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Enquiry is defined as a method where teachers help students develop the ability to ask questions and seek answers through investigative work. The main methods of enquiry are questioning, reasoning, investigation activities, and excursions/mapping. Questioning allows children to ask questions and find answers, while reasoning helps children understand investigations to develop reasoned viewpoints which investigations then allow them to support. Excursions and mapping provide background information for children to use.
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1Running head LEARNING EXPERIENCE FOR PRESCHOOL CHILDREN1.docx
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Running head: LEARNING EXPERIENCE FOR PRESCHOOL CHILDREN
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LEARNING EXPERIENCE FOR PRESCHOOL CHILDREN
Learning Experience for Preschool Children
Malodree Johnson
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The learning experience went a long way in helping me understand the criteria for preschool children. The assessment involved preschool children from all backgrounds. The study categorized the ages of preschool children into three categories. These categories are infants, toddlers, and preschoolers. It depended on the age of the children when they were brought to school. Children with disabilities were also considered in my study. The willingness of the school and the preschool teacher in the study session helped me in a great way and made it easier for me to conduct the study. The learning experiences discussed in my study reflected on the indicators of an effective curriculum. These indicators include clear goals, an effective learning environment, and teacher and student motivation. There were clear goals set which were used to develop the learning experiences. The teacher discussed the goals with me during the interview. Another indicator that was used to develop learning experiences as an effective learning environment. The learning experiences were supposed to provide a conducive learning environment for the children. Teacher and student motivation was another indicator that was used to develop learning experiences. The learning experiences were supposed to improve motivation among teachers and children.
The Illinois Early Learning and Development Standards were used to develop the three learning experiences. The Illinois Learning and Development Standards are classified. The first category is mathematics which involves classifying, sorting, and tallying. This category was used to develop the first learning experience. The second category is Science which involves exploration, observation, and hypothe ...
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This document discusses research being conducted at the University of Eastern Finland (UEF) on teacher well-being during training. It describes questionnaires that were distributed to teacher students and supervising teachers to gather information on stressors, coping strategies, and emotions. Focus groups were also held with teacher students to discuss professional identity, well-being, and the future. As part of the research, teacher students were assigned to create timelines tracking changes in their well-being over a 6-week training period and identify contributing factors. A shared focus group was then held for teacher students to reflect on their experiences based on the timelines. The research is part of a broader STeWDUBS Finland study on teacher well-being during training
Practitioner research as organisational change
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Reflecting on germ and its impacts
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Exploring Natural Hazards
This document discusses natural hazards and Hurricane Dorian. It defines natural hazards as natural phenomena that can negatively impact humans or the environment. These are classified as geophysical, like earthquakes, or biological, like disease. Hurricane Dorian caused widespread damage in the Bahamas in September 2019, with over 50 deaths reported. Infrastructure on the Abaco Islands and Grand Bahama was destroyed, leaving thousands without power, water or telecommunications. Climate change may increase the intensity of tropical storms by raising sea surface temperatures and sea levels, exacerbating damage during storms. Reducing vulnerability involves preserving coastal ecosystems, infrastructure improvements, and disaster preparedness.
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Pgce session on workload
The document discusses time and workload in schools. It argues that the traditional view of time as linear and focused on efficiency has led to an intensification of teacher workload over time. This focus on efficiency does not account for the complex rhythms and densities of teacher time or their need for autonomy. The increasing workload has potential negative impacts like burnout and may not be sustainable long-term. The document suggests that organizations and teachers need to develop a more nuanced understanding of time that fosters autonomy, relationships and sustainability rather than constant acceleration.
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The document then outlines the author's background and interests in pedagogic innovation. It describes how the concept of "teaching excellence" has shifted from a focus on developing practice through dialogue to an overemphasis on measurement and marketing.
As an alternative, the author proposes a framework called "holiploigy" based on complex interactions between curriculum, teaching, learning and assessment. This emergent process fosters expertise through dialogue within philosophies,
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1) The document proposes a "Plexus Curriculum" approach for geography education that takes a holistic, interconnected view of knowledge rather than an atomistic one.
2) It critiques recent UK geography curricula for being driven by "core knowledge" rather than conceptual understanding and for not creating holistic schemas.
3) The Plexus approach would use core concepts like climate change, the Anthropocene, and earth systems to build multidimensional understanding of connections between issues, ideas, disciplines and scales.
Time and organisation
This document discusses how time is experienced in educational organizations and the potential for considering organizational rhythms and temporal processes to inform engagement with culture and change. It outlines that time is often overlooked in education despite being central to experiences of work and the impacts of policy. Drawing on organizational sciences, it presents concepts of chronos and kairos time and how organizations exhibit rhythmic patterns along intensities of internal and external focuses. These rhythmic tendencies can influence organizational types from hypercompetitive to "out of time." The document argues that considering time as an ethical process is important for creating sustainable work rhythms and cultures.
Outlining research literacy
The document outlines a framework for developing research literacy with six dimensions: philosophies and positionality, disciplinary specialism, researcher development skills, critical reading and writing, academic cultures, and research methods. It presents this framework as a starting point for dialogue about research literacy rather than a rigid checklist. The framework is intended to encourage reflection on research in a non-linear way and allow the dialogue to expand beyond what is presented.
Accelerated Academy - part-time doctoral temporalities of writing
1) The document discusses a study on the experiences of part-time doctoral students in developing as writers.
2) It analyzes interviews with 6 part-time EdD students who discussed the temporal and spatial aspects of their writing experiences over time.
3) Preliminary findings highlighted challenges with balancing writing time between work, family, and personal life, as well as emotional reactions like anxiety and loss from dedicating time to writing.
Thinking through workload
This document discusses alternative views of workload and time in schools. It argues that focusing only on "clock time" leads to an accelerated work pace as teachers try to fit in as much as possible, creating an unsustainable workload. Instead, time should be viewed as having rhythms of high and low temporal density throughout the academic year. Greater teacher autonomy would also lessen feelings of time pressure. The document calls for a dialog around effectiveness over efficiency, rhythmic time, and increased teacher professionalism to address the "temporal crisis" in schools.
Keynote on pedagogic development through dialogue
Keynote developing the basic philosophy and initial creation of a dialogic approach to pedagogic development in HE
Initial reflections on scholarship and time in the academy
This document discusses issues around time and academic writing in the modern university. It summarizes interviews with academics on their experiences managing time for writing. Key points include:
- Academics feel pressure from other responsibilities, making long-form writing difficult to do in small chunks.
- Acceleration of work and loss of control over schedules contributes to feelings of time pressure.
- Alternative concepts of "rhythm" and "polyrythmic ensembles" may help understand complex temporal experiences better than quantitative metrics.
- Both a desire to slow down certain activities like writing for quality, and a need to accelerate at other times, are discussed as tensions around control and autonomy.
More from Philwood (20)
The problem with teacher standards a critical processual-complexity approach
The problem with teacher standards a critical processual-complexity approach
Moving beyond teaching excellence - developing dialogic collaboration
Moving beyond teaching excellence - developing dialogic collaboration
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