Development of Learning Objectives Through Reflection

Development of Learning Objectives Through Reflection The Williams report is based around educational best practice to enable young learners to acquire an understanding and appreciation of mathematics and its importance to their lives. The foremost concern, drawn from Ofsted and the Primary National Strategy findings is the need to strengthen teaching that challenges and enables children to use and apply mathematics more often, and more effectively (Williams: 2008 para.223) Reflecting on my practice will enable me to recognise my strengths, development needs and improve my practice to benefit all learners. Petty says: Effective teachers are always changing what they do; this is because they are continually learning how to teacher better. (2009: 520) Activating prior learning by constructing links, good planning and the conditions of the classroom can contribute to the effective opening of a lesson. Walker Tileston: Unless connections are made to their prior learning, comprehension and meaning may be dramatically lessened. (2004: 21). Therefore I ensured I revisited previous learning by looking at the way children approach word problems through reading the problem, highlighting the key words/numbers and choosing the appropriate operation before solving it. I then ensured they had chance to apply their skills to some word problems so I could assess their understanding and they could test their knowledge. When children gave correct answers during the mental/oral, I constantly praised them to build their self-esteem and confidence. Fontana says using praise and encouragement has a vital role to play in keeping children involved and interested in their work, and in helping them to build upon current achievements by raising their conf idence and their belief in their own abilities. (1985: 80) Giving children word problems to solve is an important aspect of mathematics because it is an opportunity for them to use their knowledge of operations/ mathematical vocabulary and apply it to real life problems. Bottle says: Giving children a real context for their problem solving gives them the best opportunity to become fluent in using mathematical skills and procedures. (2005: 33) After the mental/oral starter I ensured the learning objectives and success criteria were visible and shared with the children, so they could see what they were learning and what they had to do to be successful. I then asked questions on what methods the children used for addition and subtraction, which gave them a chance to actively participate and broaden their mathematical knowledge. The NNS says: Through a process of regular explanation and discussion of their own and other peoples methods they will begin to acquire a repertoire of mental calculation strategies. (1999: 7) I continued to ask questions throughout the lesson to enable me to assess childrens understanding, assessing common mistakes, analysing their methods and explore their language and vocabulary. Claxton says good learning starts with questions, not answers. (1990: 78) I ensured I was asking open ended questions in the main activity and plenary because I wanted to find out more about pupils understanding and to use their ideas to focus discussion about concepts. Kyriacou says that open and higher-order questions are more intellectually demanding and stimulating. (1995: 38) However during the mental/oral I tended to ask closed questions to keep the pace flowing. I tried to ensure I was giving the children thinking time after each question so they did not feel under pressure. Harries and Spooner say: Being asked to respond at speed is identified as a source of great anxiety. (2000: 36) This is why I decided to give the children number fans to show their answer, so they did not feel put on the spot. However I may have given them too long to answer as the rest of the class lost focus slightly. One strategy I could have used to avoid this was to ask a child a question, give them time to think about an answer, then ask other children in the class questions before returning to the pupil who had been given time for a response. This also would have enabled me to keep the pace flowing and help everyone reach their potential. I had to try and keep the pace of my whole class teaching at the correct level, as the class has a wide variety of learners with different abilities, therefore going too fast could cause the lower ability pupils to become lost and going too slow could mean the higher ability pupils are not being challenged. Wajnryb says: Students whose learning pace is faster than the pace of the lesson are prone to becoming bored, losing motivation and tuning out of the lesson. (1992: 118) When I introduced the new topic of adding or subtracting multiples of ten I could have given the children time to discuss the methods they might use in groups beforehand. This would have given them the confidence to participate more when I gave them