Well some people are just, you know cleverer than other children, that’s what decided our groups in year three and it hasn’t changed’ (Marks, 2016: 22). How might grouping affect children’s learning?
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‘Well some people are just, you know cleverer than other children, that’s what decided our groups in year three and it hasn’t changed’ (Marks, 2016: 22).
How might grouping affect children’s learning?
(For this assignment I want to concentrate mainly on primary schools, and just touch on secondary schools)
This Masters level module focuses on: teaching pedagogy, reflective practice, critical analysis and is based on the work of the Teaching and Learning Research Project (TLRP) and Professor Andrew Pollard (include and cite both).
This M Level module aims to:
1. empower you with a critical, research and enquiry-led approach to teaching and learning based on current, recent and relevant research/publications;
2. maintain a commitment to social equity and social justice for the whole range of school students, teachers and schools; working towards a culturally diverse society in which the rights and responsibilities of all are recognised and promoted in teaching and learning;
3. provide you with an excellent basis for professional practice as a classroom teacher that meets and extends beyond the statutory requirements of the standards for QTS;
4. enable you to become a critically reflective practitioner and academic writer at M Level.
Use Harvard referencing
Expected learning outcomes for this M Level module are as follows:
a) To demonstrate an understanding of key aspects of the field of study and practice, exemplified via:
• a grasp of issues and critical insight into professional pedagogic practice;
• an understanding of learning processes and the various contexts of learning;
• an ability to be creative, independent and successful in the application of knowledge in teaching and other work with a range of learners and colleagues.
b) To demonstrate the ability to explore, analyse, discuss and reflect on teaching and learning, exemplified via:
• a capacity to analyse teaching and learning within immediate and wider professional contexts;
• an ability to draw from and apply appropriate intellectual perspectives to teaching and learning;
• an understanding and analysis of values underpinning or influencing pedagogic approaches.
• References: (include all here that you have read so far – bibliography – then you can refine this for your reference list; use the Harvard System).
Please see the sources of literature in order of academic credibility which includes the different types of sources you should and could include in your assignment.
Suggested Essay Structure (see Wyse and Cowan; 2017, chapter 5)
1. Introduction – try to be brave with your introduction rather than simply listing the
points you are going to cover. Therefore, introduce your topic in a way that will
engage your reader; perhaps by introducing an issue of particular importance
related to your essay title or by outlining a contemporary debate that the writing
will engage in. The introduction should also establish the main argument/s of the
essay (the purpose and aim of the essay), which you will revisit during the
conclusion of the assignment (once you have argued your points by taking the
reader through the evidence you have presented to support your argument).
2. Make your argument via your main points, organize them clearly so that your
writing is connected and flows – support this with theory and classroom practice
throughout your writing to demonstrate depth of knowledge and understanding.
The best academic writing will interrogate the argument throughout the essay,
making points and highlighting critical interpretations to the reader in order to
build a strong, critical argument.
3.Organize your writing via pertinent sub-headings, sections and paragraphs.
4. Conclude with the most important point/s you have made (draw together your
argument), without sounding repetitive – explain the implications of these (do not
be afraid to highlight limitations in your argument). Do not introduce any new
ideas at this point. Your conclusion should be the final comments on the
culmination of the ideas that you have made throughout your essay.
The post Well some people are just, you know cleverer than other children, that’s what decided our groups in year three and it hasn’t changed’ (Marks, 2016: 22). How might grouping affect children’s learning? appeared first on Health Term Papers.
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