Category Archives: Uncategorized

Curious Minds

We all like to question our surroundings especially if young and things don’t make much sense to you. It is fascinating to see how children approach situations and the different ways they explain it. Having my nephews around me really gets me thinking about so many different things and how they work.

Children have such intuitive minds that gets them captures in a world full of explorations which can take us beyond our own understandings. The ideas that they associate with can be far beyond our conceptual awareness and this is a crucial area that , I as an educationalist will be to appreciate and take it further.Here is an example of science that relates to children’s everyday experiences.

Then my nephew had a lot of questions. He wanted to find out what when you put hand into warm water and then try to pick up the rice. ( in class we can discuss fair testing and investigate the factors in it).

 

 

 

 

 

Science or art, art and science

Bubble, Bulge and Bleb.

Somewhat a rather interesting tittle, have a little look.

 

 

When you visit a gallery, you expect to see art work, but it is very unusual and rather creative for me to see such modern art in a science format.

But at Dundee Life Sciences, Bubble, Bulge and Bleb, Artists and scientists collaborated to create a show case of cell of cell formation and its appearances of one a force has acted upon it.

A very interesting area looking into the advancement of modern technology on the illustrations , interpretations of science.

Self Reflection- sooo far in science, I see my self half way up the stairs, half way from the ground floor where I could not see myself as a confident practitioner delivering science but I can see myself getting there.

Creating, Inventing, Implementing

“How you organise your classroom depends on how you believe your children will learn” Arthur et al, Learning to Teach in the Primary School.

Classrooms layout can effect learning, teaching and one of the most influential processes of reflecting.

We have been given a inventive task to design our own versions of what we could like as our classrooms. We’d given the challenge of having 28 students of which only 6 were girls. I thought I have hundreds of ideas before I started but I soon released that I would have to my best and put all of these into one frame.

My classroom

There have been numerous changes to classroom layouts in previous decades due to the finding of Piaget and his theory behind exploration and discovery. I had always felt quiet intimidated when i saw classrooms with rows facing the front, giving less of an opportunity to work collaboratively and lack of social space.

To start of, I knew that I wanted to have windows which are low down windows so that the children can have an open space to look out to and be able to reflect upon the natural environment around them.

Children will have cushions and bean bags to sit on around the side of the classroom, however after completing my sketch I realized that this will be a disruption to the rest of the class. Instead having a quiet reading corner in place would be more useful and productive areas which will encourage the children to read and stimulate ideas and thought.

The layout of the tables where designed keeping in mind a Socio-constructive manner of learning, including approaches of cooperative leaning and peer work and assessment, Here are a few explanations of why the tablets are placed that way.

“Social constructivists such as Bruner…the ideas of Lev Vygotsky… the role for talking and listening.” Arthur et al, Learning to Teach in the Primary School.

This promotes a range of things:

Dialogic enquiry-using letters, notes or a written form to present their ideas.

Learning through apprenticeship-different models.

According to Arthur et al, Learning to Teach in the Primary School.

I thought it would be a great idea to have a positive behaviour management reinforcement side in the classroom which will include a wall display of the children’s work which they have chosen. this will display work which a child has worked on regardless of it being the child’s best piece ever or it even being complete. it reinforces to the child  that their work is appreciated and valued and the teacher has acknowledged their hard work.

Additionally, I have created a large open space in the middle of the classroom to allow children space to engage with each other. To have room to do whole class discussions whilst having everyone on the floor, without any distractions and paying attention.

Exploring the world around us through Science

 

royalty-free-rf-science-clipart-illustration-by

Science but NOT exactly what its all about.

What about this-

outclass Science can be simply be incorporated into the classes daily or weekly activities. It allows children to be involved and experiment. It allows the children to question.

EXPLORING SCIENCE in the classroom. Well… I was one of many who really dreaded having to face the challenges of this subject.

Science is such a vast topic area and as a student teacher I never knew where to start. I was aware of certain areas of discussion such as Space, Electricity and Biodiversity but I became slightly resentful when it came to exploring areas which could be taught in the classroom.

To try and get id of some of my misconceptions, I went on to read, Primary Science which sparked so many questions in my mind. Dunne et al suggest that science is not about learning facts and having scientific explanations for everything. Instead science is described in a way which is “falsifying” and children should understand that they will learn things and test them, however, there might always be ways in which other people or scientific experiments which will prove them wrong.

“ Children’s misconceptions first must be identified and reasons why they hold them understood” A real challenge for teachers in primary schools. Rutledge explains different areas in which teachers might go wrong. Children are full of ideas and imagination and their minds constructs thoughts of the world around them even if they are scientifically incorrect. There is a justified reason for it in their mind.

When tackling Science in the classroom we should:

– pre- assess ideas

-challenge and test ideas

-consolidate appropriate ideas

According to Rutledge, Teaching the tricky bits.

This book went onto discuss 5 questions which ensure an effective learning context.introductie-verandering1

Is the context fun ? will it motivate and ensure the learners ?

is the context accessible ? will it make sense to the learners ?

Is the context relevant ? does it provide the learners with a reason to carry out their work ?

Is the context appropriate? Does it support the necessary progression of skills and concepts ?

is the context flexible? Will it support differentiation and a cross curricular approach?

To further my knowledge and understanding of science I have made a SMART target for myself.