questions to answer. Brown says: The opportunity for children to discuss ideas and express their own opinions is crucial. (1998, 43) Additionally during the questioning I only asked the children who had their hands up for the answers, rather than asking other children to see if they all understood. I could have provided more opportunities for student participation by getting them to write an answer and present it back to the class, which would encourage every child to use mental calculation. The NNS says An ability to calculate mentally lies at the heart of numeracy. (1999: 6) Giving the children mental calculations also contributes to the development of better problem-solving skills and gives them a sense of real life, as Thompson says: Most calculations in real life are done in the head rather than on paper. (2010: 163) The whole group teaching was beneficial as it enabled me to see the capabilities of all those in the class and adapt my practice accordingly. I organised the pupils on the carpet, to ensure everyone could see and so I could monitor behaviour, it also enabled me to notice changes in their posture and facial expressions, giving me clues about their understanding. Whole class teaching also meant I could interest the children in the subject they were covering rather than trying to stimulate their interest individually. Dean says: An important part of the teachers role is to stimulate and interest children in whatever is to be learned. This is a valuable part of working with the whole class (2001: 62) Before I sent the children to their tables to undertake their written activities, I ensured I explained and showed the children what I expected them to do, which aided their understanding. Teachers need to know the extent of their childrens mathematical abilities in order to set appropriate activities, so as this was my first maths session I had to ask the class teacher to help me with this. OBrien and Guiney believe planning towards differentiation is imperative and should be seen as integral to learningIt is a concept that has to be seen in an inclusive way, applying to everyone. (2001: ix) Therefore although children had the same learning objective, they recorded their answers in different ways. The lower ability pupils had to colour in the requested numbers on a number square, where as the other children had to write the numbers, which tested all children whilst allowing them to work at their own pace. When the children applied their mathematics on their tables I ensured myself a nd the LSA worked with different groups in different sessions, so all children did not become too reliant on support and have the opportunity to work independently. Ball agrees saying you have a choice between killing your pupils interest and giving them a taste for independent thinking. (2002: 17) The activities the children were completing all involved adding and subtracting multiples of ten, however children had completed addition problems first so assumed the whole activity contained addition problems. Briggs and Davis say: Here the child immediately sees something familiar within the task and assumptions about the level of attention needed to complete the task. (2008: 47) In future I will inform the children that there is a variety of symbols within their work so they need to read the number sentence before working out the answer. Giving children a number square to use, however, did assist them with their learning as they could visually picture the numbers and see what they had to do to get the answer. The higher ability pupils struggled with partitioning numbers, so they resorted back to the more familiar method of counting on or back to the required numbers. Although they did not use the required method, they still referred back to their previous knowledge and applied it to their work. Mooney et al say children tend to use those that they have confidence with, which are likely to be earlier strategies that pupils revert to if not clear about new ways of working. (2009: 15) Ofsted (2001) believe that the plenary session is the least successful part of the daily mathematics lesson. Therefore I wanted to ensure my plenary was not occupied by tidying up and that it did not become a reporting-back session for the children I had not worked with. This is why I set up a challenge of matching questions to the relevant answer, which would enable me to see what the children had learned or were struggling with. You have to demonstrate that you enjoy teaching, then challenge and assist children by engaging them with well-paced differentiation and thinking rationally about their needs, before being able to take positive action to increase their quality of learning. I am hoping that as they master information and skills, they not only learn more content, but will also become more able and motivated to take responsibility for their own learning. I am also hoping that I can develop a wider range of skills, and the knowledge of when to use them.

