Process Work Essay

Module 1 Contexts whole 1 Purposes of the civilize curriculumUnit 1 activeness 1 Changing curriculum principles I eat up do leave entries in my general curb Unit 1 natural action 2 The hidden curriculum I realize make countenance entries in my common bind Unit 1 application 3 Ivan Illich I have do appropriate entries in my unglamorous earmark Unit 1 action 4 What should the tuition organization submit to achieve? I have made appropriate entries in my commonplace bear To what send away do you suit that schooltimes should be inculcating know directge relevant to modern society such as the force to run short healthily, to manage m integrityy and to find fulfilment (Bloom, 2008 para 2). In the space below, write a piece for your tutor, in no to a greater extent than five hundred row, as a response to this question. A school is an institution designed for the t severallying of students (or pupils) under the direction of teachers. Curriculum whic h is the frame bailiwick of the school has been broadly defined as all the experiences learners have under the guidance of the school, and all planned breeding for which the school is responsible Marsh C.J and Willis (http/coefaculty.aldosta.edu/grubbs/ definitions).Curriculum is structured to be flexible, and always reflect goals of the nation. ( It is important to be clear to the highest degree the correct meaning of terms but these definitions do non focus the reader immediately on the required subject.) Prof. legerdemain white ( White) a professor in the Institute of Education University of London is of ( the) tactual sensation that schools should be inculcating knowledge relevant to modern day societal extremitys standardized ability to live healthy, manage money and find fulfilment ( new sentence?) in his published work What schools atomic number 18 for and Why White(2007).He is as well as of opinion that the existing curriculum with its emphasis on discret e subjects is a memento of the 19th century attitudes to school and he argues that such values no longer apply to the twenty-first century. This writing is aimed at showing my tip of agreement with his opinion. Health is defined as feeling sound, well, energetic and physically able to do things that most people ordinarily can do.J.Mirowsky and Ross (2003). Research shows that healthy ingest can improve childrens concentration and help them do better in school says paediatric behavioral nutritionist Janice Baronowski from Baylor University inHouston.http//www.livestrong.com/article/192724. It was also observed in China that exercise which is part of the effortless(prenominal) activities in schools kept the pupils mind and body alert, and helped their per public figureance. Since the well-being of an individual including his emotional balance can non be spaced from his ability to succeed in the pursuit of his individual and societal interest at large, I agree that school s inculcate knowledge of the ability to live healthily. This lead include regular exercise and healthy eating. barely, roughly physical exercises done to keep fit could pose a threat to the health of some children. John white in his published work is also of opinion that money managing skills be taught children. Trilling and pileus ( Hood) (2001) suggest that we be moving from the industrial age to the knowledge age where knowledge becomes manpower.As the domain of a function is bugger offing and economic policies changing, I agree that children be taught how to spend and save but any attitude attached to spending is somewhat related to the level of income and needs of the individual which is very dynamic. On the other hand, a general principle on spending can be taught to guide children as they grow to fit into a larger society. Inculcating values like kindness, trust is also relevant as this are values that promote integrity and efficiency in theway things are done in the society. ain fulfilment however is a broader term to consider. It is encouraged that children learn to discover and live their dreams, but to what extent can we measure ones fulfilment, and how relevant is an individuals fulfilment ( fulfilment?) to the needs of the society? The school curriculum is a reflection of the needs of the society, therefore knowledge to be inculcated in schools should be aimed at achieving societal goals, not just individuals finding fufillment in what they do. ( You are beginning to bankrupt some enkindle contrasts here. I was interested , especially, in how you related health to effective teaching and determine the possible contradiction between individual fulfilment and societal needs. You have the potential here to reside a more critical , and questioning, view of Whites theory although this is not developed. You weaken your argument by not keeping a clear focus on the required task as well as through having unnecessary errors in writing. To present work at Masters level requires more careful proof reading. ) Unit 1 Activity 5 Overall curriculum aims I have made appropriate entries in my commonplace intensity I have watched and listened to the feedback provided at the end of the activity I have added to/ revise my commonplace tidings entries in the light of this feedback Unit 1 Activity 6 The purposes of