Running Head VYGOSTKY’S THEORY 1VYGOSTKY’S THEORY 2.docx

Running Head: VYGOSTKY’S THEORY
1
VYGOSTKY’S THEORY
2
The Vygotskian Framework
Name
Institution
Course
Instructor
Date
Introduction
Vygostky is best known as an education psychologist with
socio-cultural theory. According to his theory, social interaction
leads continuous changes in children’s thought and behavior
that are different in different cultures. He suggests three ways
that cultural tool can be transferred which includes; imitative
learning, instructed learning, and collaborative learning (Harris
& Schroeder, 2013).
Basic Elements underlying the Vygotskian Framework
To implement socio-cultural theory basic underlying principles
assist in its development. One of these elements is that children
construct their knowledge. This involves the practice where
children speak to themselves planning and guiding their own

behavior. Preschoolers are mostly in this category since they
have not learnt proper social skills and therefore result to
having a private speech to help in accomplishing tasks (Hallam,
Mani, & Lee, 2011). The second element is that development
cannot be separated from its social context. This Suggest that
children are more socialized in the dominant culture and this lay
their foundation in development. The third element is that
learning can lead development and the fourth is that language
plays a central role in mental development. Following this
process of socialization in the dominant culture induces
cognitive development (Ballard & Butler, 2011).
My personal experience depicts that Language plays a central
role in mental development. After birth I belonged to our
culture where before I joined school I got the primary
socialization. However, the first thing I mastered was my
cultural language which equipped me with the capability to
know the norms and values in my society. I later joined school
where language was necessary for communication and learning
process. My maturation has been as a result of my education
which has made me who I am. I could not have done anything
without support from my parents and teachers. These wonderful
people in my life instilled knowledge, skills and understanding
that lacked in me. I have developed higher mental function
which involves ability to plan, evaluate, memorize and reason.
Socio-cultural Theory Revolutions
Vygotsky theory was based on a truly scientific psychology
which could aid in the revolutionary transformation of society
and help in exposing the capitalist’s myth. The theory realized
that a scientific understanding would first require a scientific
theory of human society. The prevailing ideas in the time of the
theory were that human psychology originates in the isolated
individuals. However, there is a scientific alternative that
progressives can advance. Alexander Luria seemed surprised
that the science of psychology has avoided the idea that many

mental processes are social and historical in origin and that
important manifestations of human consciousness have been
directly shaped by the basic practices of human activity and
actual forms of culture (Hallam et al., 2011; John-Steiner &
Mahn, 1996).Criticism
The theory ignores the role of individual and in contrast
emphasizes the social or collective development. It fails in the
fact that the mind is not seen as autonomous from the socio-
cultural group. The theory does not acknowledge the possibility
of anyone rising above social norms based on the ability to
generate personal understanding. It is also assumed to be
applicable to all cultures and ability but collaboration and
participation differ for every individual making inequalities
exist for each person (John-Steiner & Mahn, 1996).Theory
Application
Most of Vygotsky’s ideas, suppositions and insights are
implemented into practical applications. Some of these ideas
became starting points to new theories for instance the theory of
periods in child development by Daniel Elkonin. The step-by-
step formation of mental actions suggested in Vygotsky theory
has influenced the school structure. This has been successful in
creating innovative classroom practices to create innovative
educational programs (Harris & Schroeder, 2013). For instance,
a number of preschools and kindergarten curricula have been
adopted. In United States of America, tools of mind which
refers to an early childhood education program and a reciprocal
reading, is used among older children. In reciprocal reading,
children are taught to interact with text and as a result regulate
their own thinking about the text as they read and listen (Rozin,
2010).
References
Ballard, J., & Butler, P. (2011). Personalized learning:

Developing a Vygotskian framework for e-learning.
International Journal of Technology, Knowledge & Society,
7(2), 21-36
Hallam, J., Mani, D.G., & Lee, H. (2011, Oct.). Shaping
children's artwork in English primary classes: Insights from
teacher–child interaction during art activities. International
Journal of Early Years Education, 19(3/4), 193-205. DOI:
10.1080/09669760.2011.629489
Harris, Y.R., & Schroeder, V.M. (2013, July). The association
between maternal strategies and preschoolers' memory for
location of objects. European Journal of Developmental
Psychology, 10(4), 461-475. DOI:
10.1080/17405629.2012.713578
John-Steiner, V., & Mahn, H. (1996). Socio-cultural approaches
to learning and development: A Vygotskian framework.
Educational Psychologist, 31(3/4), 191
Rozin, V.M. (2010, Nov/Dec). Configuration in methodology
and science. Journal of Russian & East European Psychology,
48(6), 67-94. DOI: 10.2753/RPO1061-0405480603
Running Head: CURRICULUM PROPOSAL
CURRICULUM PROPOSAL 23
Curriculum Proposal
Table of Contents
Background Information 2
The Proposed Program 4
Demographic characteristics of the school district 4
Student Enrollment 5
Number of schools 6

