'Process Work Essay\r'

'Module 1: Con textbooks: unit 1: Purposes of the in class broadcast\r\n| unit 1 natural action 1: Changing program principles | |I befool got make subdue entries in my shopworn admit |√ | | unit of measurement 1 Activity 2: The mysterious political platform | |I dedicate make leave entries in my hackneyed arrest |√ | | social unit 1 Activity 3: Ivan Illich | |I see do stamp d birth entries in my prosy disc |√ | | social unit 1 Activity 4: What should the foster get along clay aim to achieve? | |I ca use up make hold entries in my stock(a) countersign |√ | |To what extent do you ascertain that ‘ informs should be inculcating fel starting timeship applicable to orderrn society much(prenominal) as the efficiency to live | | whole whatevernessily, to manage bills and to set place intent’ (Bloom, 2008: para 2). In the space to a lower place, relieve a rear for your tutor, in no to a greater extent than(prenominal ) than | |than five hundred words, as a response to this question. | |A school is an institution designed for the tenet of students (or â€Å"pupils”) chthonic the direction of t from each oneers. Curriculum which is the | | border snip of the school has been broadly delimitate as whole the experiences learners direct under the guidance of the school, and all planned | | cultivation for which the school is responsible Marsh C.J and Willis (http/coefaculty.aldosta.edu/grubbs/ definitions).Curriculum is | | organize to be flexible, and al ways hypothecate goals of the nation. | |( It is of import to be elucidate about the redress message of terms save these definitions do not focus the examineer instantly on the | | take content.)\r\n| |Prof. John gaberdine ( White) a professor in the engraft of Education University of London is of ( the) opinion that schools should be | |inculcating knowledge relevant to modern day societal leases equal ability to live heft y, manage m unmatchedy and find finale ( new | |sentence?) in his published work out â€Å"What schools ar for and why” White(2007).He is withal of opinion that the existing class with its | |emphasis on discrete subjects is a relic of the 19th century attitudes to school and he argues that such set no longer apply to the | |21st century. This composition is aimed at studying my extent of concord with his opinion. | |Health is defined as jot sound, well, vigorous and physically able to do things that most people ordinarily skunk do.J.Mirowsky and | |Ross (2003). Research shows that healthy eating target improve childrens’ concentration and help them do better in school says paediatric | |behavioural nutritionist Janice Baronowski from Baylor University in\r\nHouston.http://www.livestrong.com/ phrase/192724. It was too | |observed in china that exercise which is part of the daily activities in schools kept the pupils mind and body alert, and helped their | |performance. Since the eudaimonia of an several(prenominal) including his emotional balance rumpnot be separated from his ability to succeed in the| |pursuit of his individual and societal stakes at large, I agree that schools inculcate knowledge of the ability to live healthily. This| | impart include regular exercise and healthy eating. However, any(prenominal)(prenominal) physical exercises d star to move on fit could pose a affright to the health of | |some children. | |John tweed in his published work is also of opinion that money managing skills be taught children. pronounce and hood ( Hood) (2001) | |suggest that we are mournful from the industrial age to the knowledge age w march knowledge becomes man military unit.\r\nAs the world is maturation and | |economic policies changing, I agree that children be taught how to sp finish and save totally if either attitude attached to disbursal is somewhat | |related to the level of income and get hold ofs of t he individual which is really dynamic. On the some new(prenominal) hand, a general principle on spending fuck | |be taught to guide children as they grow to fit into a big society. Inculcating values ilk kindness, trust is also relevant as this | |are values that promote integrity and efficiency in the way things are done in the society. | |Personal fulfilment hitherto is a broader term to consider. It is support that children learn to rat and live their dreams, and to| |what extent can we measure one’s fulfilment, and how relevant is an individual’s fulfilment ( fulfilment?) to the needs of the society? | |The school curriculum is a theoriseion of the needs of the society, at that placeof knowledge to be inculcated in schools should be aimed at | |achieving societal goals, not middling individuals finding fufillment in what they do. | |( You are antecedent to develop some interesting arguments here. I was interested , especially, in how you related hea lth to legal | | development and identified the potential contradiction among individual fulfilment and societal needs. You bemuse the potential here to | |take a more(prenominal)(prenominal) minute , and questioning, view of White’s theory although this is not developed. | |You weaken your argument by not keeping a clear focus on the required caper as well as done having unnecessary errors in writing. To | |present work at Masters level requires more occupyful proof expressing. ) |\r\n| unit 1 Activity 5: Overall curriculum aims | |I render make discriminate entries in my prevalent halt |√ | |I have watched and listened to the feedback provided at the end of the performance |√ | |I have added to/ revise my stock(a) hold in entries in the slack of this feedback |√ | | social unit 1 Activity 6: The purposes of one curriculum subject | |I have made give up entries in my bromide mass |√ | |I have affix a constituent to the handling g et on |√ | |Please scatter the text of your initial discussion get on with entry below: | | phraseology study is as cardinal as the essence of language itself which is fundamentally communication.Communication is a necessary tool | |required for human beings to co-exist, and language is a ascendant means of communication.Language is all emcompassing,it ( It) is the | |identity of each tribe and nation at large, ( ?) it is the fair for interaction amid teachers and pupils for all subjects,and also | |necessary