Category Archives: 2.3 Pedagogical Theories & Practice

Science: Food for Thought

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Science is a subject of which I have limited knowledge. I studied all 3 sciences at Standard Grade but it was never something I had much of a passion for. Naturally after reflecting on what little information I could remember, using the science audit Richard supplied, I knew it was my duty as a trainee teacher to do something to increase and develop my science knowledge.

Following the first Science input of this semester I have thought a lot about how to begin developing my knowledge and skills within the sciences. There are a wealth of online resources at my disposal as well as many places to visit and explore within the local area. 

This brings me to the Tdt which Richard set myself and my fellow students. He asked us to set a SMART target that would help us develop our confidence and competence within Science. Below I have added mine in the form of a power point:

Smart Target power point

The Expectations and Outcomes which would be met by resulting lesson would be:

I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food.

SCN 1-02a

This comes from the section Planet Earth: Biodiversity and interdependence

 ‘Learners explore the rich and changing diversity of living things and develop their understanding of how organisms are interrelated at local and global levels. By exploring interactions and energy flow between plants and animals (including humans) learners develop their understanding of how species depend on one another and on the environment for survival. Learners investigate the factors affecting plant growth and develop their understanding of the positive and negative impact of the human population on the environment.’

Somes resources which could be used to plan the lesson/within the lesson:

Food chains:

http://www.bbc.co.uk/education/clips/zjshfg8

http://www.twinkl.co.uk/resource/t2-s-160-food-chain-sorting-game

Ideas for lesson:

Lucky dip bag filled with animal types (one per child). Once allocated each child must research their chosen animal using computers, books etc to find out about their food chain. They must then communicate with their class mates to find those with animals which are part of the same food chain. Once in groups they will be required to plan and produce a poster explaining the food chain with labels and pictures.

 

 

Simply by reflecting on my knowledge of science and acting to make it more vast I have been able to develop a better understanding of a particular topic area as well as discover many resources to use within placement. I now feel more confident and capable, ready to explore the other areas of the subject.

Sign of Success..

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Communication is a vital part of life which many of us take for granted. We talk to express our needs, our wants and our feelings. From birth we are listening and learning, absorbing information from our environment which will aid us in our acquisition of language. Imagine your frustration if you knew what you wanted to say but you couldn’t form the words or you weren’t able to convey the right meaning with the words you currently knew?
An example of this frustration with which we are all familiar is the controversially named stage of development ‘The Terrible Two’s.’ Famous for tantrums and embarrassing behaviour two year olds are given a particularly bad reputation. Perhaps if we put ourselves in their shoes we could begin to understand and avoid such behaviours. Imagine you are limited to a handful of words within your vocabulary. Now imagine being snatched up by your mother, father or caregiver right in the middle of doing something, shoved into your jacket and marched out the door. You are strapped into an uncomfortable car seat and driven to a noisy shopping centre, where you are man handled into a trolley and careered around at top speed. Would you cry? Would you shout and thrash? Evidence suggests that the use of Baby sign can help children, from a very young age, express themselves without tears.
‘Research into ‘baby signing’ provides evidence that babies can be taught to sign their intentions to their parents or to make combinations of first words and gestures to form two-item strings.’ (Doherty-Sneddon, 2008, cited in Smith, Cowie and Blades, 2015)
Most children move through the ‘Terrible Two’s,’ and emerge the other side with a good grasp of language and an ability to express their wants and needs. Unfortunately though, some children do not develop at the same rate. This could be a result of poverty or neglect, or of an additional support need. Makaton, a system of language developed in the 1970’s and made up of signs and symbols which aid communication, could be used with children to help them develop their language and express themselves.
‘Children and adults can use Makaton to let others know what they want, make choices, share information and understand more. This helps build and develop important communication and language skills.’ (The Makaton Charity, 2015)
It is my belief that the use of Makaton can be beneficial to all children irrespective of stage or circumstance. I have seen it used within nurseries and early primary classes and it is an invaluable tool. Not only does it help children to grasp language more quickly it also provides a vital line of communication between children with no speech or little speech and their teacher and peers.
‘Makaton is regularly used in mainstream schools, to support all children to develop communication, language and literacy skills. It is also supports integration, as children with and without language difficulties can communicate with each other, learn and play together more easily.’ (The Makaton Charity, 2015)
The use of signs and symbols can also be utilised to help children for whom English is their second language. This would prevent them from feeling isolated or excluded within their class.
‘This structured approach can also help people who are learning English as an additional language, helping them to communicate straightaway, while also supporting their learning.’(The Makaton Charity, 2015)
As a student teacher this is something I feel incredibly passionate about. Linking to the idea of self-esteem which was touched on in a recent lecture, the ability to provide a child with the means to communicate and engage with their peers, their teacher, their world is vital to the development of their self-concept.
Makaton is something I feel should be taught as part of teacher training as it is a widely used, highly praised system of language. Many charities who work closely with schools recommend its use, including Down’s Syndrome Scotland and The Makaton Charity. I feel, if utilised correctly, Makaton could potentially bridge the gap between mainstream classes and ASN classes. Given Scotland’s stance on a culture of inclusion surely this can only be seen as a positive thing?