The Disaggregated data of enrollment in percentage 7
Enrollment Disaggregated data (%) 7
Conceptual Framework: 9
Fiscal, Human, and Political Resources Necessary to Implement
the Curriculum 10
The Proposed Project 11
Collaborate 12
Communicate 12
Create 13
Coordinate/Curate 13
Implications of the Proposed Project 14
Timeline for implementation 15
Anticipated Obstacles for the Proposed Curriculum 15
Evaluating the Effectiveness of the Proposed Curriculum 16
Policy Implications of the Curricular Proposal 16
Reference 17
Appendix 21
Background Information
In this proposal, use of smart phone is the most contemporary
trend or issue that affects curriculum or instruction in the
district school programs. According to the normal trends of
education, the use of smart phones in schools is barrier to
instruction or counseling. In many parts of the California State,
the problem is a significant effect that may cause a resistance
towards the school programs of instruction (Ruzic-Baf, 2016).
The reason as to why it is important enough to propose this
curricular program is to explain how use of smart phone in
classroom by students affects education, which focuses on this
proposal. This an issue that requires stakeholders to address on
as serious matter that use of cellular phones by students in the
education centers is one of the early problems that distract the
scholars by call making and text messaging. Although the other
technology gadgets as laptops and computers can attend the
same activity that smartphone can handle, the device is easily

portable hence making its use at any point of the school easy
(Ruzic-Baf, 2016).
As posted in Trend in Ed, 50% of the students own
smartphones, an issue that district heads of education
discourages at the first day of class. Teachers and professors
talks about this trend to in order to consider it in syllabus
programs thus to eradicate the consequences of first
transgression, that may occur due to unawareness of the effects.
The phone can do anything at any point of the school and that
disrupts the normal control of students by the administration.
Smartphone allows the students to text and interact on social
media and other human interaction networking sites like
MySpace, Facebook, and Twitter. They also handle online
activities like watching movies, television, playing games and
checking e-mails. These technological events reaching the
scholars through the Smartphone, extremely distracts their
attention and their fellow students who may not afford this
gadget. Moreover, this influence the entire class due to
emerging issues form technology.
In addition, the particular system of instruction, the students
may cheat in their exams hence making the testing invalid. They
access information from the online in crowded classroom. The
students also exchange unusual information during the
classroom that may lure the social life of other students. Use of
advanced smartphone applications like calculators, snapshots of
exam papers, and reading notes from internet are also part of
impact. Smartphones have abilities to handle some multimedia
activities like video recording and taking pictures. In case an
instance occurs, in the classroom, students may record it and
upload to the internet and that may cause social damage of the
school.
Moreover, the sharing of such videos in sites also displays the
privacy of the classroom and the entire school. Across United
States, solidarity and bullying in schools are two distinct issues
that specifically encouraged by the use of smartphones. Most
students equip it with camera through video technology and

distribute to others thus causing curiosity among them. They
can also record the targeted person who becomes a victim of
bullying due to ridiculous influence and enjoyment of
delinquency. Additionally, the students may organize crime
activities using the phones like looting and attacking the
administration. Therefore, this study will explore why it is
important enough to propose a curricular program to address the
issue of using smartphones in the classroom affect the
instruction programs.
The Proposed Program
Having outlined the various issues related to the use of smart
phones in classrooms it would be important to develop a
training program in a bid to convert the destructive use of
smartphones in classrooms to constructive learning tool. The
program, dubbed “Redefining the smartphone” aims at making
the smartphone a learning tool. The fact that eliminating
smartphones in school might not be realizable was sparked the
need for such a program. Demographic characteristics of the
school district
Los Angeles Unified School District (LAUSD) is among
the largest school in United States. It consist a large number of
students. Los Angeles Unified School District is the second
largest public school district in United States in California State
according to public school system. This is after the New York
City Department of Education that has the larger population of
students. The school of Los Angeles Unified School District
served more students by the year of 2008, they were
approximately 694,288, and 45,473 teachers with 38,494
subordinate staffs. The school is the second largest employer in
largest county. The government is the largest employer. The
total operating budget for the school district between the years
2012-2013 is $6.78 billion. LAUSD has an independent police
force and it is the founder of the school hence providing the
police services to the school.
This school registers a third of Los Angeles county
preschoolers. Los Angeles Unified School district operates

many buses in the metropolitan county under transport
Authority. They also own the cafeterias that make sales of about
500,000 meals per day. Los Angeles Unified School District has
a meaningful reputation that is crowded with the huge sizes of
classrooms, high rate of expulsion and consistency number of
the dropouts. It faces some other sensitive challenges like poor
administration due to lack sufficient management.
However, it experience poor performance in the academic
affairs in most of their operating years. The low performance
may be due to the incompetent staff and poor maintenance of
discipline, but by the year 2007, a significant improvement
occurred during graduation and drop out time. At the same time,
a good program there was initiative of renovation of students’
ambition that eradicated the crowding conditions, this included
the two, and four high schools in the in years 2004 and 2005
consecutively.
Black-Fuller, (2016) argues that, the high schools included
Santee Education Complex and south East, Arleta, Contreras
Learning Complex, Panorama and East Valley. The demographic
features of the school district for proposing the curriculum is
much distinctive among others. The student enrollment is huge
enough to give the test phase of the program, the student have
three different divisions of levels that include; The Elementary
level, The Middle level and the high school. The levels of
classroom units disaggregate by the enrollment figures
according to the system and age.
Student Enrollment
According to 1963 lawsuit in Crawford and Board of Ed of Los
Angeles end the saga in the district. The Supreme Court of
California verdict was to push the district to come up with a
plan in 1977. At the end the board went to court to appeal the
whereby a year later they described student reassignment in the
nation if not the most drastic mandatory plan. By 1978, become
the year of implementing the developed plan of desegregation in
the school of LAUSD. In order to obtain the best results in the
proposal, the school selection in on basis of the poor

