Not only that the virtual schoolbag enables schooling experience to be connected to children’s community and background, it boosts children’s self-esteem thus increasing their academic achievements and allows children to feel a sense of belonging. This can be achieved through use of the intended curriculum as well as through identifying aspects of the hidden curriculum that create these disadvantages and inequalities. As Thomson explains “it is not the children who are disadvantaged but rather it is the school that does the disadvantaging” (Thomson, 2002, p. 4). One of the aims of the Australian Curriculum is that all young Australians become successful learners (ACARA, 2013). This can be achieved by enabling all children to open up their virtual schoolbags and by incorporating and implementing this through the curriculum and frameworks in order to create educational
It is important to note that the use of technology in the classroom can foster learning and improve student’s critical and reflective thinking skills. Teachers and administrators should select materials and technology that are developmentally appropriate and designed to engage the interest in learning. An effective leader has a vision of learning and allows students to set individual goals and plans to reach these goals; the use of technology can increase students’ success. Since the educational reform of No Child Left Behind, educators have struggled to meet the learning standards set by their state and federal government. High academic standards in all core curriculum areas and accountability through assessment are an important aspect in the educational arena.
Assessment (for the children’s learning) and Evaluation (for my planning and teaching) processes: Assessment is a vital part in the good teaching process. It is designed to support learning by clarifying expectations and providing a constructive feedback to students on their progress. Assessment can be positive when it allows the students to show what they can do, as it then can be a “celebration of learning” as mentioned by Katz & Chard (2000).During this theme, the formative assessment (assessment for learning) is mainly used to assist the students’ learning through a constructive feedback and a day-to-day observation in order to modify their teaching based on the students’ needs (Zarrillo, 2004; Gilbert & Hoepper, 2014). A portfolio technique
Language has a complex set of symbols and speech patterns that is only used by human beings. We convers using oral language in conjunction with body language and take spoken language a step further with written language. Language is a cognitive process, whether it be talking, drawing, writing, sharing heritage through story time or revising and learning through reading written works. In each case, the use of our physical bodies to make phonic speech patterns or write a dissertation for the learning of one’s self and others is involved in speaking and writing. Once oral language and reading and writing is mastered, meaning that the components of language are understood and practiced (which is on-going for life), a person is deemed literate.
Throughout one’s daily life, communication is present in the interaction between their environment and between other people. It is the act of imparting or exchanging information and conveying ideas and feelings (Oxford Dictionary). To carry out communication one needs language, which is a method of communication, either spoken or written, consisting of using words in a structured and conventional way (Oxford Dictionary). People, as they interact with others and with their environment, are considered communicators because they impart information, ideas, or feelings with the use of language. However in order to communicate effectively, one must explore the parameters of language and learning.
It foregrounds the role of learners in developing introspective awareness and control of their learning processes and plays a key role in the success of language learning. Metacognition enables learners to reflect on the process of their learning to speak a second language, as well as enabling them to manage their own performance, emotions and language development. Language learners who are metacognitivelyaware are self-directed and can better take charge of their own learning processes. An important part of speaking instruction should, therefore, be in the form of raising learners’ metacognitive awareness through introspection and guided self-directed learning. D. TYPES OF SPEAKING TASKS The main purpose of using speaking tasks is to provide learners with opportunities to practice their speaking so that they can achieve greater fluency.
Contexts of Speaking In whatever contexts we talk, we need to keep in mind our audience and the effect our speech may have on them. Here two approaches to the development of oral communication skills need close attention. First, learning language as a skill in the classroom and second, developing spoken skills through exposure and use. Learning Language as a Skill: Structural Competence This deals with three main aspects which belong to the learning of a skill. 1.
ntroduction During this semester in the course human development and learning, the class has been learning about a range of ways that children develop and learn. This also develops the understanding of the human growth process in terms of different learning styles and what teaching strategies can be used. Learning about a child’s learning in primary school is vital in being able to successfully develop a range of strategies to benefit both student and teachers learning. Communication strategies to support learning, strategies to support inclusive student participation and engagement in learning, and organisation of the classroom and providing directions to learners managing challenging behaviour are all significantly important to uphold in
Classroom communication plans for students are to skillfully create dynamic learning environments, employing an array of exceptional instructional strategies. My plans for students as a first year teacher are to promote a successful communication and collaborative plan. This plan will include a website centered on student’s engagement in classroom activities inside and outside of class. The website will include lectures, notes, study guides, practice quizzes and test along with a student-teacher chat forum. This website objective is to promote strict communication skills and provide collaborative skills.
I agree with the article, “Diversity in Early Childhood Education,’ by Francis Wardle (2003) that “diversity or multicultural education is, a continuous approach to working with children, parents, families and colleagues every day” (p.2). We need to work together to develop an approach that involves exposing children to a variety of activities through their classroom environment plus utilizing parent participation to reinforce classroom expectation of acceptance of individual differences. Reflecting in my anti-bias approach in the classroom, there is a need for me to implement parent input into my classroom environment. Parents are a wealth of knowledge and they can add their own cultural items into my dramatic play center plus they can participate during my circle or small group time as well. Currently, I am introducing a parent questioner at October’s parent meeting to familiarize myself with family’s cultural diversity that currently have children in my classroom.