one curriculum subject I have made appropriate entries in my commonplace give I have posted a share to the discussion board ravish paste the text of your sign discussion board entry below Language study is as important as the essence of language itself which is basically communication.Communication is a necessary in additionl required for humanebeings to co-exist, and language is a dominant means of communication.Language is all emcompassing,it ( It) is the identity of any tribe and nation at large, ( ?) it is the medium for interaction between teachers and pupils for all subjects,and also necessary for international relations. side and French are two languages widely wheel spoken in countries all over the world.English is the Lingua Franca of most British annex nations,Nigeria inclusive,among over 250 languages spoken in the country.It is also important to be competent in the use of English as the Lingua franca of the nation.Asides effective communication,competence builds confidence which is a necessary quality children should imbibe.In Nigeria English is taught as a core subject from nursery to secondary school level,and in the University it is compulsorily studied as a general course. ( You present a reasoned case. Again, watch sentence structure and the use of chapiter letters) Unit 1 Activity 7 Education and the knowledge age I have made appropriate entries in my commonplace book I have read the feedback provided at the end of the activity I have added to/amended my commonplace book entries in the light of this feedback PGCE International Process work prove formModule 1 Contexts Unit 2 intellectual educational schemesUnit 2 Activity 1 Crossing cultures I have made appropriate entries in my commonplace book I have watched and listened to the feedback provided at the end of the activity I have added to/amended my commonplace book entries in the light of this feedback Unit 2 Activity 2 Key issues in your own educational system I have made appropriate entries in my commonplace book What might your tutor need to visualize close to your own educational contexts (both teaching and learning)? In the space below, write an analysis, in no more than 500 words, of the main issues which she or he will need to take into consideration when responding to your work on this course KEY EDUCATIONAL ISSUES IN MY COUNTRY In discussing study issues in the Nigerian Education system where I practice,it is important to demean that there is no uniformity of precedent and practice.While organization schools run with a st andard and curriculum,the cloistered schools adopt standards and curriculum in line with the vision of their owners so we have the British,Turkish,Lebanese,American and even a blend of more than one curriculum in practice by different schools.This disuniformity ( I do not forecast this is a correct word, though I understand what you are saying. You would need to state This lack of uniformity) in standard in itsself ( itself?) is a major issue.For this reason the dominant issues in the public schools like poor infrastructure,fewer learning and teaching aids, might not be very ( ?) present in the private schools.This is as a result of fund misdirection and poor maintenance of existing facilities in public schools. ( Are you arguing that it is the lack of Government standard and curriculum that leads to better facilities and learning in private schools? I am not clear of your argument.) inadequate power supply affects the use of electronic teaching and learning aids such as the synergetic white board,computers,etc. and facilities that enhance a comfortable learning environment like the air conditioners and fans.Though this is a argufy faced by both the public and private schools at large,it is largely overcome by the private schools that use alternative powersupply.This however,means extra cost to these schools and is shared by the children as they have to make higher school fees thus making very good quality education expensive and precisely affordable for those below average class. Teachers welfare in the past was very poor as they were not well renumerated and in most schools both public and private,they are still poorly paid and priced.This has led to a negative approach towards the profession and demotivated people from going into practice.A high turnover of teachers also exists in schools as existing teachers leave the profession for more promising professions.Some teachers are not motivated tolerable to give their best to the profess ion and are most times absent from the schoolroom as a result of this poor treatment especially in government schools.The country is however in the serve well of improving teachers welfare. Educational policies for some time, have not been relatively stable so we have a indemnity implemented today and discarded tomorrow, for instance the 6-3-3-4 system of six years in first school, tether years in a vocational culture school for those who can not go set ahead to secondary education,three years in senior secondary school and four years in university was changed to a 9-3-4 education system which was kicked against by many technocrats in the field.shortly ( start a sentence with a capital letter) after it was changed back to the 6-3-3-4 system.This instability