performance in the various disaggregates complex. This is the
high school feeder patterns in every solid district. The below
table explains the number of students and schools in the entire
district. This give the disaggregate information that certifies the
program test. The enrollment is for the operational data as given
per district enrollment.
Table 1
Number of School per Level
Disaggregated Data (%)
Elementary
432
Male
51.1%
Middle
77
Female
48.9%
High School
60
Number of schools
There is also description of school by number of disaggregate
type. Los Angeles Unified School district consist district wide
democratic context in nature. The school describes this in terms
of ethnicity, meal program that takes part in distinct ways,
gender, and number of students as well as English learner
status. Only 40% of the population is eligible for meal,
Hawaiian and Islanders of Pacific, Whites, Filipino, and Asians
are 1.4%, 3.8%, 3.3%, 1.4% consecutively. There is also the
second group that shows the same demographics that include;

the summer and program schools with low percentage set for
meal. The lowest performing local district has higher percentage
of Africa American Students than other races with the highest
percentage eligible for meal. That is 23.1% are African
American and lowest Hispanic include 76.5% thus giving the
meal program to 51.2% of the students population (Black-
Fuller, 2016).
Table 2 shows the number of Schools and Students and the
performing subgroups at low grade.
Table 2
Type of Schools
Comparison
Program
Summer Institute
Local District
Elementary
99
79
64
30
Middle
15
19
20
5
High
11
10
10
3
125
108
94

38
Total Enrollment of Students
177411
1652209
150324
55874
The Disaggregated data of enrollment in percentage
Male
51.1%
51.2%
51.2%
50.8%
Female
48.9%
48.8%
48.8%
49.2%Enrollment Disaggregated data (%)
American Indian
0.2%
0.2%
0.2%
0.1%
Asian
3.3%
1.3%
1.3%
0.1%
Black
9.1%
11.2%
14.2%
23.1%
Hispanic
82.0%
84.0%
81.4%

76.5%
White
3.8%
2.1%
1.9%
0.1%
Filipino
1.4%
1.0%
0.9%
0.0%
English Proficiency
47.7%
47.8%
45.3%
46.9%
Islanders of Pacific
1.4%
0.2%
0.2%
0.1%
Meal Program 40.4% 44.6%
46.1% 51.2%
Therefore, the schools contain the given proportional size of
selection that is determined by the enrollment of students. The
number of schools by disaggregated type are elementary (40),
Middle (30), and high (20).
The Current curricular programs in place in the district
that are relevant to the curriculum you are proposing are the
district-wide strategic plan in the aspect of programming. The
plan designation is aiming at provision of training gears that
will support the mathematics and science teachers. The
resources will make them to perform direct. The other curricular
program in the district is the reflective of systematic change
that uses the measure of the standard in mathematics and
science to impact the students district-wide. They use specific

students’ indicators to monitor the changes like inquiry for
central monitoring point (Sung, 2016).
The curriculum developer from the seminal critical theory
of derives critical review of relevant current research and
curriculum theory Ernesto Laclau “Rhetorical Foundation of
Society”. The author brings together some information that has
perspective development in Laclau and Mouffe’s classic
Hegemony and the strategy of social humanity. This grows the
tri-principals direction that first explains the social antagonism
relationship. The extension is distributed by the writer and show
how the growing crucial issue in the today’s world. He explains
further to the society and describes hoe the point of rupture is
eroding binding the core aspect “the proliferation of conflicts”,
due to social analysis from classical issue, the social subject
postulated rigorously (Sung, 2016).
The second part of understanding how the seminal deem in
ontological terrain leads human kind to understand the nature of
social relations in our heterogeneous world. According to
Laclan, a theoretical instrument that a man scoops from
analytical philosophy, the traditional structure and in the logical
ware of phenomenon give a sense to address a situation. The
rhetorical tropes- metaphorical or metonymy as well as
catachresis from the author are tables the central focus as the
core drills on shaping the non-foundational base of the society.
Conceptual Framework:
The vantage point(s) through which you view the trend or issue
is all about maintaining the philosophy of education with
approaches to instruction; this course gives variety of
pedagogical ways like using of group discussion, reflective-in
both presentation and writing and introspection that will create
the realism in rhetorical basics of the society under critical
thinking as human foundation. Stockwell (2016) explains the
observation and evaluation procedure will eradicate the
metaphor of the non-functional relationship and install the
truth, idealism, education, and reality. The theory will give the
best way to accept the nature of social relations in our

