Final Reflection. Childern's Education Research Paper (Essay Sample)
Final Reflection (10%) 2 pages
this essay have to about what did I learn from this class, for instance we have discussion on how to become a teacher, how to teach your student. also we have walk around the school, library, cafeteria, transportation, also we done Place-based activity report, we have done lesson plan, and group presentation topic on climate change, and experiment on testing different type of water(tap water, bottle water and snow water).
I will send you our course outline
We, as educators, want students to get into the practice of thinking and constructing meaning from what they learn in their places of learning. Such practices require us to reflect on what we learn. We develop knowledge and skills when we control our learning and ponder our learning experiences with others. Teachers are encouraged to promote reflective classrooms to ensure their students are meaningfully engaged in the process of critical thinking and making meaning of what they learn. In your final reflection assignment, please self-evaluate your own learning experiences and presentations in this course and reflect on how you will apply what you have learned to context beyond the classroom in which you originally gained these learning experiences.
Course calendar description In this course students will be introduced to concepts relating to an understanding of the role of physical spaces in learning. These include: a) the history of thinking about the design of “instructional space” in schools, museums, galleries and other spaces intended to support learning; investigate the learning potential of other spaces, natural (wilderness, desert, etc.) and human –made (malls, street corners, etc.); b) the conditions that inhibit and inspire learning; and c) exploring the implications for individual learning; public education, and civic engagement. Course description: In this course we emphasis on collaborative and communityoriented learning as an effective pedagogical approach that addresses critical issues related to the role of higher education in fostering responsible citizenship and social responsibility. Central to this course is the study of the role of physical spaces in learning. In understanding this pedagogical approach, we will make much of the view that in this course we are all learners; teacher a learner and students as learners. Together, we make a community of learners. With this in mind, this course offers students the opportunity to learn about and understand the places they live in and participate in class discussions that make a difference to themselves and others. We will examine place-based learning in various communities in Canada and around the world, in k-12 classroom structures and together we will discuss some important themes within its application. We will discuss themes such as students’ sense of place, students’ connection to their learning and the benefits of place-based learning for students and the communities they live in. Objectives of the course: • To familiarize students with place-based learning as a pedagogical approach • To acquire awareness of diverse perspectives on place-based education • To develop necessary skills connected to place-based learning and curriculum This course will also explore the theory and practice of the notion of place-based learning, as well as offering a variety of practical and cooperative methods/strategies for primary, intermediate and secondary teacher. These methods and strategies are designed to engage students actively and stimulate students’ creativity and problemsolving skills and sense of place. Students will also learn new strategies for integrating community issues and environmental concerns into their teaching in primary, intermediate and senior divisions through collaborative and participatory teaching and learning activities. Readings for the course Required: Guajardo M. et al (2016). Reframing Community Partnerships in Education: Uniting the power of Place and Wisdom of People. Available at York bookstore Selected readings will be posted on Moodle: Gruenewald D. et al (2008). Place-based education in the Global Age: Local diversity Gonzalez, N, Moll, Luis, and Amanti, C. ( 2005). Funds of Knowledge: theorizing practices in households, communities, and classrooms. Tanaka, M (2016). Learning and Teaching together: Weaving indigenous ways of knowing into education. Assignments and Evaluation Attendance 10% - full mark of 10% will be awarded to students with no absences Students are expected to attend their scheduled classes on a regular basis. In case of absence, please inform me in advance. In-class participation, hands-on activities and exit and entry tickets (15%) Students are expected to read their assigned articles and texts for each class. Your participation in class discussions is crucial as your contribution to class activities is critically linked to your learning achievement in this course. Place-based activity report (20%) 2-3 pages Due electronically October 9th Placed-based education creates meaningful experiences that can foster personal and social growth, knowledge development and community involvement. The goal of this activity is to better understand activity choices and preferences in connection to place and learning. Your task is to identify and visit a place in your city, your community or beyond- a museum, an art gallery, a recreational location, a community center, a residential school, etc. Write about the characteristics of this place- its importance, learning activities and its usage and impressions, its natural resources (forests, parks or trails), children, youth or grown ups activities, community events, indoor/outdoor learning facilities and resources, use of water as an activity, individual or group based activities, place-based learning programs and so forth. You will share your report with small groups of classmates on October 9th. You may include some photos that are relevant to your report. Please submit your report electronically on its due date. A Teachable Lesson plan: (15%) Due electronically October 30th You and 2 partners of your choosing will select one topic