has greatly challenged the Nigerian Educational system,considering the cost of training teachers to reflect policy aims,and cost of adopting and implementing the policies. The Multi ethnicity of the country has an e ffect on the countrys education policies.What may be bankable as a practice in one state or culture might not be in another.For instance, in the Northern part of Nigeria, culture places more restriction on the females inappropriate other parts of the country, thereby making it difficult for some policies to be implemented.This is especially as regards curriculum and professional practice. ( You raise many interesting issues in this response. You still need to proof read with great care and check the clarity of every argument.) Unit 2 Activity 3 Exploring Teachers TV I have watched at least three of the Teachers TV videos and made appropriate notes in my commonplace book Unit 2 Activity 4 Comparing approaches I have made appropriate entries in my commonplace book Unit 2 Activity 5 Improving approaches I have made appropriate entries in my commonplace book I have listened to the feedback provided at the end of the activity I have added to/amended my commonpla ce book entries in the light of this feedback I have posted a contribution to the discussion board Please paste the text of your initial discussion board contribution below I agree that some elements of the practices in the educational system of other countries have been choose into the Nigerian educational system and will like to add that nonstarter of the 6-3-3-4 system is not in its inability to produce competent graduates who can fit into the larger society, but in the fact that its aim of six years compulsory primary education accompanied with three years vocational training in vocational schools was not fully achieved.This is send offn in the existence of fewer vocational schools for science,wood, furniture and stuff making in the country. On mathematics I suppose the difference between the practice in Hungary andNigeria lies more in the method employed in teaching the subject.Maths teaching in Nigeria is more abstract and most teachers,especially in government schools, use less attractive manipulatives in teaching concepts compared to the Magyar practice.In Nigeria focus seems to be on the cognitive with less emphasis on process which i ( I) desire amounts to the reason why at age 8 children can recite multiplication tables to 12. I also observed that students performance in the subject in Nigeria seems to be poorer compared to their counterparts in Hungary.In the external examination conducted in my secondary school which is owned by the Federal Government in 2005, over 50% failure in maths was recorded. Although there is current record of improvement in the subject,I believe if we adopt the Magyar method of teaching the subject practically with more attractive manipulatives especially in early education stage, and organize periodic seminars for teachers irrespective of the sector which they belong to on improved strategies for teaching the subject, there will be improved performance in mathematics among students in Nigeria. ( You demonstrate that you have engaged with the materials on the course and are relating them to your own experience in Nigerian schools.) Unit 2 Activity 6 Exploring links I have made appropriate entries in my commonplace book Unit 2 Activity 7 British Council Schools Online I have made appropriate entries in my commonplace book PGCE International Process work record formModule 1 Contexts Unit 3 Understanding the classroomUnit 3 Activity 1 The value of observation I have made appropriate entries in my commonplace book I have listened to the feedback provided at the end of the activity I have added to/amended my commonplace book entries in the light of this feedback Unit 3 Activity 2 The ethics of classroom observation I have made appropriate entries in my commonplace book I have read the feedback provided at the end of the activity I have added to/amended my commonplace book entries in the light of this feedback Unit 3 Activity 3 Observing two pupils I have mad e appropriate entries in my commonplace book Unit 3 Activity 4 Three further influential factors I have made appropriate entries in my commonplace book I have read the feedback provided at the end of the activity I have added to/amended my commonplace book entries in the light of this feedback Unit 3 Activity 5 Creating a positive classroom ethos I have made appropriate entries in my commonplace book Unit 3 Activity 6 Social and emotional aspects of learning I have made appropriate entries in my commonplace book I have read the feedback provided at the end of the activity I have added to/amended my commonplace book entries in the lightof this feedback Unit 3 Activity 7 Pupil radical and the learning environment I have made appropriate entries in my commonplace book I have posted a contribution to the discussion board Please paste the text of your initial discussion board contribution below I will prefer grouping pupils ground on flux ability. This is to enh ance exchange of not only ideas, but also to encourage character and learning strategy influence between the high and low ability. If learning is to be child centred, then I believe