heterogeneous world. At all direction the framework will mark
the on investigation and discover the contemporary schools and
their roles social roles through; historical, political, social,
economic, philosophical, and aspects of culture in order to
understand the way they influence the curriculum set.
Stockwell (2016) explains how to attain this phenomenon, the
investigators, and curriculum developers will need to evaluate
the ethical, legal, and professional roles of the teachers who
will handle this curriculum in future. Therefore, it is important
to discover the core values that fit and reflect their influential
values and beliefs that will change the democratic feeling in the
society. This because, the rhetorical deem outguns the wrong
terrain that may lead into the wrong path in the society. In
connection to this concept, it is good to enable the system to
have self-Examining of the dubious presence of behaviorism in
the classroom. The same purpose of understanding the classical
humanity trend, it makes teaching to create a space in which
obedience to truth by the scholars is practiced in the right way.
Therefore, the issue should become a mechanism through social
selection perspective. This will determine the core influence of
the curriculum.
The students who will participate in the curriculum were social
and emotional during the test. Due to social influence, the
classwork becomes unmanageable within the allocated time thus
forcing the students use the smartphone to recover the time.
They also focus on the good grades in their tests during the
exam period and this is attainable through technology
integration as explained by most participants. In his suggestion,
Wilkinson (2016) the classroom technology is very low and
insufficient to cover the needs of the students technologically
and create education equity. For instance, this will affect the
student who cannot afford the smartphone since he or she faces
the real exam handling rather than the “small technologist who
may cheat in exams”. The students who took part in this
curriculum also demonstrate the loopholes in classroom
management by teachers. They need preplanning of curriculum

too. It is now a prove form them that smartphones are inevitable
in schools. Fiscal, Human, and Political Resources Necessary to
Implement the Curriculum
According to Duckworth, (2016) the curriculum will require
various resources in order to complete the entire system. This
will help the existing to merge classically with the new
curriculum. The Curriculum will need finance for training the
teachers and creating training facilities. The funds also will pay
commuting of the participants of the curriculums. Additionally,
the finance facilities will compensate the connections and
disconnection services of the internet in the schools hence
control the class. The fiscal facilities may buy laptop facilities
for the students in order to create a new culture of not using the
smart phones. The human resource includes teachers who train
the curriculum and in turn, they teach the students. However,
they act as mediators and links between the students and the
other stakeholders. Technicians will also involve in repairing
the new set of technological control gadgets in case of fail or
system tolerance in school. The internet service provider is the
most important stakeholder, who binds with the policy from the
government and according to the regulation of the programs.
The ISP will also give the best consultation concerning the
curriculum. The students are the target of change and the
precursors of the emerging curriculum. System engineers will
provide the best solution to the existing system and allow the
accommodation of change.
These resources will be easily obtained from the offenders
against the growing issue, government and, contribution from
the society members. The set team of experts will come up will
implementation criteria that will apply to overall units of the
curriculum. The set use of the resource will enable a successful
program of the curriculum Wilkinson, (2016). The Proposed
Project
The proposed project, dubbed “Redefining the use of
smartphone” will focus on training the selected students on the
possible ways of using the smartphone as a learning tool as

opposed to the current destructive uses. The underlying
argument in this case is that with a sound class management, it
is possible to use both ordinary as well as smartphones to
enhance the entire process of learning. This proposed project
will develop a training program called the “4 Cs”. In this case,
“4Cs” stands for the use of smartphones to Communicate,
Coordinate, Collaborate and Create. Therefore, the training
program, which the schools ought to implement in 4 phases, will
have the four sections respectively.
Table outlines in detail the components of each part of the
training.
Section
Specific Training
Collaborate
· Student can make use of the Google Form (see appendix)
available at the Google drive to provide to criticize other
students essays, teachers can also provide some constructive
feedbacks to students through this form.
· Use of Studio 113 will enable students share various projects
and exchange their inputs while in class. For example, students
can take different views from their peers regarding their thesis
statements, introduction paragraphs, or even the whole project.
· There is an aspect of brainstorming in class and this would be
possible through the access of sites like Polleverywhere.com
and Wallwisher.com.Communicate
· The use of FaceTime to include outside members when
holding a class discussion would be a big success. FaceTime is
enabled on the iPhone
· Instructors can use audio instructions in assignments
· The use of Ted.com and RSA videos as accompaniment with
the class lessons
· Students can contact a “silent discussion” possible through
“Todaysmeet.com”
· Teachers can pass reminders to students via “Classparrot or
Remind 101 Create
· Students can practice writing using applications like

