A plan will be devised to implement a formative assessment activity. The activity will take into account children with differing needs and interests of children within my setting. The rationale for my design will be written up demonstrating systematic process of planning, implementation and evaluation of the task. This will include my choice of approaches and methods. I will evaluate within this rationale, with a reflection of the activity and its implementation with links to the EYFS (2008) and theorists such as Bruner (sustained shared thinking) and vygotsky (scaffolding).
Critically analyse the key theories of teaching and learning that have been influential in either the Foundation Stage/Key Stage1 or Key Stage 1/Key stage 2. Evaluate the impact of such theories on current policy and practice. Include examples from research and from your observations and experiences in schools. Teaching and learning are two key words that are highly relevant to my career in teaching. The term ‘teaching’ I believe refers to the practice of giving knowledge to someone else.
The contributions of the major theorist who worked to develop each theory. C. Define the major principles associated within this theory as they relate to the psychology of learning. D. Summarize how this theory makes use of prior experience in explaining how people learn. E. Describe how this theory explains how permanent change in behavior takes place. F. Apply this theory to a real world setting (schools, treatment facility, business, and social activities).
Eraut (1994) agrees with this stating three areas or contexts of knowledge which can be subdivided into subject matter, classroom-related and management. Classroom-related identifies what students can do with the teacher as facilitator; management what the organisation expects of the teacher. Subject matter knowledge is regarded as: a) objective knowledge Furlong, (Ed. Atkinson & Claxton 2000), based in science giving validity; b) it is supported by various theoretical models allowing it to be applied in specific cases. Objective knowledge is external and needs a long lead in time to acquire, in other words lengthy training periods.
(Introspection, 2012) Inquiry oriented practice consists of formulating questions and finding reasonable and appropriate answers to those questions. (Inquiry Based Learning) Through action research, teachers perform inquires into their practice, dissect the results of these inquires, and work to create positive change in classrooms. (Crothers, 2008) When conducting action research, one must be aware that its design consists of planning, continuous and systematic procedures for reflection and a willingness to try alternate procedures and strategies to improve outcomes. (Schmuck, 1997) Action research is completed through a spiraling of cycles. (Schmuck, 1997) These cycles consists
In this essay I will discuss the definitions of the concept “curriculum” and this will be done by describing the different ways of understanding curriculum and how these different understandings related in some ways to each other. Definitions of Curriculum Definition 1: Curriculum is such “permanent” subjects as grammar, reading, logic, rhetoric, mathematics, and the greatest books of the Western world that best embody essential knowledge. Definition 2: Curriculum is those subjects that are most useful for living in contemporary society. Definition 3: Curriculum is all planned learnings for which the school is responsible. Definition 4: Curriculum is all the experiences learners have under the guidance of the school.
Curriculum is a form of knowledge-content, synonymous with a course of study or syllabus. Education in this sense is the process by which the learning that is communicated or 'delivered' to learners is done so through the most effective ways. And so, curriculum is the activities that learners will undertake to achieve specific learning achievements and goals. The planning, learners experience and methods in which learning occurs are all part of the curriculum. There are a vast amount of elements that help shape a
It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know. In the classroom, the constructivist view of learning can point towards a number of different teaching practices.
CURRICULUM APPROACHES: CURRICULUM APPROACHES Curriculum approaches reflect the following:: Curriculum approaches reflect the following: Developer’s EACH APPROACH EXPRESSES A PERSPECTIVE ABOUT CURRICULUM DEVELOPMENT WHICH IMPACTS ON: EACH APPROACH EXPRESSES A PERSPECTIVE ABOUT CURRICULUM DEVELOPMENT WHICH IMPACTS ON The design of the curriculum The role of schools, administrators, teachers, learners, curriculum specialist Requirements for evaluation and implementation TWO BROAD CONTRASTING CATEGORIES OF CURRICULUM APPROACHES: TWO BROAD CONTRASTING CATEGORIES OF CURRICULUM APPROACHES TECHNICAL-SCIENTIFIC NON-TECHNICAL/ NON-SCIENTIFIC Slide 5: TECHNICAL-SCIENTIFIC MODELS reflect a traditional orientation about education and formal methods of schooling NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES challenge traditional theories and practices and reflect the more progressive views about education A. TECHNICAL-SCIENTIFIC APPROACHES : A. TECHNICAL-SCIENTIFIC APPROACHES The basis for the procedure of these approaches is the scientific method which involves a logical step-by-step procedure of problem solving. 1. BEHAVIORAL-RATIONAL APPROACH: 1. BEHAVIORAL-RATIONAL APPROACH It is the oldest and still more preferred approach by many educators (Bago 2008) It clearly defines the objectives (why), content (what), method (how), sequence (when), and scope (how much) of a curriculum By the Taba and Tyler Models, 1969 FLOWCHART OF TABA’S SEVEN STAGES OF CURRICULUM DEVELOPMENT: FLOWCHART OF TABA’S SEVEN STAGES OF CURRICULUM DEVELOPMENT C:\Users\joyce\Documents\BEHAVIORAL-SCIENTIFIC APPROACH FLOWCHART OF TABA.doc 2. SYSTEMS-MANAGERIAL APPROACH: 2.
The broader context helps teachers to make selections based on identified needs and ensure that they do not ignore conceptual progression. Phase planning: A learning programme or curriculum is developed for three grades. The implementation of the curriculum must be a phase-long process of planning, managing and organizing classroom practice. The planning must serve as a guide for the teaching, learning and assessment that take place in the classroom. For example, in the FET phase (grades10 to 12) there are four compulsory subjects (i.e.