children should be given a chance to learn from each other, not only from their teachers. However grouping based on ability will be encouraged in core subjects like Mathematics to help those struggling in the subject recieve ( receive) more attention from teachers in their areas of challenge, but learning would not be restricted to this setting alone, ( New sentence?) grouping will vary based on topic taught and needs of the learner. Language classes will be more beneficial if there is blend ability grouping because Language theorist ( Are you referring to someone specific? If so state this.) have proven that Language is better learnt through association especially between the more competent and the less competent ones. ( You present some good arguments here. Do writers like Kutnick raise any other issues that you think are important? Are there circumstances in the classroom when you would not use mixed ability grouping but , instead, base grouping on other factors?) Unit 3 Activity 8 Multimodal semiotic analysis I have made appropriate entries in my commonplace book I have watched/listened to the feedback provided at the end of the activity I have added to/amended my commonplace book entries in the light of this feedback Unit 3 Activity 9 Classroom observation I have made appropriate entries in my commonplace book In the light of your classroom observation, think about any new understandings which you feel that this approach has provided for you. Have you been surprised by any of the ways in which meanings can be constructed in classrooms? Write a critical account of multimodal semiotic analysis as a methodology.What are its strengths and limitations? In the space below, write a summary of your responses to these questions (in no more than 500 words) for your t utor Multimodal semiotics is deriving meaning from different modes employed by the teacher in the classroom. semiology refers to meaning of all kinds, with sign as its central focus that is meaning derived not only from words spoken, but in other symbols. Modes refer to the many means by which meaning is made. Kress et al (2005). Modes exposit by Kress et al include classroom layout, voice quality, visual display, gesture, gaze, movement of teacher. Multi means various or different kinds. Multimodal semiotics as a concept looks at meaning not derived from only one mode in the classroom, but from an interaction between different modes, just as how much is said, write and read. In observing an English lesson on traditional tale for year 2 pupils, I took note of the modes employed by the teacher during the lesson which includes voice quality, movement and position arrangement of the pupils, in the cassroom ( classroom).The teacher started on a calm low pitched yet confident tone.This tone created a rather affectionate and relaxed environment for the children. As the lesson progressed, her tone also rose in a clear progression,without loosing its calmness,or sounding too loud.The key words in the lessontale,traditional,story,villain,happyending,etc. were stressed as she pronounced them. She was also very audible and spoke with such clarity that showed great confidence and captivated the attention of the children. I observed that this tone of confidence, influenced the deportment of the children.She did not have to deal so much with inappropraitebehaviour in the classroom, her voice tone alone gave an atmosphere of discipline. The pupils all sat in twos on tables arranged in traditional setting of three rows, facing the teacher who was majorly( mainly?) standing before them, with her table at the side in calculate of the classroom. Her table position was such that she could monitor the children from all angles without necessarily seating in fr ont of them. put arrangement was changed to group seating when a task was given. The pupils were asked to use WOW words to describe a picture on the interactive white board and were placed in groups of four on each table, facing each other which I observed encouraged participation between all the children in the classroom. After performing the task, the pupils went back to their former positions. For another task, pupils sat in twos on different tables to form mnemonics to remember spellings of different words. Her movement was however restricted as she scarcely moved around to see what the pupils were doing, but only gave instructions vocally. She had someone from each table stand and read out what was on a worksheet.This made the lesson look teacher centered. The teachers restricted movement did not real reflect a participatory class environment but a teacher centred one, contrary to the seating arrangement. The tone of the teacher however influenced the lesson style it was very confident, quite firm and created a friendly environment. The emerging and falling tone captivated the pupils interest and I observed that this made the lesson interesting. ( You show good understanding of this theory of communication in the classroom and how it can be used to support deeper observation of what is pickings place. You show good observation and identify many interesting aspects of the lesson. I also found interesting how the teacher proved more effective in different parts of the lesson. Well answered.)