“Evernote” and “My writing Spot” (See appendix)
· Students can make use of the dictionary and thesaurus
applications available on smartphones Google play
· For those training themselves on good writing skills, they can
use the “Dragon Dictation” application
· Make notes while on a field trip using the Tripline App (see
appendix)Coordinate/Curate
· Students can access learning materials on the teachers’
websites
· Share learning materials on Google Drive
· Check grading on online gradebooks
· Have proper planning using applications like “PocketLife
Calendar”
· Use the stop watch found in phones for class timing
The programs will cut across different stakeholders like
teachers, the students involved, and the parents. The teachers
involved would require some initial professional development
training to make them conversant with the program. In a
different score, the schools’ managements ought to notify the
parents of the students involved to avoid unnecessary legal
complications regarding the involvement of the selected
students without their parents ‘consent. Implications of the
Proposed Project
The proposed redefining of the use of smartphones in classroom
will imply improvement in the entire learning system, new
modes of delivering, more interactive learning process, and easy
communication. With the shift from the current destructive
ways of using the smartphone to the constructive use
smartphone as a learning tool, the implication is that students
will spent more time reading, thus overall improvement in the
learning process. On a different score, teachers will have more
options of passing information to students, they will as well
have more opportunity to interact with students even outside
school, and above all, communication will be smoother.
However, the proposed project might receive some resistance

from a section of the students who are used the normal social
aspect of the smartphone.
Timeline for implementation
The schools will implement the proposed project in four phases
over a period of Four months. Table 3 outlines the
implementation plan.
Phase 1 (1st Month)
Week 1
Week 2
Week 3
Week 4
Use of Google Form
Use of Studio 113
Polleverywhere.com and Wallwisher.com.
Evaluation
Phase 2( 2nd Month)
Use of FaceTime,
Use of Ted.com, Classparrot and Remind 101
Todaysmeet.com, and RSA
Evaluation
Phase 3 (3RD month)
Evernote and My writing Spot
Dictionary and Thesaurus applications
Dragon Dictation and Tripline App
Evaluation
Phase 4 (4th Month)
Using teachers’ websites
Google Drive, and online gradebooks
PocketLife Calendar and stop watch
Evaluation
Anticipated Obstacles for the Proposed Curriculum
Being a new curriculum, anticipating obstacles is inevitable in

the sense that there will be a shift in use of the smartphones
from the normal social aspect to a learning tool. For instance,
the process of selecting participants might be an obstacle in the
sense that most of the students might not be willing to engage in
the program. Similarly, some of the instructors might find it
difficult changing their mode of delivery from the normal face
to face to include the use of smartphones as a learning tool.
Evaluating the Effectiveness of the Proposed Curriculum
As outlined in the proposed implementation plan, each phase
will take the last week of the month to evaluate the performance
and the effectiveness of the programs. This will be through
observing the selected students practically use the outlined tools
in the training. However, the schools will contact an overall
evaluation exercise after the proposed 4 phases to access the use
of the 4Cs outlined in the project. The schools would make a
detailed observation of the number of students using the tools,
the commonly used tools, the least used tools, and any notable
shift in the overall learning culture after the project. Policy
Implications of the Curricular Proposal
A successful implementation of the proposed project based on
the various evaluation sessions will prompt a change in policy
in relation to the use of smartphones in classroom by students
and teachers. Since the ministry will implement the project on
selected students on selected schools, its success will imply a
change of the education policy to cover the whole district.
However, if the proposed project were not successful, it would
be important to get back to the drawing board and check an
alternative solution to the issue.
Reference
Black-Fuller, L., Taube, S., Koptelov, A., & Sullivan, S. (2016).
Smartphones and Pedagogy:
Digital Divide Between High School Teachers and Secondary
Students.
US-China Education Review, 6(2), 124-131.
Duckworth, A. L., White, R. E., Matteucci, A. J., Shearer, A., &
Gross, J. J. (2016).

A stitch in time: Strategic self-control in high school and
college students.
Journal of Educational Psychology, 108(3), 329.
Ruzic-Baf, M., Keteles, V., & Debeljuh, A. (2016). Use of
Smartphones in 6th and 7th Grade
(Elementary Schools) in Istria: Pilot Study. World Academy of
Science, Engineering and
Technology, International Journal of Social, Behavioral,
Educational, Economic,
Business and Industrial Engineering, 10(3), 634-637.
Stockwell, G. (2016). Mobile language learning. The Routledge
Handbook of Language
Learning and Technology, 296.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of
integrating mobile devices
with teaching and learning on students' learning performance:
A meta-analysis and research synthesis. Computers &
Education, 94, 252-275.
Wilkinson, S., & Wilkinson, S. (2016). U.S. Patent No.
20,160,062,977.
Washington, DC: U.S. Patent and Trademark Office.
Appendices
Appendix 1: Google Form
Please make sure you edit your own comments. Think about it.
How bad does it look if you are critiquing someone's essay but
have misspelled words and grammatically incorrect sentences
also? As always...edit, edit, edit.
Top of Form
What is YOUR assigned number?
What is the assigned number written on the paper you are
assessing?

