Teaching Journal

Learning Outcomes: 2. set in context approaches to teaching, learning and assessment, explaining how they relate to theory and research; 6. analyse critically evidence relating to children’s performance; 13. identify, select from, evaluate and synthesise information gained from a range of academic and professional sources in order to sustain a coherent argument; 14. select, use and adapt appropriate methods for collecting evidence relating to children’s learning and reflection on your own practice. Assessment for learning is associated with improvement in levels of achievement and a better disposition towards learning. In my programme plan for Module 1, different forms of formative assessment tasks provide various learning activities, leading students to the summative assessment. Interweaving formative assessment gives learners and facilitator opportunities to know how they are progressing and can improve.  Inspired by Anderson and Krathwohl’s(2001) revision of the ori...

Learning Outcome: 1. select , use, evaluate and adapt as appropriate approaches to teaching, learning and assessment across the curriculum; 2. set in context approaches to teaching, learning and assessment, explaining how they relate to theory and research; 10. reflect critically on the complex factors which impact on children’s learning and development; 12. identify, select from and use a range of approaches to organising classrooms, working with other adults and meeting children’s diverse needs and ensuring their wellbeing. While preparing this Module –Practice, I realised that teaching is extremely complex, to be effective, facilitator needs to engage learners mentally in order to find out what they are thinking. The programme plan I planned in Module-Design can only be carried out ideally based on many factors, including teaching strategies, organization, classroom management, differentiated strategies and learning environment. Feedbacks from both observer and my learn...

RESEARCH CRITIQUE     ABSTRACT   Purpose of the study is to review and evaluate the qualitative nature of the research “Learning on the Job: An Analysis of the Acquisition of a Teacher’s Knowledge” by Paul G. Schempp.” The article is an interpretative case study to examine criteria used by an experienced teacher to acquired knowledge in his field of expertise. Experienced Physical Education teachers, Bob and Kathy are the key informants in this study. Data were collected in various methods of qualitative techniques included participant observation, artifact and document analysis, stimulated recall using videotaped classes, and interviews. Besides, other school personnel included students, teachers and administrators were also involved in this study. Specific strategies were employed in the process of analyzing data included triangulation of methods, member checks and constant use of follow up interviews in order to ensure the data trustworthiness. The data...

 

Learning Outcomes: 3. Evaluate critically findings from research as well as personal experience in relation to the curriculum, 4. Make informed decisions and implement plans, which show some originality, to address an aspect of the curriculum and monitor these, reviewing progress, making adaptations and amendments where appropriate, 5. Reflect critically on the factors which have an impact on children’s learning, 11. Identify contested areas of professional practice by evaluating some theories relating to an aspect of professional practice and evaluate their relevance to the classroom. Programmes are planned based on the published documents from the International Baccalaureate (IB) and Cambridge International Examinations (CIE). e.g. subject guide, syllabus. I studied the syllabus in detail in order to create programme plan which is aligned to the Scope and Sequence, Scheme of Work and Unit Plans to suit our learners. I choose an appropriate framework (example, inquiry cycle)...

         

In the summative assessment, learners have to create a series of photomontages with a new definition for an ordinary object responding to the significant concept, key concept and guiding question. They were using The Design Cycle as a guideline to carry out the task.   The tasks required my learners to interpret key concept and give a new definition for an object through a series of photomontages. Learners choose an ordinary object and capture from different viewpoints with their camera to explore and experiment composition in photography. They learned about rule of composition, elements of art and colour theory. After taken a series of photographs as initial idea, learners had group discussion and different form of formative assessment to evaluate their conceptual understanding and ongoing development process. Learners will think creatively and develop their analytical thinking skill throughout the process of creating the final artwork. In this programme plan,...