3.1.Evaluate own knowledge, performance and understanding against relevant standards. Once I have analysed the demands and expectations of my job role, the next step is to consider what I can already do and which areas I may further need to develop. This learning outcome looks at how I might evaluate my own performance and how I might use feedback to inform me. It is important to think abut what I can do already and which areas I need to develop further. To do this I can ask for feedback from advisers or assessors.
By showing to the readers that he was once a public school teacher it helps them see him as an expert giving his own expert opinion. He stresses that the public school system is doing the youth of this generation an injustice. He does this through analyzing the goals of education, not schooling. He uses the third goal a lot which is to make each person their best that they can be. He also says the today’s school system suppresses the word genius.
This may be tested by changing the philosophy. A changed philosophy should cause the objectives and goals to change and by extension, the method (or implementation strategy). The ‘learnings’ to be gained from the concepts above would tool and allow an inquirer to surgically review and contextualize the operations of an organization. The prospect of discovering whether much attention has been given to the development of goals and objectives could be easily ascertained. The process would also allow for the determination of the most appropriate methodologies for the given project.
Her reason for this is many pupils need to be educated to give them a wide range of interests and abilities. This is being rejected by the new proposals. It seems Michael Gove’s reform will do nothing to help pupils who leave school at 18, (Benn, 2012). Stephen Twigg of The Telegraph argues that “50% of pupils will go to University and have a clear path,” however, he ponders on what will happen to the “forgotten 50% who don’t go down that path,” (Twigg, 2012). He believes the “Technical Baccalaureate” proposed by Labour leader Ed Milliband can provide this route instead.
The teachers blamed the students but they were trapped in the same strict structures of the compulsory school program as the students. He then suggests that maybe that there is not a "problem" with the schools. That they were right when they designed the school to do just what they are doing. Designed not to teach us but to keep us from ever really “growing up.” With that thought the author asks, "Do we need school?" Gatto gives us examples of well-known people who have accomplished great things in their lifetime and were not educated through the school system.
The first step s to be attentive, this means that I need to pinpoint the issue, and gather specific data. I begin by reviewing the facts of the situation and determine what facts are trustworthy. The second step is to be intelligent, this means that I need to determine what matters most by framing the issue and being aware of false issues. Being intelligent also means that I need to determine who the primary stakeholders are. Before I can make a decision I must remember that there will people stakeholders directly affected by it.
Willingham contends that these programs were ineffective and that is why students still struggle with critical thinking skills. The author unloads his bombshell and asks the reader this question: “Can critical thinking actually be taught?” This caused me to pause and think. We have been told for years that critical thinking is important for learning and that it should be part of any teacher’s lesson plans. I, along with other teachers, thought that we were teaching critical thinking skills. However, Willingham states that critical thinking is not a skill that can be easily taught.
In the article, “Why Johnny Can't Fail”, Jerry Jesness admits he has played a part in the “floating standard”, but he does not agree with it. The floating standard lets students proceed to the next grade level even if they are not fully prepared. Jesness claims the floating standard is easier to give into rather than to set high standards that some students may not meet because having it in place not only keeps students happy, but also keeps the parents content. When Jesness first began teaching he failed students, but learned that giving students the grades they deserved was not the norm. He soon “fell into line” after the principal of the school called a meeting with him and the parents of the students he was failing.
The assessment phase includes identifying the problem or opportunity, collection of data, and the analysis of data. The planning phase targets what system needs to change or what process needs to change. During this phase Lewin’s model of change is initiated (unfreezing). Present attitudes, habits, and ways of thinking have to soften so members of the target system will be ready for new ways of thinking and behaving. Boundaries must melt before the system can shift and restructure.
Decision criteria are variables or important characteristics that are necessary when I make my decision. It would enable me to evaluate the alternatives I have at the moment. During this process, I should eliminate any fixed variables which are not constructive for me to establish the criteria for the process. Implicit criteria which are immeasurable should be able to compare among one another. Explicit measurable criteria should be within the scope which I am trying to solve.