Personal understanding of mathematics and science

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Prior to the mathematics and science Module.

Before the mathematics and science module I did not really like maths or science- I probably followed the commonly known sexist idea that females prefer English and language to mathematics and science.

During and after the mathematics and science module.

However, the module has however changed my opinion. during the module I learnt about something called “maths anxiety”- whilst this is something I was not aware there was a term for I did however realise after reading more upon this issue that this is something I had dealt with. Maths anxiety, is basically when a person is not confident with there ability in maths, it can sometimes cause them to avoid mathematics and try to figure out alternative ways to figure things out. I realise that this is something that many children must face. Like myself as a child, these children are often put on the spot to do there timestables alone ect. This is something that over the course of education has not really changed. However, my personal understanding of maths has now changed and I understand that I can teach and test my pupils in different ways in order to ebolish maths anxiety.

Knowledge of developing pupils’ skills in mathematics and science.

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 Developing higher order thinking skills using maps in mathematics.

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Development of skills in mathematics and science is vital for learning as it allows children to progress. Reading maps is one skills that can be developed through mathematics it also increases children’s higher order thinking skills and it allows children to problem solve and think critically. Higher order thinking skills allows children to understand something. Through map reading in particular this understanding can then be applied into real life situations and therefore it is something the children are more likely to remember how to do it.

When children are map reading  it embales them to look at shapes and symbols and apply this to measurements and distance. Map reading encorporates all these different skills. To begin a child may only understand how to so minimal things with the map like understand the symbols- however through progression there skills will further develop to allow the child to draw upon there previous knowledge and skills and the child is able to create there own map.

It is important that we teach children how to read maps effectivetly and this website has some good ideas on how to teach map reading to children https://www.ordnancesurvey.co.uk/education-research/teaching-resources/map-reading-leaflets.html .

Many teachers however do not always chose to teach map reading skills to children as they are not sure how to incorporate mathematics into map reading. However, they do coincide as mathematics is found in maps when distances are being read. In addition to this there are also things like reading bus timetables or train timetables that can be brought into these sessions.

 

Therefore map reading skills produce higher order thinking skills and allow progression that helps children apply there learning to real life situations.

MA1 Action Plan

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My Action Plan for year 1.

Month Plan for the month
November My plan for this month is to finish my first assignment “Are teachers Professionals” and edit it. This is so that I can then begin to revise for my exam.
December My plan for December is to have my dyslexia test completed. Also to have revised enough for my exam. Then hopefully will have passed successfully.
January In January I hope to have handed in my social work assignment and completed social work. Then I will be able to concentrate on gaining knowledge and theory that will help my on my placements.
February This month I hope to have gained enough theory that I can find it when I go on my placement in a school.
March/April Over March and April I will have a placement in a school. I hope to use my knowledge from my previous placement to adapt my behaviour management skills, also the way I teach a class. This will be very exciting and I will work my way up to teaching a class.
May/June/July Leading towards the end of first year I hope to have acquired the knowledge that will be a stepping stone and help me on my second year on the course. I hope to have completed any assignments given to me and be confident enough that I will move onto second year with no issues.

Professional Practice Goals

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1PP1 Professional Placement MA

Goals:

1. When  lesson planning make sure I am aware of the wide range of abilities in the class, and make sure I cater to the needs of every child.

– This is important to me when teaching as I feel that if I do this I am more likely to be able to gain more productive work from the children. In addition to this I can from past experience that the work you set children can affect there behavior. For example if  you give a child work that is to hard for them, they are likely to rebel. On the other end of the spectrum the child that finishes faster than everyone as the work is too easy for them; may distract others. Therefore I am using this as my goal as I also feel it will help with behavior management as well as meeting the needs of all the children.

2. Make sure I keep up to date with my reading.

-To me it is important to keep up to date with the reading as although I find it difficult it will benefit me when planning lessons and observing the class.

3. Build up a positive rapport with the class teacher and the children in my class.

-Building a relationship with the class is important to me as a student teacher as I believe this to be essential to not only the children’s learning; but my own as well.

 

I am aware that these may change during my weeks at the school, but for the moment these are the goals I would like to work on.

 

Links to SPR:

3.1.3  Employ a range of teaching strategies and resources to meet the needs and abilities of learners

1.4 Professional  Commitment  as I will be continuing to show my commitment through my reading.

3.1.2  Communicate effectively and interact productively with learners, individually and collectively; as I shall be interacting with the children and staff.