Please review the student's thesis statement. After reviewing,
please validate the overall clarity and strength of this sentence.
If the thesis statement is weak and unclear, please suggest how
it may be improved.
Please rate the thesis statement.
· 1=Awful; incoherent and unclear; needs reworking totally
· 2=Poor; an attempt at a thesis statement is evident, however,
the statement hardly works as a foundational point
· 3=Average; nothing special about this thesis statement; the
average student writes a thesis of this caliber
· 4="Now, this is good!"; this thesis statement is thought-
provoking and, with further work, has great potential
· 5=Just about perfect; this is an upper level thesis statement; in
fact, I don't know many students who write thesis statements so
strongly; awesome
What are the student's strongest supporting details in the body
of the paper? (Use line numbers for reference.) Please explain
with details.
Rate the student's ability to write specifically based on the
prompt.
· 1=Awful
· 2=Poor
· 3=Average
· 4=Good
· 5=Awesome
Please refer back to the grading rubric written specifically for
Annie Dillard's essay ( http://goo.gl/fNbkP ). How would you
score this student's essay.
· 1
· 2

· 3
· 4
· 5
· 6
· 7
· 8
· 9
What writing weaknesses should be the main focus for this
student?
Bottom of FormAppendix 2: TriplineBy Tripline, Inc.
View More by This Developer
Open iTunes to buy and download apps.Description
Tripline is an amazingly easy and fun location-based app that
you can use for vacations, weekend adventures and trips around
town. It's designed to work in conjunction with the main
Tripline site (www.tripline.net) If you like lists and maps,
Tripline is for you!
Here's what you can do in the app:
1. Create new maps on the fly
2. Access your existing Tripline maps
3. Find new places and and add to your maps
4. Get contact info, directions and weather
5. Check in and upload photos to your map on Tripline
6. Post checkin notifications to Facebook and Twitter
Best of all, the maps you create in the app are automatically
saved to the main Tripline website (www.tripline.net) where
you can update and display your map in our amazing animated
player. On the main site, you can also import places from
Facebook, Foursquare, Twitter, Instagram, Tripit and even
create maps automatically from geo-tagged photos!
Tripline, Inc. Web SiteTripline SupportWhat's New in Version
1.3

Updated for iOS 8, small fixes to location services
Appendix 3: My Writing Spot on the iPhone™
Think netbooks are too big and clunky? Want to maximize your
daily word count by being able to write from anywhere at any
time? Need a place to quickly jot down those killer ideas? Look
no further - the My Writing Spot iPhone app is here!
The perfect companion to the My Writing Spot web application,
the MWS iPhone app allows you to have an uncluttered writing
environment with you when you are on the go. You'll have full
access to the latest versions of your documents because the app
keeps them in sync painlessly.
For the price of a cup of coffee, you can now have the ability to
write from anywhere. We’re living in a glorious age!
FEATURES
· Write in portrait or landscape mode. Unleash the power of
your thumbs!
· Autosave
· Word and Character Count
· Password-protection.
· Dictionary/Thesaurus lookup
· Change writing font/font size.
· Fully supports retina display
· Syncs easily with the free My Writing Spot web app so you
don't need to worry about document management. You can have
the latest version of your docs with you all the time.
· Also works on the iPod touch. Sync via wi-fi!
Perfect for NaNoWriMo! The word count feature lets you know
exactly where you stand. If you're out and about and have a few
minutes to spare, you can dash off a few hundred words. Give
your daily word quota a boost!
My Writing Spot is also handy for keeping track of To-Do lists
and notes. Struck with an idea while you're away from your
computer? Capture it in My Writing Spot! Since you can have
as many documents as you'd like, the possibilities are limited
only by your imagination.

PHILOSOPHY STATEMENT
A philosophy is a set of beliefs that regulates actions. Because
our brains are programmed to make
decisions quickly, over time our experiences create an
“automatic pilot” which influences the things we
do. When you get in a car you do not ask yourself which side of
the road to drive on. Because you were
socialized to drive on the right-hand side, you do it
automatically. But if you tried to drive that way in
England you would get a ticket. Is one-side of the road better
than another? No. It’s simply the way you
were taught. The same phenomenon underlies our beliefs about
teaching and learning. Should teachers
focus on students or subject matter? Should students have a say
in what they learn? Which subjects
should be emphasized? To be an effective teacher/counselor,
your beliefs about teaching and learning
and assisting must be based on an explicit set of values.
Identifying these “programmed” beliefs is
important because they will affect decisions you make in your
future classroom/schools.
Purpose. The purpose of the Philosophy of Teaching
presentation is to help you identify and articulate
the purpose of education as the first-step in becoming a

Reflective Professional. It will also give you
practice in thinking like a teacher because questions about your
philosophy of teaching and learning are
always part of the job application process—often in writing
before you even get an interview.
What to DO:
��Begin with an introduction that identifies the school of
philosophy to which you belong AND an
explanation of why the school you selected matches your
personal perspective. An easy way to
begin is to state “I am a . . . .” and then explain why this is an
appropriate match for your personal ideas
about education. There are multiple ways to organize a
philosophy of teaching and you should think
about how you want to organize your presentation as you craft
your introduction. One way is to connect
it to your experiences as a student. Another way is to tell a
story based on a skill, hobby, or activity with
which you are familiar. A third way is to use a metaphor, an
aphorism, or a saying. For example, “To
educate is not to fill a vase but to light a fire” (Montaigne)
could be used as an aphorism or a metaphor
to tie the parts of your presentation together. Use your own
voice AND refer to the information in the
readings (e.g., Dewey) to support your ideas about which school
of philosophy best matches your
personal perspective.
Next, talk about your teaching & learning beliefs. Address
questions such as: What is the goal of
education? On what should the curriculum focus? What is my
role as the teacher/counselor? What
instructional methods are most appropriate? What should the
classroom learning environment look

