Category Archives: 1.4 Prof. Commitment

Going on trips in social studies

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This morning myself and my friend took a trip to the RRS Discovery Boat Dundee. I went there with two aims in mind; to learn more about the history of Dundee and to evaluate what it would be like to take a class there.

As a child, I remember visiting the Discovery Boat multiple times however I had absolutely no idea about the history behind it. I was amazed to learn about the journeys the boat has been on and really liked the way the exhibition led you through time from construction, to the first expedition, it’s life after the expedition and how it came back to Dundee today. The exhibition was extremely informative and described many aspects relating to the boat and its expeditions such as what they ate during the expedition, the conditions in Antarctica and the types of studies they carried out there. All of these subtopics had my teacher mind spinning and I began to consider what a topic based around the Discovery Boat would involve. I feel this topic has links with many other subject areas and therefore could easily be covered over a whole term. This fits in with the Interdisciplinary Learning Approach discussed in Curriculum for Excellence Briefing 4; “Learning in different subject or curricular areas is used to explore a theme.” (Scottish Government, 2012).

Examples of possible cross-curricular links:

  • History – Dundee’s role in ship making and what other ways we used/use the river.
  • – What type of food and clothes they had back then. (SOC 1-02a, SOC 2- 03a)
  • Geography – The path the discovery took to reach Antarctica, the climate in Antarctica and how it is being impacted by global warming ( SOC 2- 08a, SOC 2- 12a, SOC 2-14a)
  • Technology and Design – The construction of the boat (TCH 2-09a, TCH 2-10a)
  • Literacy – Writing diary entries about what it was like to be on the boat (ENG 2-27a)
  • Skills – researching, note taking, comparing and contrasting, reflecting, presenting.

(Scottish Government, 2009)

As mentioned, I previously knew little about the RRS Discovery, therefore, it was not until I had been through the whole exhibition and engaged with the resources that I felt I had a full understanding of what it was all about.  On reflection, this made me realise that without previous knowledge the children may not be able to piece the story together themselves and might not get as much out of the experience. Therefore, I think the visit would be best to come during the topic rather than at the beginning. This will allow the teacher to give the pupils some background knowledge on the topic and gather what the pupils would like to learn more on. Pickford, Gardner and Jackson (2013) call this a deductive approach to fieldwork, where pupils make predictions and generate thoughts about the topic which are then answered during the fieldwork. Whilst at the visitor’s centre, I came across a book which tells the tale of the Discovery Boat and its journey. I think this would be a good way to introduce the topic to the pupils as hopefully the story would spark curiosity, imagination and inspiration while giving some background knowledge.

I then moved onto thinking about what activities I would plan for pupils during the visit. Some reading, such as Hoodless (2008) discusses giving pupils free range to explore the museum how they like. However, I felt there was a lot of information in the museum and if pupils were not focused, they may not get the most out of it. I thought of splitting the class into ‘specialist explorer groups’ where each group would have a specific area to research. Pupils would then report their information back to the class once back at school. Turner – Bisset (2005) discuss that this literacy aspect may put pressure on pupils and take the fun out of a visit. They suggest allowing pupils to record their information in various formats such as pictures, videos and sound clips. This is something I would definitely take into consideration.

Along with this, I feel it would be beneficial for pupils to do a personal piece of work when they returned to school too. This could involve pupils putting themselves in an explorer’s shoes and reflecting on how they think they would feel. I found the experience very moving and inspiring therefore I think this would work well.

Finally, I considered the risks of the trip. Firstly, if you were an inner-city school you may walk to the centre. This would involve crossing and walking along some very busy roads. Therefore, the need for high vis vests, what adult- pupil ratio is required and the route would need to be pre-investigated. Although, if pupils were to be getting a bus to the centre, the road outside is still very busy. This may be something I would discuss with pupils before getting off the bus. Once indoors the centre is very enclosed with fences around the whole outdoor area. This is good as it would stop pupils wandering off. The centre is also small meaning it is easier to keep an eye on pupils.