Learning Journey and Tutor Directed Tasks

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Module Tutor Directed Tasks Evidence
1CM1 TDT Bailey Questions-Child Development

TDT Philosophy

TDT Alternative Schooling Methods for workshop

TDT Psychology 1

TDT Derek Roberston Teaching as a profession

TDT Philosophy communities questions

TDT Diane Workshop my education philosophy

TDT Philosophy imput 3 values

TDT Erika Cunningham task for 24/11/14

 

TDT Patrica Thomson 14/11/14

Evidence of ICT Skills

  Bailey Page 37 Question.docx

4 charactrstics activity from philiosophy.docx

Alternative Schooling methods.docx

Psychology TDT 1.docx

Carr Questions.docx

What makes a teacher who makes a difference.docx

Communities I am a member of Philiosphy.docx

My Educational Philosophy.docx

Philosophy of Education Input 3 TDT Values worksheet.doc

Writing Critically Philosophy Task.docx

The developing child TDT.docx

Aliens VS Human.wmv

Standard for Provisional Registration

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STANDARD FOR PROVISIONAL REGISTRATION (SPR) – AUDIT

           STANDARD

 Self-evaluation of achievement and any related evidence/examples
1 Professional Values and Personal Commitment
1.1      Social Justice

  • Embracing the values of social justice
  • Committed to the principles of democracy and social justice
  • Valuing local and global citizenship
  • Demonstrating a commitment to engaging learners in real world issues
  • Respecting the rights of all learner
  
1.2      Integrity

  • Demonstrating openness, honesty, courage and wisdom
  • Critically examining personal and professional attitudes and beliefs and challenging assumptions and professional practice
  • Critically examining the connections between personal and professional attitudes to bring about transformative change in practice
  
1.3      Trust and Respect

  • Acting and behaving in ways that develop a culture of trust and respect
  • Providing and ensuring a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing
  • Demonstrating a commitment to motivating and inspiring learners taking into consideration barriers to learning
1.4      Professional Commitment

  • Engaging with all aspects of professional practice and working collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality
  • Committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice

 

  
2.1  CURRICULUM
2.1.1   Have knowledge and understanding of the nature of the curriculum and its development

  • Develop an understanding of the principles of curriculum design and the contexts for learning
  • Know about and understand the processes of change and development in the curriculum
  • Develop an awareness of connections with other curricular areas,
  • stages and sectors
2.1.2  Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum

  • acquire knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance
  • understand how to match the level of curricular areas to the needs of all learners
  • understand the importance of using and designing materials for teaching and learning to stimulate, support and challenge all learners
  • know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability

 

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

  • 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

 
2.1.4  Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning

  • know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners in their care, and show commitment to raising these learners’ expectations of themselves
  • know how to apply knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing
  • have knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies to enhance teaching and learning
  • know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance
  • know and understand the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and select the most appropriate methods to meet all learners’ needs
  • have knowledge and understanding of current educational priorities such as learning for sustainability

 

  
2.1.5  Have knowledge and understanding of the principles of assessment, recording and reporting

  • know and understand that the principles of assessment, recording and reporting are integral to the process of teaching and learning
  • know and understand how to use the principles of assessment, record assessments appropriately, use assessment information to review progress, inform teaching and learning, identify next steps and produce clear, informed and sensitive reports

 

 

  
2.2  Education Systems and Professional Responsibilities

 
2.2.1  Have knowledge and understanding of the principle influences on Scottish education and develop awareness of international systems

  • develop an understanding of the principal influences on Scottish education and develop awareness of international systems
  • develop an understanding of current, relevant legislation and guidance such as the Standards in Scotland’s Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC
  • develop an understanding of the legal and professional aspects of a teacher’s position of trust in relation to learners

 

  
2.2.2  Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them

  • develop and understanding of the sector and schools in which they are working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers’ professional practice
  • have a working knowledge of the teacher’s contractual, pastoral and legal responsibilities
  • have an awareness of and respect for a school’s distinctive ethos
  • have an understanding of the roles and responsibilities of all staff within the learning community

 

  
2.3  Pedagogical Theories and Practice

 
2.3.1  Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices

  • have knowledge and understanding of the stages of learners’ cognitive, social and emotional development which they are able to use to take account of all learners’ needs
  • have knowledge and understanding of learning theories and the importance of these in planning, teaching and learning
  • have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected

 

  
2.3.2  Have knowledge and understanding of the importance of research and engagement in professional enquiry

  • know how to access and apply relevant findings from educational research
  • know how to engage appropriately in the systematic investigation of practice

 

 

 

 

  
3.1  Teaching and Learning

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

  • 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

 

