Reflection #1
Dialogic pedagogy can be viewed as a way to use classroom talk as a method for enhancing learning, by encouraging students to interact with, and respond to, other people’s ideas (Godinho, 2016). According to Ron Ritchhart (2008, as cited in Godinho, 2016), there are eight different ‘leverage points’ that should be observed to foster dialogic pedagogy, however for the purposes of this reflection I will be critically analysing the lesson presented by Group B in relation to three of these elements: opportunities, interactions and relationships, and the physical environment.
Within Group B’s biology lesson, students were asked to form groups and discuss, debate and analyse the effects of homeostasis. This group activity utilised Ritchhart dialogic principle of ‘opportunity’, as students were given the time to actively engage with one another (2008, as cited in Godinho, 2016). Students were given opportunity to purposefully consider the content, as they listened to one another's ideas, debated which sections of content are the most important, and reflected on which pieces of information they could apply to their own lives. This activity was effective not only because students were interacting in a meaningful way, but also because the teachers left a significant amount of time for students to complete the work, which
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According to Ritchhart, students should have a fundamental understanding of how positive interactions and relationships assist collaboration (2008, as cited in Godinho, 2016). This was encouraged through the activity as each group had a teacher assisting them, who was able to utilize effective discussion techniques, and could model the beginnings of a collaborative classroom. This technique was particularly effective it helped to establish good practices for future peer-to-peer discussion, and encouraged students to value
Throughout my practice, I have found that this mix is essential in order for children to engage with lessons. Alexander (2004) suggests that dialogical teaching includes traditional types of talk such as rote, recitation and instruction/exposition. It should also include discussion and dialogue (Alexander, 2004). These types of talk can occur in different situations: whole class, group discussions and paired talked. Mercer (1996) carried out a research project concerning the quality of talk in the classroom. His findings supported ‘…the conclusion that talk between learners has been shown to be valuable for the construction of knowledge’ (Mercer, 1996: 362). He disputed that not all kinds of exchange are of educational value (Mercer, 1996: 362). This point validates the importance of teachers understanding what type of talk makes their teaching genuinely dialogic.
...fidence. Engaging in serious discussion can provide teaching opportunities. Encourage others to study important topics and share information. I will need to help others to organize their new knowledge.
Several days passed by and Ambur woke one morning to find it dark and cloudy. He could sense this day would be a rainy one. So he took his time, fixed some coffee and got breakfast ready for he and Honeysuckle. It wasn’t one of those days where it might shower briefly and then stop. It looked like it was one of those 'all day' rainy days.
Shaking my damn head at them stupid inconsiderate ass niggas I’m out here damn near a fucking week straight, on a stakeout that I personally don’t even think this nigga is holding like that anymore. Technically I think this punk cleaned his money and went legit.
The interaction between children is just as crucial as interactions children have with adults or teachers. It is important for students in their own mind, to build a solid understanding of all content areas (Berk, 2013). Therefore, by supporting collaborative activities in my classroom, I will enhance the learning environment by having planned group activities with children at different levels who can help and learn from each other. As I teach through cooperative learning, I will be touching upon Vygotsky’s concept of the ZPD.
According to social cognitive theory, people and their environments mutually influence each other (Ormrod, 2011). People learn from the environment they are in, people they interact with, and behaviors they watch. People can learn by observing others and as they become older they can set their goals based on the accomplishments and the results of that learning. The video of the 4th grade, Canoga Park is about learning by observing, listening, and discussing a subject among the class-mates (4th Grade, Canoga Park, n.d.). In the video teacher is trying to teach the students about the importance of printing press. The teacher asked the students to divide in the groups of two called “pair and share” to discuss the views between two students first and then he asks the students to answer in a bigger group setting to assess whether the students learned the subject or not. The purpose of...
Ahimsa, meaning non-violence or non-killing is an important principle that Gandhi firmly believed in. Gandhi criticized violence as a way of achieving ones goal saying that there is a definite relation between the means of accomplishing something and the final result. Using violence as a method of solving a problem will only result in more violence. Gandhi used the comparison of planting a weed in the hopes of getting a rose (Gandhi 79). To further demonstrate the value of non-violence over violence Gandhi tells of a scenario of a homeowner robbed of their possessions by a thief with both a violent and a nonviolent way of handling the situation.
The Early Years Learning Framework (EYLF) (DEEWR, 2009) identifies inquiry as central to effective early years learning. Teachers are able to provide opportunities for an inquiry-based approach to learning that can assist young children to explore their family through the history curriculum. Inquiry based learning is a comprehensive pedagogical approach to early years’ education. It is important for inquiry skills not to be taught in isolation, however they should be integrated into other subjects (Michalopoulou, 2014). Inquiry-based learning is deeply related to the EYLF, the history curriculum as well as creative and critical thinking. This essay will discuss inquiry based learning and how it can be positively incorporated into the history
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
of the book. Oxford: Butterworth-Heinemann, ed. Scarnati, J. T. (2001). The Species of the Species. Cooperative learning: make groupwork work.
In this course I have learned and written many essays from as small as reading responses to writing an argumentative paper. All the essays had a similar style of writing and that is that it had to have a thesis, body paragraphs, and a conclusion except for the major assignments like LEN, Argumentative Paper, Lit Review, and etc., which required more than just those three elements to writing the essay. I prefer one type of writing style to another because it lets me see the difference in my writing and if there are improvements in my writing. I do see similarities in the different essays I wrote and they are that my thesis statements are not strong enough, which is why my essays are not strong enough. Choosing a good thesis statement and having good body paragraphs are crucial to writing essays because that is the key part of the essay, which I needed work on all semester.
Proponents claim that learners’ academic achievement can be significantly improved with the effectiveness of use of collaborative learning. The active exchange of ideas within small groups increases interest among learners and also promotes critical thinking and deeper levels of understanding of concepts (Benware & Deci, 1984). According to Johnson & Johnson (1986), there is convincing evidence that collaborative teams achieve high level of thoughts and retain information longer than learners who work as individuals. The shared learning gives learners an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, & Russ, 1991).
In the course itself and in each module students would be provided with opportunities to interact and connect with other students and the instructor. Discussion boards were built into each module to facilitate communication, collaboration, and interactivity. Additional group exercises were developed to further foster the development of collaboration and community building within the course.
...I believe through the use of critical thinking, communication with students and parents and showing the creative side of learning the collaboration within colleague would be enhanced. I know from my prior experience within the classroom as a substitute that without some collaboration the students are at a disadvantage. One memory stands out the most when collaboration is mention is when I was subbing for a ECE Teacher in a regular learning classroom, while the teacher was giving the rest of the students their assignments I was working one on one with a ECE student that needed the extra help in order to fulfill their task. The teacher and I collaborated on the questions that the student had left to complete before moving on to their homework. Through the use of collaboration the student was able to complete their task and be on the same task as the rest of the class.
Before, the education system used to have the best interest of children but instead it seems as if the professionals who work for the system cares more about the job qualifications than the true value of education and how well the people are attaining it. Public education uses to led the road to success, but after going through thirteen years of it and seeing what the public education system is all about, people have come to realize that it only affect others later on in life negatively.