Overall my visit to the Discovery Boat was very beneficial for me as a teacher. I learned a lot about the city I live in and how the 18/1900’s was a period of ground-breaking expeditions to Antarctica; a place people back then knew so little about. This will really help my own professional knowledge. I also learned how to conduct a pre-visit and evaluate places.  I considered when is best to carry out a trip, what activities are suitable and what risks need to be considered.

While walking around the exhibition I also had myself in a leaner’s shoes. I found going to the Discovery a very exciting experience, much like how I felt whenever I went on a school trip as a child. The exhibition included lots of interactive pieces and appealed to lots of learning styles, for example the 4D Cinema. The exhibition was laid out in such a way that felt like you were part of the expedition through dressing up and handling equipment. Due to this array of hands-on learning I can see how this would help consolidate knowledge learned in the classroom.

Unfortunately, we did not get a chance to speak to the education officers at the centre however the website details the variety of resources the centre can offer for schools (Dundee Heritage Trust, 2018). This is something I would definitely draw upon as it may bring in more child aimed experiences and the staff will be able to give pupils more in-depth subject knowledge.

References

Reflecting on semester 1

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Being the first year to complete the ‘Values; self, society and the professions’ module I feel I have been put in a strong position to undertake my first professional placement in April. Previous to this I feel I was very naïve to the impact values had on education. Values are at the heart of every decision we make and therefore teachers must hold and demonstrate good values in order for the pupils to develop these too.

The module went on to highlight the relationship between your personal and your professional values suggesting within teaching they are both very similar. Professional values are at the heart of the SPR therefore I knew it would be vital for me to establish my values before my first placement. This was my first step towards becoming a reflective practitioner.

Finding your values involves deep reflection on many aspects of your life including your; upbringing, friends, religion and so on. To add to this your values are also constantly changing with every new experience.

After establishing my values I found reflection was going to be fundamental if I were to succeed as a teacher. Teachers must also become Life Long Learners who constantly reflect and evaluate their practice in order to improve. Teaching is not a practice you can simply master and be done with. It is ever changing and therefore you must also constantly strive to develop.

During my placement I will begin to experience a new form of reflection where others (my class teacher and tutor) will also be reflecting on and evaluating my practice. This will bring me many challenges and benefits such learning to cope with constructive criticism while ensuring I take every piece of advice on board. However, despite this, I can’t wait to get started!

Dance… love it or hate it?

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Friday mornings dance workshop gave me a whole new perspective on the subject I once did anything to avoid. I have no previous experience of dance and always thought it was not for me. This, combined with the fear of making a fool of myself left me ‘hating it’ throughout my childhood.

However, after Friday’s workshop I began to realise I can no longer be the child scared of making a fool of themselves. I need to be an adult; A teacher that inspires children with full confidence in the subject. The workshop highlighted to me the importance of this subject in the curriculum. I believe if dance had been part of the curriculum when I was in primary school this would have given me the chance to try it and learn some basics.  By the time it became part of the curriculum when I was in secondary school many children had thrived in outside school dance clubs and I still had no experience. This has motivated as a future teacher to give every child a chance to try out dancing and inspire them continue it into later life.

But why bother you may ask?

After doing some reading on the ‘Get Scotland Dancing’ campaign and the Curriculam For Excellence Subject outcomes and experiences I have found dance is a huge part of Scotlands culture and brings in many important aspects of a child’s development. First, it helps the child develop their creativity through choreographing and demonstrating their feelings and ideas through a different media. Second, it is a very good and fun activity that can help towards children reaching their 60 minutes of physical activity a day. Finally, dance is a very social activity that builds on teamwork, cooperation and friendship all of which are very important for good mental wellbeing.

This new information got me motivated and inspired to teach dance in a successful and exciting way to all children. However, I am obviously facing some challenges due to my lack of experience. Therefore I am going to make a professional commitment to improving my knowledge of dance and my ability to teach it.  I plan on doing this through more reading, watching dance performances and fully participating in the dance workshops. I thoroughly enjoy physical activity therefore I know I can do this in order to make me a better teacher in the future.

 

 

Personal and Professional Values and Commitment- online unit 3

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This task asked me to look at my own personal values and how they motivated me to choose this career path.

