October 2017 – Page 9

Skills of Questioning

For my independent task, I was asked to read a chapter about the skills of questioning. The main aim of this chapter was to show off the importance of questioning in our communication and why we need to use questions in order to communicate. There are many themes throughout this chapter. However, the themes that … Continue reading Skills of Questioning →

In this chapter, it tells us clearly how questions work and why we need to use them throughout our language and in how we communicate to others. The chapter explains how a doctor is the one who always asked a variety of questions so they are able to understand what may be wrong with a patient. It also tells us how teachers and pupils ask questions to each other. Within this chapter, it states that some pupils within a classroom setting feel nervous and shy to ask a question to there teacher. This is because many children feel that they could be wrong or they might not fully understand what they are learning. “One mayor reason given by students for their reluctance to ask questions in class is fear of negative reaction from classmates” ( Dillion, 1988).

There was a few words and phrases in this chapter that i was not sure of. I took it upon myself to look them up on a dictionary and find out the meanings so in the future, i will have a clear understanding of them.

Non-Verbal Behaviour

Allan Pease’s Presentation made me understand the way we use our hands is important. He presented the same instruction to the audience three times but used different gestures. The first gesture was a open palm facing upwards made you willing to go along with what he asked. However, as soon as he faced his palms downward it felt like an order to most people. The last part he was pointing to the audience to instruct them which looked very direct and aggressive. He then stated that we can change our body language to change our own behavior and by doing it and believing in how its meant to change your feeling towards that. I didn’t feel any different really upon trying it but if i tried it more often and in different situations it might have a better effect on me.

Mark Bowden was very interesting to watch, without the volume on i assumed that he was very passionate about what he was talking about and that he enjoyed it a lot due to him smiling. I felt that he was trying to engage the audience by constantly at the start half turning and making eye contact with people. When i turned the volume on i realized that his actions were in fact mimicking his words, for example when he was talking about cherry picking it looked as if he was pretending he was. I thought this would help your audience to understand your presentation or speech as they could look at the visual clues your giving them to reinforce your message. At University i feel that at first i wasn’t trying to be approachable to people as i didn’t know anything about them but after trying to approach people to make friends they were nice. I agree with his idea we should approach people and pretend even though it will be difficult it will help with our confidence and peoples skills.

In Amy Cuddy’s speech i felt that her quote “fake it until you become it” was very motivational and makes you want to do that to help in all different types of situations for yourself and even to help someone who needs it. As possible future teachers this is what we need to give to our students, allow them to feel comfortable in the classroom and feel like they can feedback to the class and do solo talks.

Climate Change – Direct Study Task & Learning Log

Climate Change is a controversial topic most of the time. The term Global Warming, often used synonymously with climate change, can bring out a range of strong opinions; is it really happening? Is it a natural phenomenon that happens repeatedly throughout history, or is it a man-made issue? Regardless of where you stand on this, …

Continue reading “Climate Change – Direct Study Task & Learning Log”

Integrated Arts- Print Making

This weeks seminar and lecture looked deeper into the visual arts and how it can be incorporated into different areas of the curriculum. We focused on a particular painting “Window’s in the West” by Avril Paton in 1993. Researching this painting, i discovered that this painting was created using watercolour on paper. This particular painting became Paton’s trademark, it was bought by the Glasgow Gallery of Modern Art in 1994 and then in 2006 it was placed on display in Kelvingrove Art Museum. The painting was created from a personal memory of her life in Glasgow and took Paton around 6 months to complete. From living in Glasgow, i was able to understand the painting as i have been able to personally see tenement buildings in my environment which in turn allowed me to understand Paton’s vision with this painting.

The original “Window’s in the West” by Avril Paton.

In the lecture we analysed the visuals of the painting focusing on the form, process, mood and content of the painting (Taylor, 1999). Additionally, we looked at how literacy can be incorporated with the arts in the classroom. It showed me that we could even create an activity using a famous painting, like the aforementioned, and allow the children to further research the artist and create mind maps, or even create their own prints and explain the story they created from it. After the lecture, it was clear to see that arts can be incorporated to many areas of the curriculum in a vast number of ways.

Moreover, in the seminar we created our own prints. We were given polystyrene boards where we then traced a section of the painting onto the boards very carefully and in great detail, as this was going to act as the base to our print making.

The base of the print making- our traced part of the painting.

Following on from this, we put a layer of paint (yellow) over the top of the polystyrene and then pressed it onto a sheet of A4 paper to create a print.