  
3.1.2  Communicate effectively and interact productively with learners, individually and collectively

  • model appropriate levels of literacy and numeracy in their own professional practice
  • use communication methods, including a variety of media, to promote and develop positive relationships and to motivate and sustain the interest of all learners
  • communicate appropriately with all learners, and promote competence and confidence in literacy
  • demonstrate effective questioning strategies
  • communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners
  • stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional
  • reflect on the impact of their personal method of communication on learners and others in the classroom

 

  
3.1.3  Employ a range of teaching strategies and resources to meet the needs and abilities of learners

  • demonstrate that they can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes
  • demonstrate that they can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities
  • demonstrate the ability to justify and evaluate professional practice, and take action to improve the impact on all learners

 

  
3.1.4  Have high expectations of all learners

  • develop tasks and set pace of work to meet the needs of learners, providing effective support and challenge, seeking advice appropriately
  • demonstrate an awareness of barriers to learning, recognising when to seek further advice in relation to all learners’ needs

 

  
3.1.5  Work effectively in partnership in order to promote learning and wellbeing

  • ensure learners contribute to planning and enhancement of their own learning programmes
  • demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing

 

  
3.2  Classroom Organisation and Management

 
3.2.1  Create a safe, caring and purposeful learning environment

  • plan and provide a safe, well organised learning environment, including effective use of display
  • make appropriate use of available space to accommodate whole-class lessons, group and individual work and promote independent learning
  • use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary
  • organise and manage classroom resources and digital technologies to support teaching and learning
  • know about and be able to apply health and safety regulations as appropriate to their role

 

  
3.2.2  Develop positive relationships and positive behaviour strategies

  • demonstrate care and commitment to working with all learners
  • demonstrate knowledge and understanding of wellbeing indicators
  • show awareness of educational research and local and national advice, and demonstrate the ability to use a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success
  • apply the school’s positive behaviour policy, including strategies for understanding and preventing bullying
  • know how and when to seek the advice of colleagues in managing behaviour
  • demonstrate the ability to justify the approach taken in managing behaviour

 

  
3.3  Pupil Assessment

 

  
3.3.1  Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning

  • use a range of approaches for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies
  • enable all learners to engage in self-evaluation and peer assessment to benefit learning
  • record assessment information to enhance teaching and learning
  • use the results of assessment to identify strengths and development needs which lead to further learning opportunities

 

  
3.4  Professional Reflection and Communication

 
3.4.1  Read and critically engage with professional literature, educational research and policy

  • read and analyse a range of appropriate educational and research literature
  • use what they have learned from reading and research to challenge and inform practice

 

  
3.4.2  Engage in reflective practice to develop and advance career-long professional learning and expertise

  • reflect and engage in self evaluation using the relevant professional standard
  • adopt an enquiring approach to their professional practice and engage in professional enquiry and professional dialogue
  • evaluate their classroom practice, taking account of feedback from others, in order to enhance teaching and learning
  • engage where possible in the processes of curriculum development, improvement planning and professional review and development
  • work collaboratively to share their professional learning and development with colleagues
  • maintain a record of their own professional learning and development, culminating in an Initial Professional Development Action Plan

Bibliography of Reading

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Bibliography

The most powerful message all children need to hear!

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Children do not need to hear  “yes your pretty, yes your thin, you are beautiful”!

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I understand by replying with this positive response as a teacher, parent or older sibling you believe such a positive response will generate a positive response from the child. These replies are fear based replies its the opposing view of the child who claims they are Ugly or fat.

We as teachers, parents or any other adults need to provide children with an abundance based response. Children need to be told to accept who they are. YOU are more that your prettiness, you are more than your ugliness, more than fatness.

YOU ARE MORE THAN THE FORM and this is the message we should be providing our children with, that they are more than the form. This is so important as if we link the child with a quality of a form and then that form does not manifest. E.g if we tell a child “your hair is so pretty,” and one day all there hair gets cut off or falls out; that Childs whole perception of themselves dies. Everything that child thought was important about themselves is ruined.

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The self is eternal it is more than the form.

A lot of adults are so worried and try to wrap there children in cotton wool claiming that they are pretty or thin; adults want to protect their children from the struggles of life and they believe that by saying these things to children they are protecting them from such struggles and making life easier for them, But there is no escaping life struggles, but we can teach children to embrace that within the struggle there is strength and that strength is true beauty.

 

*All views are my own and my opinions can be backed up by Dr S. Tsabary; her book can be found here hyperlink .

 

Reflective Commentary on the MA Primary Education Course

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This part of my eportfolio will allow me to reflection upon my professional development. Here is where I will reflect upon TDT’S as well as seeing the purpose and value of the educational process in University. I understand that reflection is extremely important for all professions, especially for teaching as the need to constantly improve and update your learning is so important, with the need to follow the GTC’s standards.