Specific-To gain further knowledge of Biodiversity and interdependence and to be able to understand the role of the ecosystems and how it effects the world around us.

Measurable-I will create a 2 A4 plan for as a lesson plan for my class.

Achievable – I will use different sources to gain an insight to the areas.

Relative-I will create a practical experiment or try to organise a trip which is relevant to the learning context.

Timely– I will start teaching this in 1PP1a and continue with the experiment or trip in 1PP1b.

I will relate my learning to the CfE outcome-

I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction.

SCN 2-01a

downloadNext Steps

-To examine how biodiversity and interdependence impacts of society and the world around us.

-Find relevant media sources to support my findings

-Relevance-Use Animoto as an introductory stimulus to the class. Combine technologies within the learning context by going on to teach the children how to effectively use it.

References

  • M. & Peacock, A. (2012) Chapter 1: How Science has evolved, in Primary Science: A guide to teaching practice. London: Sage
  • Rutledge, N. (2010) Primary Science: Teaching the tricky bits. Maidenhead: OUP.

“Wisdom Begins With Wonder”

Blogging“Wisdom Begins With Wonder” Socrates.

I am sure that I am not the only one, but I’m sure many other students who embarked on the wonderful degree in Education brought together an entire baggage of emotions filled with happiness and success but I’m sure that worries were part of it.

Blogs, wait a second… “I’ve never shared very much online.”

What should I write ?

How will it read ?

Does it make any sense ?

The first few weeks on University came to me as a surprise, along with many really interesting and wonderful aspects. Yet, one aspect which was worrying me was our own blog sites. Coming in with very little experience of writing and sharing my views with others was not something which I was familiar with. Especially only where so many people could be able to see it.

To start of with I was very reluctant to post anything online especially as I did not who I am sharing it and how they would perceive it as. I would sit and try and think of ideas but I was very much like this.

blank-computer-screen No ideas ! No creativity ! No enthusiasm !

Now, semester one is over and I just cannot believe the self confidence which I have gained, which pushes me to want to write, to communicate and develop professional dialogues.

eportfoilo nwHere are a few words which express how I feel now.

I feel that I have started to get into having a sense of collaborative work, peer assessment and reflection in place which allows me to see when and how I can develop.

 

 

 

 

 

1373247292-402_90SOEKB10 blog 1 This is a very inspirational quote which allows me to reflect and look into how I can reflect as professional. An integral part of the GTCS standards which demonstrates that a professional is one who dedicates themselves to professional learning and development.

DiamondL_tcm4-810673 This is a diagram which leave’s you with some interesting areas in which you can see and develop yourselves,

I have started off by showing my steps of development:

Start using references to CfE and GTCS;

Add extra reading and references.

Please feel free to give me any feedback on how I can improve….

 Recommended Reading

http://www.gtcs.org.uk/professional-update/professional-learning.aspx

How animation can trigger your imagination….

This Monday was our first day back at university, were i was feeling both excited and nervous to start our new module, Teaching Across the Curriculum. So first day back, and we were supposed to start of with a technologies workshop which consisted of learning about different program’s which allow you to create an animation.

First of all we simply learn how to do a flip book animation. It wasn’t hard after all, we just needed to make sure that we draw the pictures starting from the back of the book and use the last half of the page. It makes it easier to draw animations if you have sticky notes and gives it a better effect.

We watched this video which shows the simplicity of the work, yet an admirable piece which is easily created and makes a story within itself.

The next step was a Pivot animation. This is widely used in schools and create to get children to learn different concepts of ICT together with their imagination.Using Pivot is a great

pivot imageidea for children as it allows them to tell a story without any words and connect to other people.

Lastly we used ZU3D which was an interesting software which would allow children to create a short movie using figures made out of plasticine. We worked as groups to create this short movie. It took us a long time to try to get things working. We added subtitles and text, however we struggles to add sound to it. This would have given it a much better effect and a great stimulus with it. Another idea would be to add a background which would give it a better visual effect.

Here is our short ZU3D clip.

Reflecting on Reflection

2000px-Thought_bubble.svgI had always primarily thought of reflection as looking back at an experience or an idea and developing on it. However, as I have read further into it, I have come to know that reflection allows an individual to take a step back and question your work. It gives you an opportunity to question your belief and ideally see where you could be going wrong.

 

As a Student Teacher, reflecting on my learning will enable me to further my knowledge in certain areas but not only that, it will give me room to see aspects in which there is scope for development and also consider my weaknesses. In addition, reflecting at my assignments, will give me the fantastic opportunity to really think about where I am going right and what I can do to develop. It will allow me to take control of my own learning in various aspects and see how I can develop as an individual and as a Student Teacher.

Gibbs'model

Looking at Gibbs’ Model of Reflection (1988) I have been able to evaluate some of the main concepts that will go through the process of reflection. As a Teacher reflection will play a vital part in my day to day life. Reflection gives you an opportunity to consider solutions for your problems. Simple questions such as ‘what made today’s class success’ and ‘how can improve my time management’ will be stimulus to bigger and very important answers which will simultaneously effect my Professional Practice as well as impacting on my students.

Reflection is a process in which you can see yourself and your experience from a different perspective. Through which you allow yourself to question and to be critical about your work. Not only to develop yourself as an individual but to allow change to benefit others and the children who I will go onto teach.