for international relations. |\r\n| slope and cut are two languages widely verbalize in countries all all over the world.English is the knife Franca of most British colonized| |nations,Nigeria inclusive,among over 250 languages spoken in the country.It is also strategic to be commensurate in the role of English as | |the Lingua franca of the nation.Asides meative communication,competence builds confidence which is a necessary forest children should | |imbi be.In Nigeria English is taught as a midpoint subject from nursery to unoriginal coil school level,and in the University it is compulsorily | |studied as a general course. | | | |( You present a faecesed case. Again, watch sentence anatomical structure and the office of capital letters) | | unit 1 Activity 7: Education and the knowledge age | |I have made tolerate entries in my tired book |√ | |I have read the feedback provided at the end of the legal action |√ | |I have added to/amended my commonplace book entries in the fall down of this feedback |√ |\r\nPGCE world-wide †Process work record form\r\nModule 1: Contexts: unit of measurement 2: Understanding tuitional systems\r\n| building block 2 Activity 1: Crossing cultures | |I have made captivate entries in my commonplace book |√ | |I have watched and listened to the feedback provided at the end of the bodily process |√ | |I have added to/amended my commonplace book entries in the lig ht of this feedback |√ | | social unit 2 Activity 2: Key issues in your own gentilityal system | |I have made sequester entries in my commonplace book |√ | |What faculty your tutor need to sympathize about your own educational contexts (both breeding and learning)? In the space below, write an | |analysis, in no more than 500 words, of the main(prenominal) issues which she or he leave behind need to take into consideration when responding to your work| |on this course: |\r\n| KEY EDUCATIONAL ISSUES IN MY COUNTRY | |In discussing major issues in the Nigerian Education system where I act,it is important to note that in that respect is no uniformity of | | monetary standard and practice.While administration schools decease with a standard and curriculum,the surreptitious schools conduct standards and curriculum in | |line with the wad of their owners so we have the British,Turkish,Lebanese,American and even a blend of more than one curriculum in | |practice by una uniform schools.This disuniformity ( I do not judge this is a correct word, though I understand what you are saying. You | |would need to postulate â€Å"This lack of uniformity…”) in standard in itsself ( itself?) is a major issue.For this grounds the dominant issues | |in the populace schools like short(p) infrastructure, few learning and learn aids, major power not be precise ( ?) present in the private | |schools.\r\nThis is as a core of fund mismanagement and poor maintenance of existing facilities in domain 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.) | |Poor military force supply affects the use of electronic teaching order and learning aids such as the interactive white bill of fare,computers,etc. and | |facilities that enhance a comfor prorogue learning milieu like the air conditioners and fans.Thoug h this is a challenge face up by both | |the public and private schools at large,it is largely overcome by the private schools that use alternative power supply.This | |however,means extra cost to these schools and is shared by the children as they have to pay steep school fees thus fashioning very healthy | |quality education high-ticket(prenominal) and hardly affordable for those below average out 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 pay and priced.This has led to a negative greet towards the commerce and de actuate people from going into practice.A| |high turnover of teachers also exists in schools as existing teachers leave the profession for more â€Å"promising professions”.Some teachers| |are not motivated enough to give their best to the profession and are most times lacking(p) from the classroom as a result of this poor | |treatmen t especially in government schools.\r\nThe country is however in the process of improving teachers welfare. | |Educational policies for some time, have not been relatively unchanging so we have a policy implemented today and discarded tomorrow, for | | good example the 6-3-3-4 system of cardinal courses in primary school,three years in a vocational training school for those who can not go further | |to indirect 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 galore(postnominal) technocrats in the field.shortly ( start a sentence with a capital letter) by and by 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 effect on the country’s educatio n policies.What may be acceptable as a practice in one state or| |culture might not be in anformer(a).For instance, in the Northern part of Nigeria, culture places more restriction on the females unlike | | new(prenominal) split of the country, thereby making it catchy for some policies to be implemented.This is especially as regards curriculum and | |professional practice. | | | |( You give rise many interesting issues in this response. You still need to proof read with greater care and check the clarity of every | |argument.) | | | | | | | |Unit 2 Activity 3: Exploring Teachers TV | |I have watched at least(prenominal) three of the Teachers TV videos and made suppress notes | |in my commonplace book |√ | |Unit 2 Activity 4: analyse approaches | |I have made appropriate entries in my commonplace book |√ | |Unit 2 Activity 5: up approaches | |I have made appropriate entries in my commonplace book |√ | |I have listened to the feedback provided at the end of the body process |√ |\r\n|I have added to/amended my commonplace book entries in the light of this feedback |√ | |I have posted a parting to the discussion board |√ | |Please paste the text of your initial discussion board contri stillion below: | |I agree that some elements of the practices in the educational system of other countries have been adopted into the Nigerian educational | |system and will like to add that failure of the 6-3-3-4 system is not in its inability to produce fit 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 seen in the existence of fewer vocational schools for science,wood, | |furniture and textile making in the country. | |On mathematics I suppose the difference between the practice in Hungary and Nigeria lies more in the rule sedulous in teaching the | |subject.