3.1 Teaching and Learning – Page 10

Process Questions to Encourage Critical Thinking

Chapter five of “Skilled Interpersonal Communication: Research, Theory and Practice” (Hargie, 2006) looks at the use of questions in a large variety of contexts. The main purposes of the chapter were to explain the many forms a question can take and the purposes these forms serve. It also explains how the questioner in an interaction generally controls the interaction and how the question is asked affects the answer. Interestingly, it examines the power dynamics that are at play when a question is asked, for instance the difference in response when a question is asked by a doctor as opposed to a peer.

I was particularly interested in the section about using process questions in a classroom setting. Process questions are defined by Hargie (2006, p.132) as questions which “require the respondent to use some higher mental process in order to respond. This may involve giving opinions, justifications, judgements or evaluations, making predictions, analysing information, interpreting situations or forming generalisations.” Recall questions, where a student’s response involves remembering a fact they may have committed to memory, or rote-learned, have their place in the classroom – for instance because the teacher maintains control over how much time it takes to answer the question – however the use of a process question will encourage a student to think and explore a topic in a deeper manner.

The acquiesce effect can come in to play when a student is asked a simple recall question, which refers to a respondent’s tendency to attempt to predict the direction in which a question is heading while the question is still being asked – for instance in the case of The Moses Illusion where subjects asked, “How many of each type of animal did Moses take on the ark?” generally reply “two,” even though it was Noah that built the ark in the story (Erickson and Mattson, 1981).

Taking care to use process questions in the classroom could help avoid this sort of automatic response, therefore encouraging the student or students to think critically about the subject they are studying and not simply remember certain facts and figures.

Inclusion and Diversity

On the 30 January we looked at Inclusion and Diversity. We looked at these concepts and what their definitions were. We looked at the different attitudes towards inclusion and diversity, the benefits of the inclusion and diversity and also the potential barriers to inclusion and how to overcome these barriers. I feel that I did learn a lot in this session. I learned about the different levels of inclusion and why it is very important. I felt that I managed to cope with the main concepts and issues that were discussed in this session. I feel though that I could look back on a couple of the concepts such as the Equality Act (2010) and be able to refine my knowledge on that act. I feel that my knowledge of these areas has increased as a result of this session however I feel that there is a couple of areas that I need to work on and in order to improve these areas I will look back on my notes and the lecture.

A Long Way From Long Division.

One thing became clear to me today during our maths sessions – I really need to work on long multiplication and long division. Even though long division does not appear in the CfE E’s & O’s, I – as a teacher- must have sound understanding of the concepts behind it. To work on this I … Continue reading A Long Way From Long Division. →

To work on this I will visit my old secondary school and meet with my maths teacher who has agreed to help me out. Also, I will learn the understanding behind the process rather than just the steps. I will continuously ask myself why am I doing this step?

By doing this I will have a grasp of the concepts and how to teach them; Meaning I can get the maximum potential of the more abled children by setting them this challenge.

But I have a long way to come with long division.

Reflections on Placement

Introduction The week starting 31st October to Friday 4 November I was on a week-long placement at a local primary observing various teachers throughout the school. Through observing teachers from up and down the school I was able to get an insight into the different tasks and challenges that the teachers faced and how to think on your feet when you are … Continue reading Reflections on Placement →

Introduction

The week starting 31st October to Friday 4 November I was on a week-long placement at a local primary observing various teachers throughout the school.

Through observing teachers from up and down the school I was able to get an insight into the different tasks and challenges that the teachers faced and how to think on your feet when you are faced a situation you didn’t expect to be faced with.

I learned a great deal while I was on placement. I learned that no two school days are the same and that no matter how much you prepare for something you need to be able to adapt to the situation you are in.

Area of Strength

I believe that one of my areas of strength is that I am able to speak in front of a large group of people without any major issues. As a result of doing drama at school and outside of school I have grown more comfortable with communicating with a big audience. Throughout the week there were various situations where the teacher would leave the room or would be focusing on another task and I would speak to the class about the task they were doing. I spoke confidently to the class so they knew that even though I wasn’t their teacher they still had to listen to what I was saying.

I believe that being able to communicate with a large group of people is very important especially for a teacher because communicating with your class is at the centre of everything you do as a teacher.