The paint over the polystyrene before creating our first print.

We continued this idea, by using different colours of paper for the print as well as adding different colours of print on top, to give the print more detail, texture and colour.

As a student teacher, seminars like this one show me the importance and relevance of teaching arts to the younger generation. If teachers make the time then arts can easily be incorporated into the classroom as well as integrating it within other areas of the curriculum. The Tallis Pedagogy Wheel highlights the importance of children being given the opportunity to be imaginative and creative where they can let their creative minds flow into the unknown.

The second half of the day focused on drama. As a child, i was never really fond of drama i always got very nervous and anxious of performing in front of people. Whilst i was in primary school, my confidence did increase and i was able to take leads in school shows however, this changed when i went to high school and my nerves and anxiety came back. When i found out that it was drama that we would be doing in the seminar, i was very apprehensive and nervous of performing in front of my peers.

Drama is a way for children to express themselves, it can be an effective tool of developing communication skills, self-esteem, confidence, empathy, performance for them to flourish and develop into young adults. Drama is an area of the curriculum that can be incorporated into various other areas such as literacy, history, art and even possibly mathematics.

We took part in activities such as: improvisation, freeze frame, hot seating, and teacher in role. These activities allowed me to develop my confidence that little bit more and after taking part i realised that it wasn’t as scary and nerve-wracking as i had built it up to be. Our lecture also told us that with drama, sometimes as the teacher you just need to create another character to portray which can help with your nerves, which is something that i think i might need to do when i qualify.

I think its important that we as educators need to realise the importance and the skills that drama and art can have for children. We need to ensure that children are given as many opportunities as they can to develop there qualities and skills in these subjects as they are very effective in a child’s development.

Resources:

Taylor, R. (1999) Understanding and Investigating Art. United Kingdom: Hodder Education.

Thomas Tallis School. (2017) The TALLIS Habits Pedagogy Wheel. [Online] Available: http://www.thomastallisschool.com/tallis-pedagogy-wheel-guide.html [Accessed: 07 October 2017]

Paton, A. (2017) Windows in the West. [Online] Available: https://avrilpaton.co.uk/prints/windows-in-the-west [Accessed: 07 October 2017]

Perform. (2017) Why is drama good for children? [Online] Available: https://www.perform.org.uk/blog/2014/01/why-is-drama-good-for-children/ [Accessed: 07 October 2017]

Learning Log: Climate Change

This week’s subject and directed study task focused on climate change, in what I found to be quite a complicated topic. The nuances of negotiating climate policy and how much there is to consider in attempting to find equal footing … Continue reading →

Climate Change

Learning Log 2- Climate Change

Climate Change is an extremely important subject, one that needs to be highlighted more often as it can have a serious impact on the world we live in. If I am being honest prior to this module I didn’t have much of an interest in learning about topics like climate change. I would often hear … Continue reading “Learning Log 2- Climate Change”

Climate Change is an extremely important subject, one that needs to be highlighted more often as it can have a serious impact on the world we live in. If I am being honest prior to this module I didn’t have much of an interest in learning about topics like climate change. I would often hear stories in the news about what it is and what is happening around the world due to it but I never really looked much deeper into it.

In the world the climate is constantly changing and with that means we are bound to experience the effects of climate change. These can vary from agriculture, sea levels rising which can inhibit floods, loss of sea ice and more intense heat waves. These effects not only have an impact on the environment but on people’s lives. This year alone there has been two main hurricanes: Harvey and Imra, that have been the effect of climate change. Scientists suggest that “rising sea levels and warmer oceans, made those storms far more destructive than they would have been in previous decades” (Cable News Network). Hurricanes like these have a tremendous affect on the residents of the area who are left homeless, injured and in the worst case dead. Many scientists believe that primarily climate change is man-made therefore we as the humans it is having an effect on, need to pull together to try and save our environment.

The Government are doing a lot to help lower the effects of climate change. I was surprised to realise that there is actually legislation in place: The Climate Change (Scotland) Act (2009). They have got set targets in place to hopefully reach by 2020 and 2050. These vary from the decrease of greenhouse gases and ensuring there are supplies in place to help the reduction and recycling of waste. There has already been a start on recycling. We now have coloured bins that state which type of material goes in which bin. In my household we have a black, blue and green bin. Our green bin is for any food waste, the blue is for any paper, plastic and cans and our black bin is for any other recycling. I never really cared much for recycling but the use of the coloured bins makes it so much easier and you almost don’t even realise that you are recycling the right way. Furthermore, the governments policy on charging for plastic bags has also had a positive impact on myself as I now rarely ever buy a plastic bag I just use one of the ones I already have in my house. I do think that me re using bags I already have is more so that I don’t have to pay for one but at least it’s helping the environment at the same time in a positive way.

