We could bring up the case as a sample to demonstrate what we are discussing about. However, adding a question to prove our point is not recommended in academic writing. The subject line information to identify the situation has to be included on the head of the memo. In addition, clarity, correctness, and courtesy are very important and they represent for our efforts. The memo should be clearly written and organized in direct order, beginning with the objective and then systematically and covering the vital bits of information (Rentz, 2008).
As it says in Item A, a subculture is a group of pupils who share similar values and attitudes. Some subcultures are pro-school, while some are anti-school. An unstructured interview is when the interviewer has freedom to vary the questions they ask. There are a number of strengths and weaknesses of using unstructured interviews to interview children, and they will be examined below. Unstructured interviews allow the interviewer to build rapport with the pupils, unlike questionnaires where there is no chance to build rapport because the researcher has limited contact with the pupils.
It can leave the participant feeling bad with seemingly no way forward. Verbalising and exploring a learners thoughts can assist them gain a positive perspective of their own work and ability and will also help identify problem areas, therefore providing both the teacher and the learner with the ability to develop e.g. asking a learner where they think they did well and where they think they could improve. Some situations in which constructive feedback is required can include; ongoing performance discussions, providing specific performance pointers, following up on teaching discussions, providing correct guidance, providing a learner with consequences of their behaviour. Clues at when constructive feedback is needed can be when a learner asks for your opinion on how they are doing, this can be a 'cry for help' from a learner.
When looking at the advantages and disadvantages of using unstructured interviews to investigate streaming, we need to look at how this can effect the pupils. One strength of using this method to investigate streaming is, as stated in item B, the researcher ‘can explore pupils feelings and reactions’. This supports the idea of empathy, as the researcher can build a rapport with the respondents and by using this method is able to talk about sensitive issues. For example, by talking to students in the lower band, using unstructured interviews allows the pupil to feel at ease and not judged by the researcher. This may mean that the pupil will open up and could explain their feelings and emotions towards the subject of streaming, and the reasons why they ‘develop a negative image’.
It is expected that these skills will be developed through use of the core practicals and are closely linked to the requirements of ‘How Science Works’ criteria. Examiners and moderators therefore placed particular emphasis on seeking evidence of these skills in candidates’ reports. It was disappointing to see that evidence for a number of these skills was frequently absent from reports. The most common omissions were; • • Assessment of practical skills (b)(ii) – ‘Identifies and explains possible systematic or random errors in results.’ Analyse and interpret data to provide evidence, recognising correlations and causal relationships (using descriptive statistics such as standard deviation and discussing the problems of correlation and causation as illustrated in Unit
Program evaluation is needed so workers can remove anything from their program that was not needed, or add more attention to another direction of the program. Yuen, and Taro explain that a program evaluation “measure[s] and assess[es] the desirability and quality of the plan and its program.” (2003) Since the needs of people are always changing, it is important to have a program plan with a frequent evaluation. Evaluations can change the plans to better fit the
"The book's aim is to provoke my fellow historians to greater self-consciousness about the nature of our work," Novick wrote of his motivation (17). It is obvious that Novick is going to try to convince historians that they should be more self-critical of their work and thought. Set in in this argument is
So it is very important that the trainer chooses his words carefully in order to be clear about the learner’s achievements, progress or areas of improvement (Gravells, 2013). Constructive feedback should be more descriptive instead of evaluative. Feedback, to be constructive, cannot be limited to an evaluative sentence like “Congratulation, you’ve passed”. Although the learner might be glad he has passed, it will not give them any information about what the learner has done correctly, how they have achieved the goals and objectives and what areas can they improve. Using descriptive feedback instead of evaluative it will give an opportunity for the learner to realise what he needs to adjust or improve to achieve the desired outcome (Gravells, 2013).
Also if there were students whose first language wasn’t English, I would put them with the more knowledgeable/experienced students. I am aware that in practise group work could possibly cause the group to deteriorate to chaos, however it is possible to overcome this with by stopping the lesson and notifying the students that the lesson would resume once the chatter has died down and if it continued I would send the perpetrators out of the classroom. ICT is a complex subject and so there will be some students that understand and know more than others, so it would be beneficial to group students of different levels together to do the work so that the students can learn from each other. The students with less understanding of the subject are able to learn from stronger students as they are all working together in groups to complete the task. 1.2) Evaluate strategies to manage group behaviour and dynamics.
Personal Reflection Paper In my first discussion question that I answered for this course I said that the difference between thinking and critical thinking was the way that we act upon a thought. I also said that a critical thinker will ask more questions to have a better idea about a particular issue. According to Elder (2009), “It is the art of analyzing and evaluating with the goal of improving thought.” (p.9). During this course I have learned many interesting subjects in relation to critical thinking, but there are three that I found to be most significant. The first one is that individuality means more than claiming independence, it means achieving it by acknowledging the influences that have shaped my thinking, by sorting and evaluating my ideas and attitudes, and finally by choosing the best ideas by resisting the pressure of habit and by changing the ways that I think because the evidence tells me to do so.