like? How should assessment be handled? If these questions
aren’t appropriate for your ideas about
teaching and learning or counseling, look through your Reading
Guides and class notes and identify
other questions or topics. Be sure to connect your ideas to your
philosophical perspective.��
End your presentation by explaining your current level of
commitment (or non-commitment) to a
career in teaching. Suggestions for starting the conclusion
include: “I am more committed to becoming a
teacher than I was at the beginning of the semester because . . .
.” or “My Service Learning experience
helped me see that teaching is not the career for me given that .
. . .”��
Note. You should limit your presentation to 10-15 minutes, or
about 10-15 PowerPoint Slides.
As with all formally written work, you will need to use APA
(6th Edition) format for your
references page and in-text citations.
Please email me ([email protected]) if you have questions about
this assignment.
What is your philosophy of education?
My philosophy for education is to ensure my students grow to
their full potential. I believe this can be fully achieved through
encouragement of developing their own personal goals, and at
the same time, providing essential guidance for their
development(Burnet, 2010). This personal goal is bound to be
of benefit to the entire classroom, and at the same time, ensure
that diversity is improved in the short run.
What are the theoretical underpinnings of that philosophy?

Allowing students to personally develop their potential s have a
specific underpinning the greatest theoretical set back of this
philosophy is the inability to provide absolute assessments
where needed. As a tutor, one may lose the personal touch with
students which are not a good aspect of development
whatsoever.
What does your philosophy look like at the school site and in
the classroom?
My philosophy works perfectly both at the school site and in the
classroom. It is however, more efficient in the classroom, where
dealing with a smaller number of students results into
effectiveness and ease in monitoring. These aspects in the long
run, help in individual development for all pupils and a sense of
fulfillment for the teacher. I would encourage the use of
personal motivation and external support for self-drive and
efficiency purposes.
References
Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the
primary classroom: Teachers'and students' perspectives.
Australian Journal Of Educational & DevelopmentalPsychology,
10145-154.
Dev, P. C. (1997). Intrinsic motivation and academic
achievement: What does their relationshipimply for the
classroom teacher? Remedial and Special Education, 18(1), 12-
19.
What Should An Education Entail?
Right education should entail both nature and experience of
social and personal development towards a living that is
worthwhile. To should also provide abundant opportunities for
one to acquire quickly and discover a culture that is worthwhile.
Right education should as well enable individuals to develop
valuable survival skills for this resource depleted, chaotic,

warming and angry world (White, & White, 2000).
Education should mean that young people can learn how to
relate peacefully with others and with mutual respect. Skills of
reading, writing, thinking and speaking are taught here. This
should enable them to develop their talents for creativity.
What Should Be The Aim Of Education?
Preparing Students for Career and Life
The purpose of education is preparing students for what they
will be doing future and general situations of life.
Motivating Students for Choice of Career
Despite the fact that schools do not drive social skills of a
student, it helps them to be ready to face the real world. This is
achieved through skills such as typing and English skills.
Education thus teaches students how to think and how to
improve their minds so as to think for themselves rather than
loading their memory with other men’s thoughts (Reiss, &
White, 2013).
What Is The Role Of Public Education?
The purpose of public education is preparing people to become
citizens who are responsible, improving social conditions,
promoting cultural unity, helping people become self-sufficient
economically and enhancing individual happiness and enriching
personal lives (White, & White, 2000).
.
Who Decides What The Curriculum Should Be?
Scholl curriculum is determined by the government through the
ministry of education. The curriculum is designed by ideologues
and then policed by bureaucrats. This has led many teachers
feeling of being demotivated and demoralized. It has also
played a great place of knowledge. Radical changes should be
put in place (Reiss, & White, 2013).
.
References
White, E. G. H., & White, E. G. H. (2000). True education:

Adaptation of Education by Ellen G. White. Nampa, Idaho:
Pacific Press Pub. Association.
Reiss, M. J., & White, J. (2013). An aims-based curriculum:
The significance of human flourishing for schools.
Uses and limitations of bloom taxonomy
The bloom’s taxonomy contains various domains which
are used in learning. The taxonomy has various uses, advantages
and demerits. For its benefits, the method of learning helps
teaches to the organization the objectives of the studies hence
they can teach their students effectively. The students are also
able to comprehend the learning process, and they can recall
what they are taught. The taxonomy contains useful strategies
like analysis which are very essential in problem-solving
(Anderson, Bloom, 2014). On the negative side, when teachers
follow this taxonomy too strictly, they might be misguided in
their operations.
Instructional goal
An instructional goal is a statement in which the teacher
explains to the students what they are supposed and expected to
do after learning a particular unit. The instructional goal is
supposed to be clear and easily understandable.
Objective
An objective is a specific result that is expected to be achieved
by going through an individual unit or after certain activities.
Objectives are mostly connected to goals of an exercise.
How goals and objectives drive instructions
Aims and objectives drive instructions in that the instructions
are given in a manner that that they will achieve the goal or
purpose (Marzano, Pickering, Pollock, 2001). Instructions
should be focused on attaining a goal.
Determining goals and objectives
A teacher should determine objectives concerning what they are
teaching or the expected outcomes from the learning activities.
The content of the unit being taught defines what the goal of the

