Category Archives: 3. Prof. Skills & Abilities

3.1 Teaching & Learning, edushare, Uncategorized

Giving blogging another go…

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I feel that I have neglected my e-portfolio a little throughout MA2; I enjoyed writing out my notes and when it came to writing in my e-portfolio, the thought of it seemed like such a chore. However, the elective module Expressive Arts requires me to document some of my TDT’s electronically so I thought “Why not?”

The first TDT I’ll be sharing on my blog is one that I enjoyed taking part in with a group from Expressive Arts. The task was to make a silent movie, which meant that there was no dialogue whatsoever, only music to tell the story.  In first year, Sharon showed us this video which was made by the Spanish Lottery. It is such an emotional video and this is because the powerful music emphasises the emotions felt throughout.

 https://www.youtube.com/watch?v=BOnrzULj-BE

Our take on ‘silent movie’ was a little different than this advert and we instantly thought of old black and white movies. We could have been a bit more creative with the story line but we opted for a simple change of emotion so that we could easily display the different music used for such contrasting emotions. If this was a lesson that I was doing with an upper years class, I would definitely spend a lot of time with them thinking of a story and then replacing whatever dialogue they had in their role-play with music which they created.

In our silent movie, we chose to use piano as our main instrument as one of our group members was confident in playing piano, and we also used different percussion instruments. We kept it simple and just used two people as actors and the other three (myself included) played the instruments and also recorded it.

watch here

 

 

2 Prof. Knowledge & Understanding, 3.1 Teaching & Learning, edushare

Understanding Science Literacy

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The process of fair testing is ensuring there are no deliberate advantages or disadvantages to any variables in an experiment. This ensures that the information gathered is reliable. To guarantee reliability any obvious advantages to any factors are controlled.

An example of this is how high a ball bounces (Prain, 2007). The height of the bounce the ball executes is measured, however the following things are considered:

  • “Will the type of ball affect its bounce?”
  • “Will the surface on which it bounces affect the bounce?”
  • “Will the height from which you drop the ball affect its bounce?” (Prain, 2007)

These three variables are changed and the experiment is carried out more than once. This, therefore, ensures the test is “fair”. By taking into account all these factors and questioning how they will effect the experiment a person is, therefore “science literate” as they are understanding the questioning and issues with the experiment.

Being literate is ‘the ability to read and write’ (Oxford University Press, 2016). Being able to read and write helps us understand daily processes we wouldn’t be able to otherwise. Without being able to read and write we wouldn’t understand travel timetables, signs, how to tell the time, how to shop or even be able to sustain a job! To me, this would suggest that the idea of Scientific Literacy means simply to be able to understand the ideas behind science and how to use these ideas to conduct experiments, alike how we use reading and writing to understand variables of the outside world.

Not only does Scientific Literacy mean having an understanding of science, bscienceut also being able to form questions and conclusions from the evidence found through experiments (Organisation for Economic Co-operation and Development, 2003). Over all, Scientific Literacy means that children understand the words used in science, the process of experiments, why the experiments are being carried out, can come up with their thoughts about the outcomes, and also why it is important that they know this for everyday life. This directly links to some key principles in the Curriculum for Excellence (Education Scotland, 2016). Teachers must ensure that when they are teaching science their pupils are not simply just learning the terms like they may learn a times-table. In order to be Science Literate the children must understand the depth of what they are learning.

A lack of scientific literacy could mean the development of false scientific conclusions. One of the main examples of this was the MMR vaccine scare. In 1998 an investigation into the three in one vaccine for measles was conducted by, the now discredited, Andrew Wakefield. He came to the conclusion that that vaccine could actually increases a child’s chance of developing autism. This research was released and caused fear to spread to all parents who became hesitant to allow their children to receive the vaccine. It wasn’t until 2004 that an investigation into Wakefield’s research took place and it was found to be flawed. The medical records of thmmre children he investigated did not match his research and the paper he published was taken  down.

This is a clear example of how important science literacy is. This spread of false information caused the vaccine rates to drop dramatically and a significant increases in measles, causing many children to suffer unnecessarily. New research found that there was no connection between and vaccine and autism and there are no side effects to the vaccine. However, some parents are still wary of the vaccine and refuse to allow their children to receive it.

 

Prain, V. (2007) How to interpret multi-modal science texts. Available at: http://www.education.nt.gov.au/__data/assets/pdf_file/0011/5303/linking_science_literacy_strat.pdf (Accessed: 27 January 2016).

Education Scotland, (2016). Principles – How is the curriculum organised? –

Learning and teaching. [online] Educationscotland.gov.uk. Available at: http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/howisthecurriculumorganised/principles/index.asp [Accessed 28 Jan. 2016].

Oxford University Press, (2016). literate – definition of literate in English from the Oxford dictionary. [online] Oxforddictionaries.com. Available at: http://www.oxforddictionaries.com/definition/english/literate [Accessed 28 Jan. 2016].