Cast System in india

History of the Indian caste system From Wikipedia, the tree encyclopedia Jump to: navigation, search Indian society has consisted of thousands of endogamous clans and groups called latis since ancient times. The Brahmlnlcal scriptures and texts tried to bring this diversity under a comprehensible scheme which hypothesised four Idealised meta groups called varna.The first mention of the formal varna Indian caste system Is in the famous Purusha Sukta of the Rigveda, although it is the only mention in the entire body of the Vedas and has been decried as a much later, non-Vedic insertion y numerous Indologists like Max M?ller and also by Ambedkar. [citation needed] Contents 1 Hindu scriptures 2 Emergence of rigid caste structures 2. Mobility across the castes 3 Reform movements 4 Reterences 5 External links Hindu scriptures In the Vedic period, there also seems to have been no dlscrlmlnatlon against the Shudras on the Issue of hearing the sacred words of the Vedas and fully participating in all religious rituals, something which became progressively restricted in the later citation needed] Manusmriti, dated between 200 BCE and 100 CE, ontains some laws that codified the caste system. The Manu Smriti belongs to a class of books that are geared towards ethics, morals. nd social conduct – not spirituality or religion. Emergence of rigid caste structures In its later stages, the caste system is said to have become rigid, and caste began to be inherited rather than acquired by merit. In the past, members of dfferent castes would not partake in various activities, such as dining and religious gatherings, together. In addition, the performance of religious rites and rituals were restricted to Brahmins, who were the designated priesthood. Mobility across the castes The view ot the caste system as â€Å"static and unchanging† has been disputed by many scholars.For Instance, sociologists such as Bernard Buber and Marriott McKlm describe how the perception of th e caste system as a static and textual stratification has given way to the perception of the caste system as a more processual, empirical and contextual stratification. Other sociologists such as Y. B Damle have applied theoretical models to explain mobility and flexibility in the caste system in India. [2] According to these scholars, groups of lower-caste individuals could seek to elevate the status of their caste by attempting to emulate the practices of higher castes.Some scholars believe that the relative ranking of other castes was fluid or differed from one place to another prior to the arrival of the British. [3] According to some psychologists, mobility across broad caste lines may have been â€Å"minimal†, though sub-castes (Jatis) may change their social status over the generations by fission, re- the question of rigidity in Caste. In an ethnographic study of the Coorgs of Karnataka, e observed considerable flexibility and mobility in their caste hierarchies. [5][6 ] He asserts that the caste system is far from a rigid system in which the position of each component caste is fixed for all time.Movement has always been possible, and especially in the middle regions of the hierarchy. It was always possible for groups born into a lower caste to â€Å"rise to a higher position by adopting vegetarianism and teetotalism† i. e. adopt the customs of the higher castes. While theoretically â€Å"forbidden†, the process was not uncommon in practice. The concept of anskritization, or the adoption of upper-caste norms by the lower castes, addressed the actual complexity and fluidity of caste relations. Historical examples of mobility in the Indian Caste System among Hindus have been researched.There is also precedent of certain Shudra families within the temples of the Shrivaishava sect in South India elevating their caste. [2] Reform movements There have been cases of upper caste Hindus warming to the Dalits and Hindu priests, demoted to outc aste ranks, who continued practising the religion. An example of the latter was Dnyaneshwar, who was excommunicated from society in he 13th century, but continued to compose the Dnyaneshwari, a Dharmic commentary on the Bhagavad Gita. Other excommunicated Brahmins, such as Eknath, fought for the rights of untouchables during the Bhakti period.Historical examples of Dalit priests include Chokhamela in the 14th century, who was India's first recorded Dalit poet, Raidas, born into Dalit cobblers, and others. The 1 5th- century saint Ramananda also accepted all castes, including untouchables, into his fold. Most of these saints subscribed to the Bhakti movements in Hinduism during he medieval period that rejected casteism. Nandanar, a low-caste Hindu cleric, also rejected casteism and accepted Dalits. [7] In the 19th century, the Brahmo SamaJ under Raja Ram Mohan Roy, actively campaigned against untouchability.The Arya SamaJ founded by Swami Dayanand also renounced discrimination agains t Dalits. Sri Ramakrishna Paramahamsa founded the Ramakrishna Mission that participated in the emancipation of Dalits. Upper caste Hindus, such as Mannathu Padmanabhan also participated in movements to abolish Untouchability against Dalits, opening his amily temple for Dalits to worship. While there always have been places for Dalits to worship, the first â€Å"upper-caste† temple to openly welcome Dalits into their fold was the Laxminarayan Temple in Wardha in the year 1928 (the move was spearheaded by reformer Jamnalal Baja]).Also, the Satnami movement was founded by Guru Ghasidas, a Dalit himself. Other reformers, such as Mahatma Jyotirao Phule also worked for the emancipation of Dalits. Another example of Dalit emancipation was the Temple Entry Proclamation issued by the last Maharaja of Travancore in the Indian state of Kerala in the year 1936. The Maharaja proclaimed that â€Å"outcastes should not be denied the consolations and the solace of the Hindu faith†. Ev en today, the Sri Padmanabhaswamy temple that first welcomed Dalits in the state of Kerala is revered by the Dalit Hindu community.The 1930s saw key struggles between Mahatma Gandhi and B. R. Ambedkar, most notably over whether Dalits would have separate electorates or Joint electorates with reserved seats. The Indian National Congress was the only national organisation with a large Dalit following, but Gandhi nalysis of Untouchability, but lacked a workable political strategy: his conversion to Buddhism in 1956, along with millions of followers, highlighted the failure of his political endeavours. 8] India's first Prime Minister, Jawaharlal Nehru, based on his own relationship with Dalit reformer Ambedkar, also spread information about the dire need to eradicate untouchability for the benefit of the Dalit community. In addition, other Hindu groups have reached out to the Dalit community in an effort to reconcile with them, with productive results.