Questions like this are never easy for me……having to look beneath my first response I give when people ask me ‘why do you want to be a teacher?’. However, I see the importance in understanding my values before I enter my first professional practice.

I guess my first and core value is quality; in all aspects of life. However, in relation to teaching I believe (and so do the Human Rights) that everyone has the right to a good education regardless of their background. Therefore, I knew that this would be one of my core values in the classroom; that I would strive to ensure no child would be subject to stereotypes within education. However, when I began to look at this deeper I realised I couldn’t treat every child equally otherwise those disadvantaged would still be below others. This brings me onto my second value, the importance of equity. I realise now this is what really motivated me to become a teacher. Equality is all good and well in many situations but when you look at education equity is what is important. Equality in the classroom is vital to ensure individual’s abilities are not under estimated due to their race, gender, religion or social background etc. However, when looking at the way you educate children methods cannot all be the same. This would not be giving each child an equal chance to achieve. Here’s an example; teaching an English lesson exactly the same to every child is equality but not taking into consideration those in the class whose first language is not English means these children do not have a fair chance at achieving what the rest will. I want to ensure that throughout my career I stick by my value of equity and not only does every child have an equal opportunity to be educated but that all children have a truly equal chance to achieve. The picture below describes these concepts well…

Equality Versus Equity

There are also other values that I see as fundamental to me personally and in my professional career such as honesty, openness, wisdom and team work. Each of these are vital in teaching and I know my values and skill set will be exercised in this profession unlike others. Finally, the value sharing is very important to me; the sharing of knowledge.

Described above are my personal values yet it has been shown these can all be used in a professional setting. As I consider this more I am finding that within teaching there is a very thin line between personal and professional values. Obvious personal values such as religious views or stereotypical beliefs cannot be discussed within the classroom however the GTCS Standards For Registration outline the core values in teaching and much of these are personal. They include: Social justice, Integrity, Trust and Respect and Professional Commitment. This demonstrates that personal values are extremely important within teaching and I must continue to reflect on my own throughout my studies and career.

Moving on from this the final task brought everything together and asked me to look back on my weaker skills I identified in unit 1. I was then asked to make a personal commitment to developing these marking the beginning of my CPD (Continual Professional Development).

My commitment is to develop my academic skills mainly my reflective writing, spelling and punctuation skills. I plan on doing this by reading continuously especially reflective pieces and essay writing skills books. I look forward to re- evaluating this a year from now and making another commitment.

Identifying my Skills and Abilities- Online unit 1

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After completing Activity 1 and 2 I feel I have a better understanding of my strengths and the areas I need to work on. The completed activities can be found in my  Personal audit and transferable skills page located along the top of the blog.

The discussion task ‘What would you say are the most important skills/attributes/qualities we need to develop for successful academic study, and why?’  helped me realise the different ways in which I can use my skills.

Here is what I wrote…

Setting personal goals: I believe this is key to academic study. By setting your own goals you are able to deal with a large amount of tasks in a more organised approach and become motivated to achieve them to a high standard. It also helps you keep good time for example when working towards an assignment submission.

Building social networks: I see this as a useful tool in academic study as it allows you to learn out with your lectures. By making friends and talking with others on your course you are able to share knowledge and opinions on subjects. This skill is also useful when working within groups during your academic study.

Take notes: This is an important skill during academic study at university. Not only does taking notes give you the opportunity to refer back to a subject area it also helps you retain the information more  than just listening does. There are also many useful pieces of information said during a lecture that are not on the Power Point Slides. Having the ability to listen for this and take notes will widen your knowledge.

Evaluate information: In assignments or any piece of academic writing it is not enough to simply state knowledge you must be able to evaluate this to gain higher marks. For example demonstrating how the information/ knowledge is useful or relevant to the question.

Participate in discussions: I believe this final skill is key to successful academic study as it allows you to broaden your knowledge. By participating in discussions you are able to get others view points on your opinions and this can be very useful to use in your writing. Contributing in discussions will also help to consolidate your learning on the subject. If you are able to discuss it this shows your understand it.

Overall I feel this task has been very useful and I know I will refer back to it throughout my academic study.