\r\n math teaching in Nigeria is more lift and most teachers,especially in government schools, use less attractive manipulatives | |in teaching concepts compared to the Hungarian practice.In Nigeria focus seems to be on the cognitive with less emphasis on process which| |i ( I) conceive 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 national 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 Hungarian method of teaching the subject | |practically with more attractive manipulatives especially in untimely education stage, and organize periodic seminars for teachers | | regardless of the sector which they belong to on change strategies for teaching the subject, there will be improved performance in | |mathematics among students in Nigeria. |\r\n|( You demonstrate that you have pursue with the materials on the course and are relating them to your own experience in Nigerian | |schools.) | |Unit 2 Activity 6: Exploring associate | |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 |√ |\r\nPGCE International †Process work record form\r\nModule 1: Contexts: Unit 3: Understanding the classroom\r\n|Unit 3 Activity 1: The value of watching\r\n| |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 moral philosophy of classroom observation | |I have made appropriate entries in my com monplace 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 made appropriate entries in my commonplace book |√ | |Unit 3 Activity 4: troika 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 coercive 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 light of this feedback | √ |\r\n|Unit 3 Activity 7: scholarly person assort and the learning purlieu | |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 opt grouping pupils based on interracial ability. This is to enhance exchange of not exactly ideas, but also to encourage disposition 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 vista to learn from each other, not further from their teachers. However grouping based on ability will be encouraged in core subjects | |like maths to help those struggling in the subject recieve ( receive) more attention from teachers in their areas of challenge, but| |learning would not be certified to this context of use alone, ( New sentence?) grouping will vary based on topic taught and needs o f the | |learner. |\r\n|Language classes will be more beneficial if there is mixed ability grouping because Language theorist ( Are you referring to someone | | specialised? If so state this.) have proved 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 | | dowery 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 l ight of your classroom observation, think about any new understandings which you feel that this approach has provided for you. | | pretend you been surprised by any of the ways in which piths can be constructed in classrooms? Write a critical calculate of multimodal | |semiotic analysis as a methodology.\r\nWhat 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 tutor: | |Multimodal semiotics is derivation meaning from polar modes employed by the teacher in the classroom. Semiotics refers to meaning of | |all kinds, with sign as its primordial 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 described by Kress et al include classroom layout, piece quality, visual | |display, gesture, gaze, movement of teacher. Multi means miscellaneous or different kinds. Multimodal semiotics as a concept timbres at meaning | |not derived from only one mode in the classroom, but from an interaction between different modes, just as how lots is said, written and | |read. |\r\n|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 pose arrangement of the pupils, in the cassroom ( classroom).The teacher started on a calm | |low pitched yet confident feeling.This aroma created a rather friendly and relaxed environment for the children. As the lesson progressed, | |her tone also flush in a clear progression,without loosing its calmness,or seem too loud.The key words in the | |lesson;tale,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 appeal the attention of the children. I observed that this tone of confidence, | |influenced the behaviour of the children.She did not have to push-down store so much with inappropraite behaviour in the classroom, her voice tone | |simply gave an strain of discipline. |\r\n|The pupils all sat in twos on tables arranged in traditional setting of three rows, facing the teacher who was majorly( chiefly?) standing| |before them, with her table at the side in battlefront of the classroom. Her table position was such that she could monitor the children from | |all angles without necessarily seating in front of them. Seating arrangement was changed to group seating when a task was given. The | |pupils were asked to use bacchanal words to describe a visualise on the interactive white board and were placed in groups of four on each table, | |facing each other which I observed encouraged intimacy between all the children in the classroom. after(prenominal) performing the task, the | |pupils went back to their former positions. For some other task, pupils sat i n twos on different tables to form mnemonics to remember | |spellings of different words. Her movement was however dependent as she just 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.\r\nThis made the lesson look | |teacher centered. | |The teacher’s restricted movement did not really reflect a participatory class environment but a teacher centred one, depraved to the | |seating arrangement. The tone of the teacher however influenced the lesson style; it was very confident, quite staunch and created a | |friendly environment. The rising and dropping 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 employ to support deeper observation of | |what is taking place. You show good observation and identify many interes ting aspects of the lesson. I also effectuate interesting how the | |teacher proved more effective in different parts of the lesson. Well answered.) | | |\r\n'