be mindful of when conducting ourselves in the classroom, and any other school activities. As an aspiring Biology teacher, it’s important for me to be well versed in these principles, as I will be focusing on INTASC Principle 1, 2, and 5. INTASC Principle 1 focuses on Content Pedagogy. As stated by the Ball State University website, “The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and can create learning experiences that make these aspects of subject matter meaningful for students. FL Version - Language teachers are proficient in the language they teach. They understand language as a system, how students learn a language, and how language and culture are linked. They are knowledgeable about the cultures of the people who speak the language. Using this knowledge, they create learning experiences that help students develop language proficiency and build cultural understanding.” What this means, is that the content I cover in the classroom must be meaningful to my students. I must be able to be competent in my subject area of science/biology. As a Biology teacher I need to make the content meaningful, which means that I must make subjects such as Evolution, Cell Respiration, etc. meaningful to them. There can be...
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...TEACHING STRATEGIES Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. Some of the more prominent strategies are outlined below. For more information about the use of these and other pedagogical approaches, contact the Program in Support of Teaching and Learning. Lecture. For many years, the lecture method was the most widely used instructional strategy in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of other teaching strategies is being widely examined today, the lecture still remains an important way to communicate information. Used in conjunction with active learning teaching strategies, the traditional lecture can be an effective way to achieve instructional goals. The advantages of the lecture approach are that it provides a way to communicate a large amount of information to many listeners, maximizes instructor control and is non-threatening to students. The disadvantages are that lecturing minimizes feedback from students...
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...graduate efficacy in the intellectual skills and understanding required of professional practitioners. The model uses critical reflection as a cognitive bridge between journalism theory and professional practice. Through it, students develop self-reliance, confidence, problem solving, and adaptability, while simultaneously gaining knowledge and developing a sense of efficacy in their ability to negotiate inherent dilemmas in practice. When pedagogical strategies “block the exits” to escape from the implications and effects of their practice, students are held to high benchmarks of critical and reflective thinking. The “lived” experience provided by a problem-based pedagogy also develops confidence and a sense of efficacy in students. Moreover, this approach integrates thinking and doing in a way that binds practices with the social and ethical effects produced. Introduction Journalists often describe their thinking as so intrinsic as to defy explanation. They say they “know a good story when they see one” and “know what to do without thinking" because their thinking processes, once internalised, are used almost without consciousness. But as Adam (1993:11,13) found, journalism always involves the conferring of judgement on the shape of things. So it is important that journalists can recognise the influences on their thinking in a context “where every decision is a professional decision, a commercial decision and an ethical decision” (Sheridan Burns 1995:5). This model uses...
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...Reflection defined | |[pic]|recognising |[pi| | | | |+ |c] | | |Reflection means | |examining | |the way we teach. | | | |+ | | | | | |ruminating over | | | This involves more than just describing what we do or what we have done. As individuals, each with our own background and experience, we bring certain beliefs, assumptions, knowledge, attitudes and values to teaching. Our teaching takes place in a social setting that has its own unique characteristics, opportunities and constraints. Reflective teaching means exploring the implications of all these complex factors with the intention of understanding and improving our practice. A good place to start is by considering our own pasts, as learners and teachers and reflecting on the beliefs, knowledge and values that we have developed from our experiences. Levels of reflection In a sense, we reflect constantly as we teach, responding to ongoing situations in the classroom as they arise. This is sometimes called reflection-in-action. Reflection-in-action usually happens very fast, perhaps even intuitively. It can be transient and quickly forgotten. It is only after a teaching...
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