Already, with the hard work from the government to tackle climate change. The first minister placed Scotland at the front of the world fight against climate change on the 5th September 2017. This just highlighted the our country is taking the effects of climate change very seriously and therefore we need to realise this and do our part to help stop climate change.

I took part in a quiz that analysed my carbon footprint. I was really shocked at my result and realised that there is a lot more that I could be doing to lowering it to have a positive effect on the environment rather than a negative one. It made me reflect on the ways I travel to work and university, the food that I am buying and the amount of energy that is used in my household that is unnecessary.

In conclusion, it is crucial that everyone at least tries to tackle and prevent climate change, whether this is walking instead of driving, switching the sockets off in the house when you go to bed, buying more locally produced foods if they are available. It is important to notice that the smallest positive difference in your daily routing can have a huge effective impact on climate change in the world. It is our job as educators to ensure that the newest generation are made aware of the impact we have on climate change and our environment, and how we can have an influence taking care and looking after our environment so that it can then have a positive impact on the world.

References:

Climate Change (Scotland) Act 2009, asp 12. Edinburgh: The Stationary Office.

WWF. (2017) HOW BIG IS YOUT ENVRIONMENTAL FOOTPRINT? [Online] Availabile: http://footprint.wwf.org.uk/ [Accessed: 06 September 2017]

NASA. (2017) Climate Change: Vital Signs of the Planet Effects. [Online] Available: https://climate.nasa.gov/effects/ [Accessed: 06 September 2017]

Cable News Network. (2017) Yes, Climate Change made Harvey and Imra worse. [Online] Accessed: http://edition.cnn.com/2017/09/15/us/climate-change-hurricanes-harvey-and-irma/index.html [Accessed: 06 September 2017]

Week 4

Integrated Arts – Visual Arts & Drama (Week 4). This week’s input looked at the visual arts and drama. We were introduced to a painting named Windows in the West which […]

Learning Log- Sustainable Development- The Climate- 6/10/17

The central point of this week’s learning log is Climate Change.
Climate change is a substantial issue that is impacting on our world, people and living things. Climate change can be defined as (climate) the average weather at a certain instance and time of year, and is recorded over many years (usually over 30 years). The weather should remain a constant, and only encounter slight changes day to day. However, if the weather does not stay persistent then climate change is occurring. Throughout the years the world has experience changes in the climate and its weather, within the United Kingdom the average yearly temp is 14 degrees (2012, Met Office). Scotland is becoming warmer and by 2080 it is expected temperatures will increase by 1 -3 degrees, however this does not mean that Scotland will encounter warmer summers, but in actual fact is it a warning that the world’s atmosphere is becoming warmer, hence the term Global Warming. Similarly, the average temperature of the Earth is 14 degrees, the average temperature has increased by 0.6 degrees over a 30-year period and by 2100 it is forecasted that a rise of 1.4- 5.8 degrees is expected to occur on Earth. Rising temperatures engenders Global warming. The Polar Regions are parts of Earth that are being significantly affected by Global Warming, these regions already have experience harsh conditions, but increasing warmth on Earth is causing the Artic environment to melt, having detrimental consequences for humans, animals and living things whose habitats are within the Polar Regions.
Conversely, the term Global warming is based around the greenhouse effect. Scientist believe that a build-up of emission in the atmosphere acts as a blanket and keeps heat around the Earth’s atmosphere, thus temperature increasing.

As part of the directed studied task I had to calculate my carbon footprint (calculated as 109%) and it was a complete eye- opener for myself. Before participating in the calculation, I would consider myself and family to be relatively green. For instance, at home we recycle (paper, aluminium, compost, glass) and also have many approaches to reduce heat loss within the house such as loft and wall insulation and double glazing, likewise each room has energy effective lighten. However, I do use my car at least four times a week for long distances, nonetheless if the journey I am making is short I would walk or use public transport instead of driving. Also, this year I made two return journeys by aeroplane. After receiving a score of 109% it is important that I make some changes in order to reduce my carbon footprint, this can be done by sourcing food locally, eat less meat, even reducing central heating within the house by 1 degree will reduce energy used by 10%.

