The Theme Chosen To Form The Basis Of The Mtp Is Healthy

Do you ever find yourself wondering how you can form a better connection with your students? You are not alone. In her book, Bad Guys Don’t Have Birthdays, Vivian Paley looks for ways to improve her teaching methods and connect with the children in her class. After coming in contact with a school director that was a fan of promoting abstract thinking, Paley noticed that she was neglecting to take her students’ ideas into consideration and in many instances, focusing more on what she knew to be the answer rather than how her class solved the problem. To change her teaching style, Paley thought it would be better to immerse herself in the many different perspectives of her preschool class rather than presuming that she understands

range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly

This is important for those students are they can contribute when they are comfortable sharing personal experiences and beliefs and when they are comfortable to use the English language thus avoiding confrontation with the teacher. For students that have difficult behaviour the intention of using class discussion to provide a space where they can learn to empathise with other people in the classroom and engage with the discussion as an outlet for their need of attention. Class discussions are used widely because they can provide benefits on so many different levels for classroom management and for differentiation.

Essentially building upon their learning needs brick by brick. Chapter two has a few sections under the theme Characteristics of Thoughtful talk. Ballenger describes the difference between the way some students speak during classroom discussions versus free play when the conversation is not based on academic topics. She states “I may think they are making jokes or wasting time, or that they are confused and need help, like Rubens, when he suggested the sun was alive-but it usually turns out they are thinking in constructive ways. When I have this principle in mind, I participate less and allow the children more room to explain themselves.”(57) This example is how an educator can step outside of expected norms and meet children where their culture and imagination can work

Introduction The first two chapters in Jane Vella’s On Teaching and Learning stress very vital ingredients that make dialogue education valuable. Chapter one discusses the efficiency of using structure with learners, and how it impacts everyone within the group. Structure is the backbone of dialogue education (Vella, 2008). Vella gives wonderful examples of how one goes about structuring the learning experience.

One overarching theme that developed fairly early on is the change in focus my study took. I felt, at times, my study was slightly ambitious, allowing my focus to switch between challenge and feedback far too often. It is possible, now I have concluded my initial study, to further develop what the pupils do in class and not focus on what I do outside of the class, as I believe this has had a bigger impact on pupils development. My general ‘one size fits all’ approach to challenge activities is an obvious flaw, with all pupils having different abilities, approaches and limitations to their own learning. Despite being given ownership for their own learning, it is impossible for all pupils to make progress at the same rate and this was indicated through a good attitude to learning, but poor quality of work. The developing growth mindset of pupils almost compensated for their lack of ability to adapt the necessary skills to complete what had been asked of them. As identified by Bush (2017), pupils need to be equip with multiple strategies in order for them to fall back on if their first strategy fails them. In light of this, in any future study, I would like to consider how I can spend time connecting ideas, from previous lessons. Many of the pupils in this study struggled the clear links between previous learning, unable to make the necessary connections to reach the higher order thinking. Much of the skills needed within BTEC Health and Social Care asked them to reflect on previous learning (in the form of different units) in order for them to progress successfully. Chris Reck (2007) discussed the importance of connecting ideas, building bridges between a sequence of lessons so pupils can see the importance of sequential knowledge. It would be

Shared Inquiry is a way of learning that helps people of all ages to discover the ideas, meaning, and information found in everything they read. The leader regulates the flow of the of the discussion and prepares questions that initiate the discussion. The leaders also challenge others to help them learn the information better with inaccurate statements to test them and then ask for evidence. If students get off track with the discussion then the leader needs to redirect them. They should know when it is time to ask a new question then get them to solve the next problem.

Collaborating made me realize that sometimes a discussion can have too much structure. Plans inevitably change. My discussion did not go as I originally planned. Through leading the class, I realized that one concrete direction solely based upon what one person thinks should be discussed can be limiting. Although coming prepared and well versed in the subject matter is important, giving space for people to talk about what they deem relevant can produce a more powerful discussion than forcing people to construct their thoughts according to a prompt or specific question. I found that allowing people to speak, and posing questions that naturally flowed off of what they brought up was more effective in provoking the sharing of ideas than harshly transitioning to wholly new topics or questions.

To appease to the typical “hierarchical” displays of male students in discussion and the preference of female students to talk in small groups and avoid hostility while also being aware of the cultural differences in communication, a compromise somewhere between typical classroom discussion and Tannen’s experimental small groups must be developed. Classes should incorporate small group discussions frequently and would likely benefit from having multiple groups throughout the semester as Tannen implemented so that ineffective groups may be eliminated. Regardless of the characteristic used to divide groups, sex, race, or discussion style, it would be the responsibility of the teacher to observe conversations and move students where they see

As students navigate through the prescribed text, opportunities will be provided for scaffolded discussion to allow students to actively dissect in each other’s knowledge and in this way filling any voids they have, and thus, creating useful correlations about meaning (Burke, 2013, p.167). Gilles (2004) proclaims the importance of communication and giving rise to a “dialogic classroom” in order to achieving quality teaching. Burke (2012, p.239) reaffirms the value of discussion as a way of aiding student during their course of learning of a concept, as well as actively developing a broad spectrum of communication and social skills in tandem with greater participations amongst through enhanced socialisation with peers (Gilles, 2003, p.35). However, educators must be vigilant to remove any marginalisation by creating a balanced and rounded discussion that is valuable to all students. Literature circles are a useful reading strategy to aid collaborative teaching and particularly in regards to this classroom context, since it has found to be of assistance to bilingual students in encouraging them to participate in productive group discussion (Daniels, 2002 p.8). Therefore, structured classroom discourse shall be focused and developed upon as it will style the format of their assessment in this Area of

I was part of group of six formed to produce a presentation and resource teaching materials to colleagues. Our Group presentation was on “Healthy Eating in Child Development” and focused on establishing healthy-eating habits in early childhood development. This report is to critic and analyse our group presentation and the resource.

My research into this topic consisted of two interviews, a primary school survey, literature review of various books on food and nutrition, watching Jamie’s School Dinners documentary series, and internet research. My outcome is in the form of a report explaining the results of my research.

I wished to simply try Brookfield and Preskill’s concepts of group discussion, to see what I could tease out from 10 minute Micro Teaching Session about ‘Communicating with people with Autism Spectrum Conditions’. It was a task which had limitations but also great results as it led to me to distinctly recognise what actions I needed to take when I embark on the next opportunity to use discussion in a classroom. It was the ultimate learning curve in the research as I returned to make changes to the poster and essay having completed the sampling of discussion. Most significantly, I began to appreciate the role of Brookfield’s Democratic Dispositions in holding discussion groups. This process is a true reflection of Einstein’s belief that ‘in theory, theory and practice are the same. In

From the research, it is evident that to ensure that the children have the best possible learning experience that the interactions must be more balanced, giving the students more control within the conversations. To ensure that the interactions within my lessons become more balanced, I need to ensure that group and class discussion is included within my planning. This, according to Wasserman (2010) will promote talk and will allow the children the opportunity to discuss their ideas. I also need to ensure that within my planning, the activities support promote group work and

The Office for National Statistics found children (7-14) had ‘a preference of high-fat content diets and low consumption of fruit and vegetables’. The Eat Well guide allows children to partake in a group activities and to learn about food groups. In English lessons, children can descriptively write about healthy and unhealthy foods. The fruit and vegetable poem advances children’s progress in reading and rhymes create an exciting, engaging atmosphere for children.