Action Learning to Support Development of Subject Specific Pedagogy (Doc)
Added on 2020-11-12
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Action Learning to SupportDevelopment of SubjectSpecific Pedagogy
Table of ContentsINTRODUCTION...........................................................................................................................1TASK 1............................................................................................................................................11.1 Justification on area of interest for investigation.............................................................11.2 Ways through which knowledge from investigation of an area of interest could improvesubject.....................................................................................................................................2TASK 2............................................................................................................................................32.1 Justification on selection of sources for investigation......................................................32.2 Critically review on current literature related to practice in subject-specific area...........42.3 Evaluation on practices of other subjects.........................................................................5TASK 3............................................................................................................................................63.1 A professional debate within an action learning set.........................................................63.2 Reflection on practice with peers.....................................................................................7TASK 4............................................................................................................................................74.1 Identification of strengths and areas for improvement.....................................................74.2 Evaluation on potential impact on practice of new learning from investigation of an areaof interest................................................................................................................................8TASK 5............................................................................................................................................85.1 Areas of development as per findings from investigation................................................85.2 Benefits of changes made in practice...............................................................................9TASK 6..........................................................................................................................................106.1 Report on findings from investigation of an area of practice.........................................106.2 Conclusion......................................................................................................................116.3 Recommendations..........................................................................................................11REFERENCE.................................................................................................................................13
Topic: The need of using different methods of teaching mathematicsfor year2 in primary school in UKINTRODUCTIONPedagogy can be defined as concept or method of teaching, by which a person can gainattention of students towards a particular subject. It is considered as an academic discipline thatshows how teachers make interaction with children during learning sessions. Pedagogy givesvarious ways through which a person can change own style of teaching and generate interestlevel in students so that they can do their work in own manner. Present report is made a criticallydiscussion on strategies used by faculties to help students in studying a particular subject. Forthis process, special attention is given to children of 2nd class of primary schools who are notdoing work in maths independently (Gipps, Hargreaves and Mccallum, 2015). In this regard, aninvestigation is done on current good practice and ways to improve skills of faculty members inprimary sections. A reflection report is also highlighted in this assignment to elaborate the needof using different methods of teaching mathematics. TASK 11.1 Justification on area of interest for investigationTo guide children of small age through the maze of mathematical concept, is really atough and demanding task. Faculty members in primary sectors, are required to use different-different strategies to bring and keep attention of students towards maths. In this context,activities of this subject can be incorporated in many ways into various curriculum areas (Flood,Heath and Lapp, 2015). For example: Presenting a project of maths in art form which showsmathematical shapes and diagrams in colourful and attractive manner, brings attention ofprimary students. They will set their minds that maths include various geometrical figures, whichhave definite compositions. But as have observed through psychological point of view that inprimary sections, children have faced various issues in doing homework in own manner. Theyalways need support of adults and their guidance for the same. Therefore, as a researcher, tomade an investigation report, “ The need of using different methods of teaching mathematics inprimary school” seems to a perfect topic. Another reason behind choosing this topic is- use of new technologies for specific needsof students. High technologies in educational sector give opportunity to faculty members to teach1
in more efficient manner. Through this process, they can bring attention of children as keep theirconcentration as well towards a particular subjects (Ekanayake and Wishart, 2015). For example:Through digital technologies, knowledge provide to students help them in understanding theconcept as well as remembering it for long time also. In context with primary learners, they haveown specific needs to understand a particular subject. Especially mathematics, as this subjectseems to difficult to realize and read in own manner. Therefore, teachers are required to developtheir skills and change pattern of teaching because if students in early age feel unable to do owntask and afraid from maths then they will never overcome from threats. It will develophypertension in minds of students and interest of them in this subject also not generated. Thus,through investigation on this topic, researchers can find ways through which teachers can helpstudents in doing their homework independently. There are various ways by which teachers of primary sections can develop learners'interest in maths (Stronge, 2018). It includes lecture, heuristic, inductive-deductive, analytic-synthetic methods and more. But before adopting any method, it is necessary for primaryfaculties to determine catching power of students and ensure that they are understanding theconcepts teach to them or not. For this process, faculties can walk throughout classroom toobserve how students work on assigned problems and look out their dynamics. Ask somecreative or interesting questions with children on individual level before starting a topic, willgenerate interest and curiosity of them that what teacher will teach today. After completing thesession, use formative assessments to test how much students learned by a particular way ofteaching. In this regard, testing criteria should be done in particular manner and should beintegrated into planning procedure. For example: Instead of quick exit question, use a five-minute quiz program to ensure if students have mastered after teaching a topic of maths or howmuch they covered in a particular lesson (Duchesne and McMaugh, 2018). This would help indetermining catching or learning power of children of year 2 in primary sectors. Along with this,through testing process, a teacher can judge effectiveness of own teaching method also. They candetermine the need to change own pattern of teaching and adopt best technique as well. 1.2 Ways through which knowledge from investigation of an area of interest could improvesubjectTeachers in primary sections play an important role in life of students as they help infostering academic skills (Darling-Hammond and et. al., 2015). In context with maths subjects,2
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