What Is Literature Essay - 1778 Words

Since the 18th century, the definition of the concept literature has become a problematic and a controversial issue among various literary schools. What is literature? What are the qualities that distinguish a literary text from a non-literary one? Does literature have any particular function in society? These are some crucial questions whose answers were supposed to limit and define the scope of literature. However, various literary and critical schools have advanced different and contradictory responses to these same questions, which have consequently led to a failure in producing an authoritatively established definition of literature. This failure can be ascribed to many reasons, but because the length of the paper doesnt†¦show more content†¦This new sense, which was ascribed to the development of printing, was a specialization Â… to the printed word and especially the printed books with certain quality [imaginative works] (Williams, 46). To elaborate on this definition, R. Wellek and A. Warren have stated that in all of them [the printed books with certain quality], the reference is to the world of fiction, of imagination (Wellek and Warren, Theory of Literature, 25). However, a simple review of the history of prose narrative forms would show that this definition of literature as a category of fictional and imaginative writings is irrelevant. Many writings which were written as anthropological documentaries were making use of fiction, while many other fictional works were given the status of documentary and factual writings. All travelogue writings and western historiography between the middle ages and the twentieth century are good examples to illustrate this point. Works like T.E. Lawrences Seven Pillars of Wisdom, W.M. Thackerays From Cornhill to Cairo, Kingslakes Eothen, and Sir Thomas Mores Utopia made use of both fact and fiction. Moreover, at the time of their appearance, most of these works were conceived of by the western audience as factual and documentary writings. Later on, due to some historical and political changes in the world, these writings became conceived of as fictional and imaginary works.Show MoreRelatedWhat Is Literature Es say689 Words   |  3 Pages12:00 What is Literature? Poems, novels, and stories; these are some of the things that first came to my mind upon pondering on the question What is Literature?. And just lately I have known that literature also includes songs, speeches, plays, and many others in written and spoken forms. I have also known that things that are produced out of creative imagination can be referred as literary works which are the ones that comprise literature. Considering this description of what literature is, theRead MoreWhat Is Literature Review?3725 Words   |  15 Pages 4. What is literature review? 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Essay about Hate Groups - 886 Words

Hate Groups nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;In today’s society where differences between people are magnified and everyone is discussing diversity, tensions between different groups are remarkably high. The extreme of this tension is brought out in hate groups. Hate groups play off of the stereotypes of specific peoples. They use these generalities in their relentless and often violent persecution of those different from themselves. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;There are many groups that practice in such ways, most of them preaching white supremacy. The main goal of these groups is the advancement of the white race by the segregation of other cultures from society. The Ku Klux†¦show more content†¦They also have a 12 point system of political beliefs that gives one a good idea of what the Klan is about: 1) stop immigration 2) drug tests for people on welfare 3) quarantine everyone with AIDS 4) make the purchase of American lands illegal for non-Americans 5) no free trade with other countries that hurts American workers 6) death penalty for repeat drug offenders 7) workfare not welfare 8) American troops on the border to stop illegal immigrants 9) no affirmative action 10) all laws controlling guns should be unconstitutional 11) bring back the Bible into society 12) stop abortion. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Also a white supremacist group, Posse Comitatus is very concerned the removal of Jewish people from American society. They feel that Jews are literally the children of Satan and are a very militaristic hate group. Over 85% of their members are war veterans. They also claim that communism is a Jewish idea. Another of these groups is the Aryan Nation. They are a Neo-Nazi organization with close ties to the KKK and Posse Comitatus. The National Alliance is also a Neo-Nazi who want an all white society. They even want cultural differences between groups of whites it be eliminated. They want their society to be free of non white influences also such as jazz or rock music since they were pioneered by blacks. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Another type of white supremacist is the skinhead. They areShow MoreRelated Westboro Baptist Church: A Deviant Hate Crime Group? Essay2631 Words   |  11 Pagesthat does not break any laws, but is considered to be out-of-line, is the Westboro Baptist Church. The Westboro Baptist Church has been called offensive and their actions are frowned upon by many. Is the Westboro Baptist Church actually a deviant group in disguise? In order to get to know about the Westboro Baptist Church, a person needs to know a little about who they are, where they came from, and what they represent. The Westboro Baptist Church was created in 1955 by a man named Fred PhelpsRead MoreEssay on Hate Groups on the Internet3671 Words   |  15 Pages The Web of Hate Technology has provided our society with numerous innovations that have been created to improve the quality of life on a daily basis. One such innovation is the Internet. The access to a wide variety of information is perhaps the most valuable tool, as well as the most important tool, that we have entering the twenty-first century. There are virtually no limits on how much can be achieved through the use of the Internet. This is notRead MoreThe Effects Of Free Speech On Hate Groups, And The Protection Of Hate979 Words   |  4 PagesThe relationship of free speech to that of hate groups, and the protection of hate speech under the first Amendment is a much debated topic of ethics and civil liberties. Although affirmative action protects against discrimination of race, religion, gender, and disabilities, it only protects from discrimination in educational institutions and employment. So how can a society that claims to protect civil rights allow the production of speech that oppo ses those same fundamental rights?, because thisRead MoreWhy I Hate Group Projects1654 Words   |  7 PagesWhy I Hate Group Projects: A Memoire At this point in my educational career, I now possess a clear conversance of what my strengths and weaknesses are when it comes to successfully completing my courses. Though I believe myself to be a generally pleasant person and have never been one to shy away from social interactions—well, most of the time—working in a group, regardless of what the project may entail, has never been a skill set I embody for a plethora of reasons. Though it was no less than expectedRead MoreRole Of Human Service Workers And Overcome Issues Caused By Hate Groups1306 Words   |  6 PagesRole of human service workers to overcome issue caused by hate groups The human service workers play a vital role in helping people to overcome, psychological, physical and alienation problems etc. The increasing of human problems in the modern world had become an issue. The human service professionals use different kinds of techniques to resolve the issues of people in the community (Woodside McClam, 2012). 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And when these hate groups get out of hand, this can lead to property damage to. If an incident like Charlottesville, is big enough, this cause a lot of tension between political officials and parties. With these recent eventsRead More Hate Groups in the United States Essay1142 Words   |  5 PagesHate Groups in the United States Right now, there are many active hate groups in the United States such as the Ku Klux Klan, Neo-Nazi, Skinheads, Christian identity, Black Separatists, etc. These hate groups like the Ku Klux Klan, which is one of America’s oldest and more feared, use violence and move above the law to promote their different causes. Another example is a group called Christian Identity, who describes a religion that is fundamentally racist and anti-Semitic; and other are theRead MoreEssay on How to Fight Hate Groups566 Words   |  3 PagesA Hate Group is an organized group that acts with violence and hate towards people because of their religion, race, gender, and/or sexual orientation. Hate groups act either verbal or physical towards certain people. There are many different hate groups. Some hate groups don’t like anyone who is black, some act against people who are homosexual, and some don’t like and will act cruel toward someone who is Jewish. According to the Southern Poverty Law Center (SPLC), there are 926Read MoreShould Hate Groups Be Allowed Free Speech?725 Words   |  3 PagesFrom the century-old Ku Klux Klan to the widely publicized Westboro Baptist Church, hate groups have always been prevalent in America. 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