OECD, (2003). The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD

The story behind the MMR scare, Rory Greenslade, 2013. Available at: http://www.theguardian.com/society/2013/apr/25/mmr-scare-analysis

Utmb Health, Wakefield Autism Scandal, David Niesel and Norbert Herzog, 2012. Available at http://www.medicaldiscoverynews.com/shows/237_wakefieldAutism.html

NHS Choices, Ruling on doctor in MMR scare, 2010. Available at: http://www.nhs.uk/news/2010/01January/Pages/MMR-vaccine-autism-scare-doctor.aspx

 

2 Prof. Knowledge & Understanding, 2.1 Curriculum, 3. Prof. Skills & Abilities, edushare

Becoming the next Walt Disney…

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Throughout my life, I’ve grown up watching animated films such as those created by Disney, so when Sharon told us that our first technologies input would be on animation, I was excited to see what we would be doing  throughout the workshop. Our first task was to make a small flipchart on the corner of our notebooks by drawing small pictures in the corner and flipping the paper in order for the images to move. I had done this before when I was at primary school, however this time minequote-Walt-Disney-animation-offers-a-medium-of-story-telling-1087 didn’t work out so well. (Maybe my artistic days are behind me!!)

Then, Sharon let us have a go at using the program, Pivot, which I had also used before in first year Computing at secondary school. This was really fun and Sharon told us to recreate the “Let it Go!” scene from Frozen (one of my favourite Disney films!!)  by using different figures and colours to identify the characters. The song was played through the speakers to give us motivation and made for a really fun lesson, although Sharon advised not to play the song in the classroom as there would never be any lessons getting done! It was interesting to see the different things that you can do on Pivot, however Sharon told us to quickly search Pivot on Youtube and we shortly found that many people create and upload violent animations. This is something that, as a teacher I would need to address to my class and ensure that no themes of violence should be used in the classroom environment.

The next part was the most fun  as we got to use plasticine models to create a short animation. My group decided to create small fish and create an under the sea theme. It was interesting to use the programme Zu3D as I had never heard of it before. I think that this would be a fab project to do with a class, as it could be a short activity or it could be stretched out over a long period of time to create a longer motion picture. It’s also really easy to use once the program is set up and the webcam and microphone are installed into the computer.

I had a look at the Experiences and Outcomes of ICT and found that animation sits in a section called Computing Science contexts for developing technological skills and knowledge. I think that it is definitely a science but I would also say that animation is an art. Although our projects were very small; feature length animations can take years to produce because every detail has to be perfect in order for it to flow smoothly. In Dundee, graphics and animation are now a huge part of our culture as companies based in our city create games that are sold worldwide.

I feel that animation is an aspect of ICT that I definitely want to try out with a class in the future. I think it would be so rewarding for the children to work so hard and have fun on this project to see the end result after a period of time and it would be really enjoyable for me as the teacher to see what the children create.

I think the constructivist learning theory is associated with creating animation. The learning style is intrinsic as the children will set their own goals and then motivate themselves to learn new things to make it better, and in terms of animation, make their production the best they can possibly make it. Jean Piaget was a constructivist theorist and he believed that learning relates strongly to their stage of cognitive development. In relation to animation, I agree. A task such as using plasticine to create an animation would be too advanced for Early Years pupils as they may not have the fine motor skills needed in order to mould the plasticine into models and move the models in small movements to create the picture. Therefore, the task would have to be set for a child’s age and stage (maybe younger children could create a flipchart). The role of the teacher to encourage this learning style is to provide an environment that will promote “assimilation” and “accomodation” which means that the children can allow their brain to learn new things but also build upon information they have already learned, building up a vast amount of knowledge on the subject.

3.1 Teaching & Learning, Curriculum resources, edushare

Thinking about teaching science

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Today MA1 had our first science workshop which was really enjoyable. Science is a subject which I, and many others in the class feel slightly nervous about teaching as it is not a subject that I took a large amount of interest in throughout my time at school. I realised that there is such a vast range of subjects that science could cover and I think it’ll be a really fun and interesting topic to teach children.

For today’s workshop we were asked to prepare a short presentation to share with  a peer in the class in order to have a think about different experiments that we could use with a class in placement or with our own classes in the future. I chose to carry out an experiment called “Raining Blood.” This involved mixing vegetable oil with food colouring, and then pouring this mixture into a jar of water. The coloured oil created a layer on top of the water and then droplets of coloured oil sank to the bottom of the jar. This happens because the molecules of oil are heavier than those of water and therefore sink through the water. Then droplets of oil start to move back up to the layer above the water because the oil and colouring molecules begin to separate.