units are. The teachers should also consider the level of
understanding of the children in order to ensure that every
student is able to grasp the content of the unit.
Politics and goal setting in classrooms
The political environment affects the setting of objectives and
goals in classroom since the political environment also makes
education decisions. Politicians will always talk about what is
best for the children and the way children should be taught.
This is done to ensure the best education outcome at the local,
state or international levels.
References
Anderson, L. & Bloom, B. (2014). A taxonomy for learning,
teaching, and assessing: a revision of Bloom's. Essex: Pearson.
Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom
instruction that works: research-based strategies for increasing
student achievement. Alexandria, Va: Association for
Supervision and Curriculum Development.
Curriculum and Ideology
Ideology is defined as a broad interlocked set of beliefs and
ideas about the universe held by a group of persons that they
present in both conversation and behavior to various audiences
(Zizek, 2012). These schemes of beliefs are often seen as “the
way things really are” by people holding them, and they end up
taken-for-granted ways of making sense to the world. Schools
don’t controls people, but they rather help control meaning.
Since they distribute and preserve what is comprehended to be
legitimate knowledge, thus the knowledge that everyone must
have, schools consult cultural legitimate on the knowledge of
particular groups. Therefore, for the ability of a given group to
make its cognition into “knowledge for all”, it must be related
to the group’s power in the larger economic and political arena.
Culture and power, then, need to be ascertained, not just as
statistics entities with no link to each other, but as attributes of
relations that exist in the society. They are logical arguments

that are interlaced so that economic control and power is
interconnected with cultural control and power.
Individual personality differ widely in regard to traits such as
ability to relate to others, acceptance, autonomy, flexibility,
value consistency, and tolerance before frustration (Ozer &
Benet-Martínez, 2006). Those who stand high on these and kin
traits, see reality more discriminately; those who are
categorized as having low personality view it more mistakenly
and even distortedly. And since curriculum is the main element
in the education process, its scope is extremely broad and
involves everyone who is engaged in learning or teaching.
Politics and ideology are tools for building societies in pursuit
of a preset pattern of moral excellence where man is a moral
agent (Davis & Greenstein, 2009). The approach is tacit and is
opposed to the critical assessment of preferred patterns of
behavior and belief. Therefore, education is considered as moral
generation and the ideology concentrates on the original aim of
the existing institutions and traditions, putting emphasis on a
return to the past as a rectification reorientation, which
facilitates teachers’ work in delivering services to students.
References
Davis, S. N., & Greenstein, T. N. (2009). Gender Ideology:
Components, Predictors, and Consequences. Annual Review of
Sociology, 35(1), 87-105.
Ozer, D. J., & Benet-Martínez, V. (2006). Personality and the
Prediction of Consequential Outcomes. Annual review of
psychology, 57, 401-21.
Zizek, S. (2012). Introduction: The Spectre of
Ideology. Mapping Ideology, 1-33.
Curriculum refers to ways and materials with which students
will interact for the purpose of achieving identified educational
outcomes. The curriculum can involve organized experienced
rather than planned experienced because any event must flow on

its own accord, the outcome is not being beforehand. Besides,
the curriculum can include students by being explicit. This
means that it should apparent or obvious to students. It should
include the subjects that will be taught, identified mission, and
the knowledge and skills that the school expects the student to
acquire.
Teachers and school leaders can pursue both rigor and
inclusiveness in the curriculum by seeking to encourage deeper
thought among students with a greater emphasis on persuasion
and analysis. In a rigorous learning environment, teachers and
leaders should exhibit a greater concern for conceptual and
quality thinking rather than quantity and memorization because
it is the quality of thinking capacity, and not the quantity,
which conceptualizes rigorous learning. They can achieve this
by clearly defining rigor and exploring how the component of
rigor impact students in their learning. After that, teachers and
leaders can then develop ways to use rigor to differentiate
instruction by eliciting higher responses and generating
students’ responsibility and autonomy for continuous learning.
Politics, ideology, and other realities affect the aim of the
inclusive and rigorous curriculum in different ways. Politics,
ideology, socio-political, and culture gives learners different
perception and behaviors towards a given discipline. Relevant
learning is trans-disciplinary and it links real-world contexts
and student’s interests through current issues service learning,
authentic problems, and learning from others. Rigor curriculum
and inclusiveness aims can therefore be affected due these
interactions.
References
Ebert II, Edward S., Michael L. Bentley, and Christine Ebert.
2016. "Curriculum Definition |
Education.Com". Education.Com.
http://www.education.com/reference/article/curriculum-
definition/.

Kingore, Bertie. 2016. "Differentiating
Instruction". Bertiekingore.Com.
http://www.bertiekingore.com/rigor.htm.

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