that is related to the course learning objectives. Design a lesson plan that can be taught in a classroom appropriate to your teaching division. In an introductory note explain how you plan to teach this topic and where it will be taught. Learning objectives, places of learning and your teaching approaches as well as your teaching strategies should clearly be evident in the details of your lesson plan. Group presentations (5 students per group) – presentation dates to be decided in class) (30%) It is expected that group presentations will be done by small working groups (5 students per group), on topics that fall within the focus of this course. Allotted time for each group presentation is 35-45 minutes. Essential components of this activity should include: • Topics related to place-based learning • Indigenous knowledge and the importance of place • Community partnerships in education • Land education • Natural resources (forests, water and soil) • Community-based environmental concerns • Introducing new relevant resources to the class • Questions and discussions of how these topics can be integrated into the Ontario School Curriculum Final Reflection (10%) 2 pages– Due electronically last class We, as educators, want students to get into the practice of thinking and constructing meaning from what they learn in their places of learning. Such practices require us to reflect on what we learn. We develop knowledge and skills when we control our learning and ponder our learning experiences with others. Teachers are encouraged to promote reflective classrooms to ensure their students are meaningfully engaged in the process of critical thinking and making meaning of what they learn. In your final reflection assignment, please self-evaluate your own learning experiences and presentations in this course and reflect on how you will apply what you have learned to context beyond the classroom in which you originally gained these learning experiences. Note: If you believe you will experience difficulty completing the course requirements, please speak to me at once. Academic conduct Academic integrity is of the greatest importance in any educational setting. Please read the regulations on plagiarism and cheating in the pre-service teacher education handbook or refer to the following website: http://www(dot)yorku(dot)ca/academicintegrity For more information please refer to the official Senate Policy pages at the end of this course outline. Special needs It is York University’s policy to support students with special needs. Students with special needs are asked to contact the course director within the first week of classes so that necessary arrangements can be made to accommodate them. Class schedule September 4 Introduction to the course Understanding your assignments What is place-based learning? What are its theoretical roots? Read for next class: Rethinking Learner-Teacher Relationships- posted on Moodle September 11: Rethinking Learner-Teacher Relationships small group discussions and activities Read for next class: Chapter 6- Reframing Community Partnerships in Education, “Teaching for learning, learning to teach”- write a one page summary of your reading for group discussions next class September 18 Class discussions and activates on assigned reading: “Teaching for learning, learning to teach” For next class: Read Chapters 1 and 2 Reframing Community Partnerships in Education September 25 The community learning and ecologies for learning engagement For next class: Read Chapters 4 & 5 Reframing Community Partnerships in Education October 2 Story telling and story making Making sense of place-based learning October 9 Informal class presentations of Place-based Reports (reports are due today) October 16 Fall Reading Week - No class October 23 Workshop for lesson planning Rubric for lesson plan evaluation For next class: Read “Focusing on how and why we teach” posted on Moodle. October 30 Lesson plans are due Discussions on assigned reading: how and why we teach November 6 Group presentations November 13 Group presentations November 20 Group presentations For next class: Read chapter 7 Reframing Community Partnerships in Education November 27 Last class- Final reflections are due Critical pedagogies of Reflection Rubric for Group Presentation Project ATTRIBUTES 1 Learning 2 Developing 3 Accomplished 4 Successful 5 Exemplary Mark Topic The topic of the presentation were clearly defined and related to the concept of place-based learning Concept (s) The concepts were effectively identified and clearly understood by the presenters. Resources The presenters introduced new resources related to place-based education Questions The presenters posed thoughtful and creative questions that engaged them in challenging and provocative presentation. Organization The presenters logically organized their materials and made good connections among ideas, which the audience could follow. Curriculum connection The presenters suggested ways as why and how place-based learning should be introduced effectively into the school curriculum Senate Policy IMPORTANT COURSE INFORMATION FOR STUDENTS Academic Honesty and Integrity York students are required to maintain high standards of academic integrity and are subject to the Senate Policy on Academic Honesty (http://www(dot)yorku(dot)ca/secretariat/legislation/senate/acadhone.htm). There is also an academic integrity website with complete information about academic honesty. Students are expected to review the materials on the Academic Integrity website (http://www(dot)yorku(dot)ca/academicintegrity). Access/Disability York provides services for students with disabilities (including physical, medical, learning and psychiatric disabilities) needing accommodation related to teaching and evaluation methods/materials. It is the student's responsibility to register with disability services as early as possible to ensure that appropriate academic accommodation can be provided with advance notice. You are encouraged to schedule a time early in the term to meet with each professor to discuss your accommodation needs. Failure to make these arrangements may jeopardize your opportunity to receive academic accommodations. Additional