 

References.

  • Doherty-Sneddon, 2008. Cited in Smith, Cowie and Blades, 2015. Understanding Children’s Development. Sixth Edition.
  • The Makaton Charity (2015) How Makaton works. Available at: https://www.makaton.org/aboutMakaton/howMakatonWorks (Accessed: 7th November 2015).
  • The Makaton Charity (2015) Who uses Makaton? Available at: https://www.makaton.org/aboutMakaton/whoUsesMakaton/ (Accessed: 7th November 2015)

Technology and Teaching.

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Technology is everywhere, it has become a huge part of our lives. Our phones are now our computers, our diaries and our cameras. Our computers are now our social tool, the way we network and connect. We have tablets, kindles, selfie sticks and smart watches; so isn’t it only natural that technology has a place in our classrooms?

The advancements in technology within my lifetime have been incredible. My generation has seen so much change that we are among the youngest to become nostalgic. Technology offers us so many new and exciting opportunities, it brings people together and unlocks a whole world of information. Bringing it into the classroom to enhance learning is imperative but we must also be aware of its dangers and challenges and how we, as teachers, can combat them.

The guidance set out by the GTCS addresses both our personal and professional relationship with technology. Using this as a platform we must be mindful of the way we conduct ourselves online. How do we use our accounts? Is our Facebook private or public? How do we come across to others online? I know that for me Facebook is a personal space, it has all its privacy settings in place and I would never add anyone who wasn’t a friend or family member.

But what about an online space which we use for professional purposes? Work emails, Glow, School Twitter feeds etc. How do we utilise these whilst still maintaining the same level of professionalism and keeping the same boundaries with our pupils? Well, it’s pretty simply really; we just need to act in the same way we would within the classroom. Our conversations online should be professional, considered and convey the same relationship we hold with the recipient as in real life. We should think carefully before we post onto professional spaces: Is this message coming across how I want it to? Do I sound angry or confrontational? Am I being too relaxed and personal?

Once we have mastered this art we then must consider how we influence our pupils to behave in a safe and appropriate way when they are online. There are many websites at our disposal which offer helpful and up to date information on how to address internet safety with primary aged children. There are also sites such as NSPCC Netaware that give you current information on new websites and apps children in your class may be using. This is an invaluable tool as we as teachers need to know what our children are accessing in order to keep them safe and resolve any issues which arise.

In my opinion, one of the best ways we can encourage a safe and appropriate use of technology within our classes is to utilise it to its fullest. If we introduce children to new, fun and creative avenues for them to explore online they are less likely to misuse it or to stray into inappropriate content by looking for something fun to do. On top of this we must also address any issues that do occur within the class and use them as learning opportunities: what do you think went wrong here? Why? How could this have been avoided? By creating an open and honest culture we are showing pupils that they can come to us for advice and guidance and that they wont get in trouble for making a mistake.

A great way in which we can increase the profile of internet safety within our classes and schools is by taking part in ‘Safer Internet Day.’ This event offers us the opportunity to center lessons, assemblies and activities around the idea of safe conduct online. It gives the children a chance to be interactive in their learning as well as to voice their concerns and questions.

Overall it can be said that my view on Social Media and Online spaces/resources is a positive one. As a teacher I want to incorporate it into my classes as much as possible after all, it is a huge part of the world we are preparing our pupils for.

Philosophy Tdt: The Socratic Method.

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The Socratic method is all about questions; asking them, and answering them. The method is about provoking critical thinking, ideas and reason. Within Plato’s Dialogues we see Socrates question many people in the pursuit of knowledge although perhaps he goes a little too far sometimes, bordering on obnoxious. This aside, the method itself is a valuable tool and, as we found out in Susan Buckman’s Lecture, it is something which has been adopted within IB schools.

International Baccalaureate Schools take a progressive approach to Education. They were heavily influenced by theorists such as John Dewey, A.S Neil, Jerome Bruner and Piaget; who all believed in interactive learning and the holistic child. IB schools have three programs, catering to children from the age of 3 years up to 19 years of age. It is based on the principles found within Boyer- The Basic School, their belief being that Education is about understanding and conceptualising.

Within lessons children are encouraged to understand the differences among cultures as well as international issues, so that they may become responsible citizens. In order to do this the International Baccalaureate uses a curriculum of inter-related disciplines, as well as the Socratic Method.

The children are encouraged to inquire and communicate which is a marked difference to the traditional school within which the Teacher asks the questions. This method is allowing the children to realise the world by critiquing it, as well as allowing them a deeper understanding of society and as such allowing them to contribute to it effectively.