PROOF OF READING

image (1)image (5)image (3)image (2)

 SOCIAL MEDIA

During my time of the course I have learned that social media can be a good or a bad thing. Especially in within the education system, as children are becoming more and more engaged with technology. Prior to my time here I felt that social media was not for inside the classroom, and that online gaming belonged outside the classroom. However, upon reflection I have been able to develop my thoughts, whilst I still believe the use of facebook for children and teachers should be prohibited,( you can view this in my  The developing child TDT.docx ) I now believe that interactive sites and games does have some place in the classroom. This is after looking at our lectures Derek Robertsons blog about the theorist Vygosky “playing” minecraft which is a game that children like to play online. You can view this here http://http://hotmilkydrink.typepad.com/my_weblog/2014/08/if-vygotsky-played-minecraft.html .

 

 

It’s a problem free, Philosophy, Hakuna matata!

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My name is Abbie Kelly and I am currently at the University of Dundee. Where I study an MA Hons in Primary Education. I was able to gain my place on the course through determination, hard work and a drive to succeed. I understand I need all these skills in order to be an undergraduate.

Primarily, I first realized that I wanted to become a Primary teacher and work with children; when it came to my year ten work experience. I chose to work at St Johns C of E Primary School, in Watford England. Where my Auntie was in fact head Teacher. Whilst I already knew I had the passion and the drive to work with children, this experience reinforced that. I understand that in order to be an undergraduate this experience was important as it will help me during my placements.

I knew that in order to succeed in going on to become an undergraduate, I had to achieve excellent grades. This was because as I knew primary teaching is an extremely competitive course to get onto. In fifth year at St Paul’s Academy, Dundee I managed to gain great higher results. This meant that in sixth year I only needed to achieve a B in my higher RMPS, and a B in my intermediate mathematics. This was the conditional offer that the University of Dundee presented me with.

However, I realized that In order to give myself the best possible chance to be accepted and offered a place at university and be an undergraduate I not only needed good grades, but the practical knowledge, skills and experience in my chosen field of study. With this in mind I dedicated four hours every week to volunteering with children. This volunteer work meant I was working with children age ranged from four to thirteen. For two hours on a Thursday afternoon I would spend time working at St Luke’s and St Matthews Primary School, Dundee. Where I would rotate and work with a different year group each week, this included building up experiencing in working with composite classes. I also dedicated my further two hours to working in a high school with first and second years in order to see what level a child should be at by the time the reach secondary school. On reflection, I believe that my time spent at both the high School and the Primary School really helped me develop the skills and gain the knowledge I needed to decide that Teaching was something that I really, truly wanted to do.

Moreover, these experiences helped me write my personal statement, which is vital when applying to University. For Primary teaching you really have to make sure that in your personal statement you are a reflective person. Meaning that you are able to take your experiences and portray to others what you have learnt from them. From my personal statement I was then given an interview and the University of Dundee.

Prior to the interview I was sent an emailing explaining that when we got to the interview we would have to deliver a three to five minute presentation on Malia Yuesfus speech “One pencil, one promise” ; and from this we would need to explain our thoughts and opinions of this statement and what we had learnt from this. So at the interview, first we were split into groups and taken to different rooms, this is where we were given a group ice breaker and discussion task; after this we said our presentations. Then finally it was a group discussion. The interview seemed to go well, and six days after the interview as mentioned before I was given my conditional offer of a B in int 2 mathematics and higher RMPS. I understood that in order to be a successful undergraduate I would need to maintain this high level of hard work.

I work extremely hard and focused the rest of the year and then when results day came and I had found out I had exceeded my condition by getting two A’s I was extremely happy. I had officially gained my place at Dundee University.

My goal whilst I am here is to take every experience on offer, gain valuable experience that I can use after I graduate. Then finally I would love to become a fully qualified teacher, who inspires young people to make a difference.

 

MY EDUCATIONAL PHILOSOPHY

This is my Educational Philosophy in the attached document. However, my educational philosophy my change, adapt and develop.  My Educational Philosophy.docx

Writing this has helped me decide that I previously had a very limited educational Philosophy. Yet due to the workshop able to adapt my philosophy on education and debate with other people about what I believed was right and wrong in terms of behaviour management. I know see that it is important to try and positively praise children in terms of trying to manage there behaviour. In addition, prior to this I did not feel that I had really ever thought about the ethos of a school. My educational philosophy would have been very anecdotal. But as you can see from the attached document; I do have many thoughts of education and what it means for the people in my care. I feel like this will greatly improve throughout  my years as I gain more and more experience as a class room teacher.