information is available at www(dot)yorku(dot)ca/disabilityservices or from disability service providers: • Office for Persons with Disabilities: N108 Ross, 416-736-5140, www(dot)yorku(dot)ca/opd • Learning and Psychiatric Disabilities Programs - Counselling & Development Centre: 130 BSB, 416-736-5297, www(dot)yorku(dot)ca/cdc • Atkinson students - Atkinson Counselling & Supervision Centre: 114 Atkinson, 416-736- 5225, www(dot)yorku(dot)ca/atkcsc • Glendon students - Glendon Counselling & Career Centre: Glendon Hall 111, 416-487- 6709, www(dot)glendon(dot)yorku(dot)ca/counselling . Ethics Review Process York students are subject to the York University Policy for the Ethics Review Process for Research Involving Human Participants. In particular, students proposing to undertake research involving human participants (e.g., interviewing the director of a company or government agency, having students complete a questionnaire, etc.) are required to submit an Application for Ethical Approval of Research Involving Human Participants at least one month before you plan to begin the research. If you are in doubt as to whether this requirement applies to you, contact your Course Director immediately Religious Observance Accommodation York University is committed to respecting the religious beliefs and practices of all members of the community, and making accommodations for observances of special significance to adherents. Should any of the dates specified in this syllabus for an in-class test or examination pose such a conflict for you, contact the Course Director within the first three weeks of class. Similarly, should an assignment to be completed in a lab, practicum placement, workshop, etc., scheduled later in the term pose such a conflict, contact the Course director immediately. Please note that to arrange an alternative date or time for an examination scheduled in the formal examination periods (December and April/May), students must complete an Examination Accommodation Form, which can be obtained from Student Client Services, Student Services Centre or online at http://www(dot)registrar(dot)yorku(dot)ca/pdf/exam_accommodation.pdf Student Conduct Students and instructors are expected to maintain a professional relationship characterized by courtesy and mutual respect and to refrain from actions disruptive to such a relationship. Moreover, it is the responsibility of the instructor to maintain an appropriate academic atmosphere in the classroom, and the responsibility of the student to cooperate in that endeavour. Further, the instructor is the best person to decide, in the first instance, whether such an atmosphere is present in the class. A statement of the policy and procedures involving disruptive and/or harassing behaviour by students in academic situations is available on the York website http://www(dot)yorku(dot)ca/secretariat/legislation/senate/harass.htm Please note that this information is subject to periodic update. For the most current information, please go to the CCAS webpage (see Reports, Initiatives, Documents): http://www(dot)yorku(dot)ca/secretariat/senate_cte_main_pages/ccas.htm.source..
As an educator, I hope that I will be able to apply all the knowledge I learned in and outside my class environment in the future. Throughout this class, I have learned a lot of things which I intend to use them in education children. Among the things learned are ways of teaching students, the importance of a lesson plan, climate literacy, and the role of place-based activity reports.
Regarding the ways of teaching students, I have gained plenty of information that will help me as an educator. Children in various grades have different learning capacities. Therefore, it is the role of the educator to identify the best ways through which they can teach to ensure every student has understood. For instance, some students might understand better if the teacher uses visual aids. Others only have to listen to them to understand the concept. Besides, notetaking has been a success factor in teaching. Students who take short notes tend to remember concepts better as compared to those who do not take notes. Therefore, being aware of the various methods of teaching, it will be easy for me to teach students in different grades. In addition to the ways of teaching students, we created a lesson plan. Every subject requires the educator to develop a lesson plan. The lesson plan acts as a guiding tool to ensure that they cover the whole syllabus. One can be tempted to think that educating children is an easy process. However, the reality is that a lot of planning is required to ensure that the educator teaches the students appropriately. Through the creation of the lesson plan, I was able to understand that every subject requires objectives that should be accomplished at the end. If by the end of the class, such objectives have not been accomplished, then it means that the teaching process was not as effective as expected. Besides, the lesson plan provides the educator with short notes regarding what they should teach in the next class. I find this to be a way of making the teaching process an easy one. It enables the teacher to prepare for each d
- EDU 6813-Week 6 -Journal Strand C. Education EssayDescription: Mathematics lends itself naturally to a process of inquiry and exploration. The exploration demands clarity of thought, both on the part of the students and teachers. ...1 page/≈275 words | APA | Education | Essay |
- EDU 6813-Week Six Discussion – Technology Enhanced InstructionsDescription: These days, technology exists in every single facet of our lives. From day-to-day activities and even to industrial applications, technology becomes an indispensable tool for us to perform these functions efficiently and effectively. ...1 page/≈275 words | APA | Education | Essay |
- Edu 6815-Week 6 Discussion:Transition. Strong Interest Inventory (SII)Description: The Strong Interest Inventory is a psychological test that originates from the work of E.K. Strong, Jr, and gained momentum after World War I. Each career or vocational interest has a collection of interests related to it. ...2 pages/≈550 words | APA | Education | Essay |