My experiment did not turn out as well as I’d hoped as the water changed colour much more quickly than it was supposed to but I think this was because I used too much colouring compared to the amount of oil and this is something I would need to be more careful of if I were to carry out the experiment again.

https://www.youtube.com/watch?v=VU_ovHrgBkY

1 Prof. Values & Personal Commitment, 3.4 Prof. Reflection & Commitment, edushare

Inspiration from other professionals

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After watching an episode of One Born Every Minute on BoB, I feel like I have a better understanding of what it means to be a professional. Although a career as a teacher is vastly different from a midwife, it is still vitally important to act in a professional manner in every aspect of the career.

Throughout the programme, the midwives who worked in the ward, acted in a professional manner by making their patients feel comfortable throughout a very distressing time and talked them through the process, with a calm and comforting demeanor.

It was important for them to ‘let their hair down’ during their break times by chatting to each other and dancing and generally having fun. This, however did not influence their roles on the ward at all as they still acted professional at all times with their patients.

The midwives in the hospital all had uniforms that they had to wear, mostly for cleanliness but also so that they are all equal. This is very different from a teacher’s dress code, as teachers will wear their own clothes, but must remember to be professional and dress accordingly.

I think, as midwives, the best way to learn would be work based learning and practical skills such as role play as every birth could be vastly different and they never know what to expect until they actually have to deal with the situation, which I think is something extremely challenging and in my opinion, something that would terrify me.

From the programme, I have learned that professionalism really is something that is vitally important in my career and without it, I don’t think my job could be done properly and the children in my classroom would not get the best education possible. I feel that over the course of my degree, I will gain a deeper understanding of what professionalism really is and how to pursue these skills in order to be the best professional I can be.

3. Prof. Skills & Abilities, 3.4 Prof. Reflection & Commitment, edushare

Reflection of peer review

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Receiving feedback is a good way to reflect on the work I have already done, and to decide where the strengths and weaknesses are. Receiving good feedback is motivating as it can highlight exactly where your strengths are and is definitely a positive experience. Receiving criticism is also very helpful as it shows where you need to improve and makes you think about how to do this. I liked receiving feedback from my peers as it was nice to see that we had similar opinions and wrote our thoughts in similar ways. Giving a peer review gives me confidence as it allows me to see what other people have been doing and it gives me some ideas that I maybe wouldn’t have thought of before.

I think peer review is a great way to see how I am doing, and is definitely something that I will use in future studies, as the amount of coursework increases as I will be able to review my work with my peers and allow me to see how I am doing.

I feel that peer review is a really good method to use in the classroom with children, and is an activity I will definitely use as a student teacher, and then a teacher. Methods such as ‘Two stars and a wish” is a great way to get children to review their peer’s work and gives them confidence in the work that they have carried out and also a criticism which will allow them to improve something the next time.

1 Prof. Values & Personal Commitment, 3.4 Prof. Reflection & Commitment, edushare, Uncategorized

Reflecting on Professionalism

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After watching the Youtube videos, I began to reflect on what it really means to be a professional in education. In the first video, there were many similarities between teachers and doctors and how being professional is so important in both of these fields of work. In the video, the teachers involved also spoke about what it means to be an exceptional teacher. some of these were; team work, enthusiastic, dedicated and those who keep up their own professional development. i very much agree with all of these attributes and believe that these are vital in order to pursue a career in teaching.

In the video, there was a very inspirational woman who went above and beyond what was expected of her in her role of a teacher. She set up support groups for fellow teachers in order to develop each others’ skills and to inform one another of their own teaching methods in order to continue their own personal development. I think this is something that all teachers and student teachers should be involved in, in order to learn from one another and find the best methods that work for them and how to get the best of their teaching career.

In the second video, many teachers spoke about their thoughts on professionalism which was very interesting to hear different points of view. One of the teachers thought there is now more focus on professionalism of teachers in society as many are now benchmarked and are ‘ranked’ on how well their pupils are doing. This can provide some stress for teachers if they feel like they are constantly being compared to others, instead of working together with other colleagues.

Another teacher spoke about how important it is to be a role model, which is something I agree with entirely. Speaking and acting professionally in the classroom, and having attitudes that are appropriate will influence children in a positive way and will hopefully encourage children to model their behaviour around what you have been displaying.

 

3. Prof. Skills & Abilities, edushare

The importance of active learning

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Active learning is an important part of university studies and can have a positive impact when studying for exams and assessments. Rather than passively listening in a lecture, a key part of learning is to make notes, and then review these. Reviewing notes after each lecture is a good way of taking in the information that you have learned and helps to consolidate learning and, in turn, increasing knowledge of the subject.

Personally, I enjoy active learning and feel that regularly reviewing notes helps me to have a deeper understanding of what I am studying. Regular reviewing of notes ensures that nearer assessment time, there is no need for cramming, and will therefore be a less stressful learning experience.

I also feel that co-operative working is helpful when studying as it allows everyone to share ideas and perhaps pick up information that they may not have found themselves. Everyone has their key strengths so everyone will have something to bring to the table. However, I feel that co-operative working can also be distracting sometimes, as the conversations can often go off-topic and lead to procrastination.