Area for Improvement

After looking back on my week long placement I think an area that needs to improve for me is that I must try and not use any slang terms whilst I am in the classroom. For the majority of the placement I was able to not use any slang terms in the classroom however there would be times where I would lose my concentration and slip up. The pupils would be coming in from their playtime and would say hi to me and I’d accidently respond with ‘awright’ instead of hi. Or I would say ‘naw’ and other terms like that.

Action Plan for Improvement

In order to try and avoid using slang terms in the company of pupils I will involve myself in different situations where I come in contact with pupils. I will go to the after school care where I completed my work experience. This will allow me to not only get feedback from the pupils at the work experience but it will also allow me to try and replicate the situation of being in the classroom and interacting with the pupils.

Conclusion

This placement was very beneficial to me. It reinforced my belief that becoming a primary teacher is the path that I should choose. It also gave me an insight into what it is like being a primary teacher and what sort of challenges a teacher faces every day and how stressful the job can be at times. It allowed me to evaluate what my strengths are and what I needed to do to improve myself. The placement has me looking forward to continue the course and prepare me for the placement I will have next year.

Reflections on Placement

Placement was a very worthwhile experience for myself. It was great to see how another school worked, how it was ran and the moral of the teachers in the school. I felt as though one week was far too short. When I first saw all the placement tasks that we had to complete I really […]

meaning-ring-be-a-reflective-thinker

Placement was a very worthwhile experience for myself. It was great to see how another school worked, how it was ran and the moral of the teachers in the school.

I felt as though one week was far too short. When I first saw all the placement tasks that we had to complete I really did panic and wonder how I was going to get them finished on time and give them all as much attention as the next. I felt as though, especially task 5, was a huge challenge. It was only on Thursday I felt I had enough information to start observing certain children’s language differences – strengths and weaknesses – which then didn’t really give me loads of time to really observe them properly and understand why they may have these differences.

The overall experience of the school was great. I felt comfortable and appreciated which really boosted my confidence and allowed me find out information I wanted to know by asking questions and not feel silly about anything I said as I was there to learn. The school was very supportive of me, giving me loads of opportunities to develop my skills within the classroom and school setting.

Strength

I feel my main strength would be my presence in the classroom and how to engage and interact with the children. A couple of years ago I started a 12 week block placement with college and felt as though my first impression in front of the children was not the strongest. I ended up being more of a friend than a teacher because I wanted the children to like me which I feel is normal although this was changed when I worked in an after school care. I learned the I had to develop a ‘teacher-aura’ rather than a friendly relationship and I feel this really showed throughout my week in placement.

The evidence I have to support this would be through my verbal and non-verbal communication. I spoke confidently to the children and groups of children and constantly reflected on volume, pitch, tone and speed. The children would listen to my instructions and follow them giving me a good demonstration of how effective my communication skills were throughout the week.

Area of Most Progress

The area I progressed in the most, I would say was learning to change the way I speak to benefit my audience. I was with Primary 1 and learned that slower, clearer instructions were needed to enhance the children’s learning. I also found that enthusiasm was the key to keeping the children engaged and on task.

I also used this when talking to other members of staff around the school. I got a great understanding of the conversations that go on between teachers and how they help each other out, its not just everyone for themselves which was positive and reassuring to see.

Area Requiring Progress

From peer and self observation I would say the area that requires progress would be allowing children more of a chance to answer/writing/speak before offering help or support. I noticed that the combination of becoming mildly impatient when someone doesn’t know an answer and wanting to help everyone isn’t great. I felt I was too quick to do things for them without letting the children use their own initiative.

Action Plan

My action plan is to take a step back and allow children to be more independent, especially the young children. That is the one of the ways that children learn the difference between right and wrong. I feel like I need to work on my patience and self control, encouraging children when answering instead of answering for them.

Plans for second year

Do more further reading for classes and assignments

2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes / 3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities

2.1 Curriculum / 3.1 Teaching and Learning Target: 2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes. Target: 3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities. Rationale: “Recognition of the powerful active nature of … Continue reading →

2.1 Curriculum /
3.1 Teaching and Learning

Target: 2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes.
Target: 3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities.

Rationale:

“Recognition of the powerful active nature of our selective attention makes it very clear why it is vital that activities intended to help young children must first and foremost interest them, intrigue them and be personally relevant for them” (Whitebread, 2002, pp.123—124).

