Topic: Reflecting on approaches to teaching

Description

I have attached that has all the information in what needs to be done. Part 1 has already been done so only part 2 and part 3 needs doing please. can you please also just transcript me doing an activity with group of children and how I talk and they talk to me. I was supposed to record and transcribe what was said so can you just make it up please.

So 3 activities can be reading a story a group. Second one can be doing phonics with a group. Third one can be doing numbers with them.

My class are only 4-5 years old so base the conversation towards that. So can you do me 4000 words essay and around 500 words transcript of the 3 activities. It is a UK school. if you need know anything else please do let me know.

Can you mention these theorists mainly as well as others too:
Mercer
Vygotsky
Piaget
Can you make sure there are lots of citations as teacher said this is vital.

Module Title: Reflecting on Approaches to Teaching

Mode of Assessment: Essay
Description
You will focus on the way you and the children you teach use spoken interaction/ communication in the pursuit of learning. You will critically reflect on the way in which your teaching encourages talk/ communication for learning. Your understanding and critical reflection will be supported by readings from a range of sources.
You may choose to focus generally on deepening children’s understanding and/or response through talk or you may choose to focus in on a specific area. Specifically, you might focus on one or more of the following:
questioning
evaluating children’s learning through talk
giving explanations
promoting children’s autonomy in talk/ discussion, such as by promoting dialogic talk
investigative work
facilitating problem-solving
stimulating creative responses, for example, by implementing sustained shared thinking or Philosophy for Children
using role play to develop learning
addressing misconceptions
promoting talk within group work

What you must do:

There are three sections to this assignment. These are as follows.
Part 1 (approx. 1000 words) A critical reflection of your own experiences of classroom talk and discussion of key principles and theories in relation to talk/ communication in the classroom.
Additional guidance: In this introductory section, you are asked to reflect critically on your own experiences of classroom talk as a pupil and/ or an adult experiencing talk in a classroom. This ‘autobiographical lens’ provides an important reflection on your starting point at the beginning of the module. In this section, you are also required to reflect on the pre-course readings (Mercer and Alexander) and reflect on some of the key principles, theories and concepts they present.
Part 2 (approx. 2000 words) A critical analysis of your use of talk based on records of your talk/ communication and its impact on children’s learning with children in your placement classroom. You must also include a short ethics statement in this section. Failing to do this a serious breach of academic conduct and is handled in the same way as plagiarism and cheating offences.
Additional guidance: During your placement, identify and plan for three opportunities to record and reflect on your spoken interactions with children. These interactions may be within the context of any subject area and could be with a whole class or small group. It is also recommended that at least one interaction is within the foundation subjects.
NB. You will need to negotiate these opportunities with your class teacher and mentor and ensure you have followed the ethical processes. This will include completing the Proposal and Ethics Approval Form, in line with module guidance. You MUST have this form signed by your academic tutor and your school mentor PRIOR to collecting data. Collecting data without the required ethics approval, or in way different from the approval, is a serious issue of academic misconduct. Further information can be found here: https://students.shu.ac.uk/regulations/conduct_discipline/Academic%20Condu ct%20Regulations%202018-19.pdf
You can record these interactions using audio recorders, where permissions are granted. If you use an audio recording, chose particularly interesting short sections/ extracts to transcribe from your three recordings (equivalent to about five minutes per talk episode). Alternatively, you could ask someone (e.g. fellow student) to make notes to record the interactions. A copy of transcripts should be put in the appendix and will not contribute to the word count.
If you are working with children in SEND settings, or in a mainstream setting with children who are experiencing communication difficulties, you may find it useful to examine a broader range of or alternative communication strategies. Please contact the module leader if this applies to you.
Once you have transcribed your chosen extracts, annotate your transcript, detailing what is taking place during the episode. You then need to reflect critically on the episodes by considering the impact of your talk/ communication on children’s learning. You may wish to draw on one of the frameworks introduced in the module in order to evaluate your talk and its impact on pupil learning.
Below are four stages of a ‘critical incident analysis’ (adapted from Tripp 2012). This may provide a useful structure to reflect upon and write about your talk episodes.
Describe what happened. (e.g. What did you say? How did the children respond?
What were you thinking? When did it happen? Where?)
Why do you think it happened as it did? (What was going on? Consider e.g. environment, relationships, attitudes, your assumptions, prompts used, content, time, space…)
What is significant to me about this? Could I interpret this differently from another point of view?
What can I learn from this that will help me develop my practice?