The focus of last week’s (29/9) workshop one was Politics and Global Warming. What I acquired was that politics are an important influence in climate change, as it is politician/ government actions that cite legislation and policies in regards to reducing climate change and creating a more eco environment. Recent legislation includes the 2050 policy in reducing carbon footprint and the Paris Agreement. Once we looked more in-depth at the influence of politics, in groups we were given a stakeholder (from around the world and living in different circumstances) to examine the impacts of global warming/ climate change for that stakeholder personally, their community and their country. My group was assigned to a MSP whose constituency was the Scottish Borders. Researching into this area of the UK we were able to understand the consequences of Global Warming and considered different active approaches that the government could employ to reduce the effect of global warming.
I would use the above activity in a primary setting, adapting it slightly, perhaps given the children information I have researched and they have to select accordingly to their stakeholder. This also gives children an insight into the global warming impact in other countries apart from their own. An interdisciplinary approach can be used by basing the lesson around researching and writing or presenting a report using ICT (literacy and technologies) Linking to the CFE outcomes and experiences this activity would be more suited towards level 2:
I can use evidence selectively to research current social, political or economic issues
(SOC 2-15a)
Throughout all my learning I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace.
(TCH 2-03 b)
Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way.
(TCH 2-02 a)
By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience
(LIT 2-26 a)

The second workshop was based around using a science approach when teaching children in regards to climate change and global warming. In groups we attempted different activities. The first activity was each group was given the same scenario of a plane crashing, landing into a range of biome’s (can be defined as a “large community of plants and animals that occupies a distinctive region” (Collins/ Dictionary) for instance a desert, rainforest. Forest, tundra,) and some items/ objectives where left scattered around the area and we had to find out information based on the environment, it climate and how we would survive. My group was given the Gobi Desert (which is situated between China and Mongolia). We were given a list of question to complete, this could easily be used in a primary classroom and children could create a report in groups based on different biome’s. Again, this lesson is more tailored towards level two, however providing upper level one learners (primary 4) with information based on their biome, that they would select information for the appropriate questions. We also tried:
• Making two identical ‘snowflakes’, we then reserved one and made the other into a ‘hailstone’, we then compared the ‘snowflake’ and ‘hailstone’ by dropping both at the same time, this resulted in the ‘hailstone’ reaching the ground before the’ snowflake’. This occurred because generally a hailstone falls vertically and it significantly large than a snowflake.
• Another activity was a weather front experiment. This involved filling a transparent tank with room temperature water, placing pebbles into two cups (both having the same weight). In one cup fill with hot water and red food colouring, and the other with cold water and blue food colouring, then place both cups in the tank at the same time. What I noticed was the red rise to the top of the tank, while the blue was constraint to the bottom of the tank. This is a good representation of a weather front to show children, as the experiment illustrates the warm air rises causing the pressure of cold air to sink.
• We also attempt to make a tornado, in a jar. To carry out this experiment we filled a jar with tap hot water and then added drops of food colouring and washing up liquid to the jar. Then swirl the jar around quickly, once stopped the water inside continues to spin very fast, just like a weather tornado. This is a great experiment to shows children as it shows how a real tornado is likewise created when cold air and warm air come together and spin, also it highlights the different weather that can happen in the world.

Reflecting back over the past couple of weeks I feel I have acquired and have been able to learn a wealth of information about climate change and global warming. It is important that as citizens of world we realise the damage that greenhouse gases and climate change are causing. By making slight environmentally friendly and energy saving changes, we can reduce our personal carbon footprint this can have a significant impact on reducing greenhouse gases and global warming, hopefully reducing dramatic changes that climate change is having on our weather system. Thinking as a teacher it is important to make children aware of climate change, as it is important that children have a knowledge of the extreme weather that occurs in different countries and have an understanding of global warming and climate change.
Useful Resources
http://footprint.wwf.org.uk/home/calculator_complete
https://www.metoffice.gov.uk/climate/uk/averages/key-features-1981-2010
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes#sciences
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes
http://www.abc.net.au/science/articles/2008/09/18/2367819.htm
http://bpes.bp.com/secondary-resources/science/ages-12-to-14/earth-and-atmosphere/carbon-footprint-toolkit/

http://www.legislation.gov.uk/asp/2009/12/contents

Sustainable Development – Climate Change

Climate change refers to a significant change in the climate over a long period of time. Scientists believe that the climate change which we are currently baring witness to is due to global warming which is being caused by excess greenhouse gases such as carbon dioxide being released into the atmosphere and creating a ‘greenhouse’ … Continue reading Sustainable Development – Climate Change