“How do I divide time, resources, and myself so that I am an effective catalyst for maximising talent in all my students?” (Tomlinson, 2014, p.2)

To be an effective teacher, lessons must be relevant and accessible to all learners. During this placement I would like to enhance my skills in providing this experience.

Professional Actions:

2.1.3:
- Know how to plan for effective teaching and learning across different contexts and experiences;
- Know and understand how to justify what is taught within the curricular areas in relation to the curriculum and the relevance to the needs of all learners.
3.1.1:
- Plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.

Action Plan

Week 1 – Planning

Revisit lesson planning inputs from class;
Seek class teacher’s feedback on my lesson planning.

Week 2 – Planning

Reflect on peer’s feedback on my lesson planning.

Week 3 – Relevant Planning

Engage in wider reading around contextualisation;
Seek to apply context to a lesson planned for this week.

Week 4 – Relevant Planning

Engage in wider reading around progression;
Reflect on my Week 1-2 Maths lessons and consider how progression could have been improved;

Week 5 – Relevant Planning for All Learners

Engage in wider reading around differentiation;
Differentiate a lesson this week, pitched correctly for all leaners’ abilities.

Week 6 — Relevant Planning for All Learners

Research life skills development appropriate to P4;
Embed at least one life skill development into a lesson this week.

Reflections

Week 1

I referred to all of the lesson planning inputs before writing my own plans. This was particularly helpful in establishing rationale.
The class teacher provided very positive verbal feedback on the plan I shared with her. She considered it to be comprehensive, clear and well thought out. The learning intentions, success criteria and assessment were considered to be appropriate.

Week 2

The feedback from my peer suggested including more detail in the Rationale/Context areas. I will work with the Class Teacher to develop this during Week 3 and gain a sound understanding of context and prior learning that I can demonstrate in this section.
My peer also suggested that my introduction was focussed on recap and could be more exciting. I will take this on board.
I will work towards making my Success Criteria as specific as possible in response to my peer’s feedback.

Curriculum and Teaching and Learning

Benchmark Statement: 2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes 3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities Rationale: As this is the first placement that will involve me planning … Continue reading →

Benchmark Statement:

2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes

3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities

Rationale:

As this is the first placement that will involve me planning lessons I think that it is important to focus on planning as I have no experience of this. I hope to develop my lesson planning skills through this placement. Reflecting on my planning ability in this PDP will enable me to identify my strengths and weaknesses and track my progress. Planning is an important part of all teachers’ work and it is essential that I am able to plan engaging lessons that match the needs and abilities of the children that I am teaching.

Expected Features:

Know how to plan for effective teaching and learning across different contexts and experiences.

Know and understand how to justify what is taught within curricular areas in relation to the curriculum and the relevance to the needs of all learners.

Plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.

Action Plan:

Prior to placement I will read over the information provided by lecturers about planning and do further reading in the two books that were recommended (Effective Teaching in Schools – Kyriacou and Learning to Teach in the Primary School – Arthur and Cremin).

Week 1

In order to teach effectively and engage the class it is important that I plan my lessons in a way that will suit the learners. As I will be teaching groups this week I will focus on engaging the children in these small groups and adapting the learning to suit them.

I will read chapter 4 in ‘Effective Teaching in Schools’ (Kyriacou, 2009) Setting up the Learning Experience.

I will also get to know the children in my class and reflect on the way that they learn at the moment. By observing the class teacher I will be able to get an idea of the pace that individuals in the class learn at.

Week 2

As I hope to have the opportunity to teach cross curricular lessons, this will be my focus this week. Lessons that involve more than one area of the curriculum can be a way to engage learners as it often enables them to connect more with the learning. I will read chapter 4.2 of Learning to Teach in the Primary School (Arthur and Cremin, 2006). I will also observe the class teacher and reflect on ways that she uses cross curricular planning to engage the learners.

Week 3

I will be planning and teaching full class lessons this week and I must be able to differentiate to suit the abilities and needs of all learners in the class. I will discuss ways to do this with my class teacher and also read chapter 6.2 of Learning to Teach in the Primary School (Arthur and Cremin, 2006).

Week 4

As a teacher, it is important that I can provide learners with stimulating and engaging learning experiences. This week I will focus on different ways to engage the class in their learning, for example interactive activities and different styles of learning. As well as discussing this with my class teacher I will read chapter 6 in Effective Teaching in Schools (Kyriacou, 2009) as this is focused on Key Classroom Teaching Qualities and tasks.