Part 3 (approx. 2,000 words) A critical reflection of what you have learned about classroom talk/ communication in parts 1 and 2 and your plans for your own future development. You should discuss how you will ensure the participation of all children.
Additional guidance. In this section you will include points for development indicating how you will promote classroom talk/ communication in your own practice, drawing from a range of wider reading to support and justify your decisions. You are advised to draw where relevant from literature that relates to the particular aspect of classroom talk that you have been investigating. This should include sources such as statutory and non-statutory guidance, practice guidance, and also empirical research studies, such as those from peer reviewed journals. You will receive further guidance on how to source and use these in seminars.
Format
The overall word count is indicative at 5000 words and is simply used to guide you by indicating the assessment demand. This means the actual number of words will not be counted and there will be no direct penalties for words in excess or below this. However you should remember that excessive and irrelevant information will detract from the quality of your work. Similarly, inadequately explained ideas or sparse information will equally impact on the ability of your work to convey suitable information.
The EU General Data Protection Regulation (GDPR)
Personal data is defined by the Information Commissioner’s Office (ICO) as, “any information relating to an identifiable person who can be directly or indirectly identified in particular by reference to an identifier.” Identifiers may name, identification number, location data or online identifier, etc.
The University undertakes research as part of its function for the community under its legal status. Data Protection laws allow us to use personal data for research with appropriate safeguards in place.
All University research is reviewed to ensure that participants are treated appropriately and their rights respected. This module has received category approval from the Faculty Ethics Committee.
There is no requirement to collect and publish pupil performance evidence or
other pupil data in this assignment; however, reflections on planned and delivered lessons may refer to pupil progress.
Throughout this work any explicit data referred to should be pseudonymised. For research, this refers for example to anonymised qualitative data from interviews/focus groups or anonymised quantitative data where the dataset and the key to identifying the individuals would be held within the school. For this reason the data is described as being pseudonymised rather than truly anonymised. Further guidance on psuedonymisation is available from the ICO ‘Anonymisation code of practice’ published in 2012. Care should be taken with the protection of this data in accordance with school policy.
Ethical considerations for completing the assignment: You should not identify pupils, classes, staff or schools by name within this assignment, either directly or indirectly. Please ensure you keep your assessment evidence in line with the school’s policy on GDPR.
There will be a number of ethical considerations for completing the assignment which will be discussed in detail as you may be collecting evidence in the form of pupil performance data or pupil voice information. You should not identify pupils, classes, staff or schools by name within this assignment, either directly or indirectly. You will need to complete a proposal / ethical approval form to be submitted to your university academic tutor or course leader and signed by your school mentor before undertaking this assessment task.
Format: 5000 words submitted electronically via Grade Centre Submission Arrangements:
Before submitting any assessment task, please ensure you have read carefully the Assessment4Students guidance on “Submitting Work”, which can be found at https://academic.shu.ac.uk/assessment4students/submitting-worksittingexams/submitting-work/
The submission date and time for this assignment can be found on your Assessment Statement. Your last submitted attempt will be the attempt that is marked.
By submitting your work, you certify that it is your own work, and that the work of other people is duly referenced and acknowledged in accordance with the University’s Academic Conduct Policy: https://students.shu.ac.uk/regulations/conduct_discipline/Academic%20Conduct %2 0Regulations%202018-19.pdf
It is your responsibility to ensure that your work is successfully submitted and in good time.
You must include your list of references at the end of your assignment.
You must keep a duplicate copy of your work.
If you have a learning contract which states that you must submit work with a blue sticker on it, type the words from the blue sticker at the top of the first post of your
work. Contact Disabled Student Support on ext 3964 for further advice if required
Assessment criteria
The grid below indicates how your work will be assessed. Your overall outcome will be a best fit judgement. You can be certain of passing you successfully evidence the pass statements in each criteria.
Refer (<50%) Pass (50-59%) Merit (60-69%) Distinction (70%+) Key principles and theories, values and beliefs in relation to the teaching of talk/ communication are not identified. Identifies, explains and evaluates key principles and theories, values and beliefs in relation to the teaching of talk/ communication. Identifies, explains and critically evaluates key principles and theories, values and beliefs in relation to the teaching of talk/ communication. Provides a wellreasoned and insightful critique of key principles and theories, values and beliefs in relation to the teaching of talk/ communication. Fails to draw from specific theories and principles in relation to teaching of talk or to setting these in a professional context. Fails to acknowledge the ambiguity and uncertainty of the above or justify decisions made. Draws from specific theories and principles in relation to teaching of talk/ communication, setting these in a professional context. Acknowledges the ambiguity and uncertainty of the above and justifies decisions made. Demonstrates a good understanding of specific theories and principles in relation to teaching of talk/ communication, applying these effectively in a professional context. Demonstrates a good understanding of the ambiguity and uncertainty of the above and justifies decisions made. Demonstrates insightful understanding of specific theories and principles in relation to teaching of talk/ communication, applying these effectively in a professional context. Demonstrates a sophisticated understanding of the ambiguity and uncertainty of the above and justifies decisions made. Fails to make informed professional judgements informed by critical analysing, evaluation and identification of the Makes informed professional judgements underpinned by some critical analysis, evaluation and Provides wellinformed professional judgements underpinned by critical analysis, evaluation and Provides professional judgements underpinned by critical analysis, evaluation and identification of the relevance and significance of principles, concepts, beliefs, values and ethics with reference to classroom talk/communication. identification of the relevance and significance of principles, concepts, beliefs, values and ethics with reference to classroom talk/communication. identification of the relevance and significance of principles, concepts, beliefs, values and ethics with reference to classroom talk/communication. relevance and significance of principles, concepts, beliefs, values and ethics with reference to classroom talk/communication. Fails to communicate ideas and arguments in a way which enables understanding and engagement. Communicate ideas and arguments in a way which enables understanding and engagement. Communicates complex ideas and arguments clearly in a way which enables understanding and engagement. Communicates complex ideas and arguments clearly in a sophisticated way which enables understanding and engagement. Use of English and presentation Satisfactory / Unsatisfactory Reference to a range of relevant literature is essential to demonstrate achievement of most learning outcomes at this level. Teachers Standards addressed: TS2, TS3 and TS4 as the focus