EDU406 Final Term Solved Papers

MUHAMMAD IMRAN EDU406 Critical Thinking and reflective Practice PAST PAPER SOLVED QUESTIONS

FINAL TERM

Q1. What are critical characteristics of situated learning for reflective practice?

Provide authentic context that reflect the way the knowledge will be used in real-life; Provide authentic activities; Provide access to expert performances and the modelling of processes; Provide multiple roles and perspectives; Support collaborative construction of knowledge; Provide coaching and scaffolding at critical times; Promote reflection to enable abstractions to be formed; Promote articulation to enable tacit knowledge to be made explicit; Provide for integrated assessment of learning within the tasks

Q2. Being a teacher how will you explain vision and goal?

Differences between setting a goal and a vision. ... Most of us, often interchangeably, use the terms 'vision' and 'goals' to our own liking. Vision is the destination that one visualises and wants to achieve, but the path is unknown. This is where goals come into play.3marks

Q3. Why constant comparison is necessary in RP?

Definition. The goal of the Grounded Theory approach is to generate theories that explain how some aspect of the social world 'works.' The goal is to develop a theory that emerges from and is therefore connected to the reality the theory is developed to explain.

Q4. write down weaknesses/ disadvantages of peer observation?

Advantages

Both parties can get new ideas. It provides instant feedback.

Disadvantages

The observer is often biased and may give high marks to avoid confrontation. Is often only done once so there's no way to compare how the teacher has improved. It's often unreliable and un organized. They're only observing one class and the time of day, class, being nervous, and more can affect the observation. In addition, it's usually not video taped, observers aren't trained, and the feedback form isn't valid.

Q5. what are three properties of intelligence according to researcher?

3marks It causes the teacher being observed to re think their lesson.

Q6. How teacher improve the reflective teaching practice in classroom?

Reflective teaching is a personal tool that teachers can use to observe and evaluate the way they behave in their classroom. It can be both a private process as well as one that you discuss with colleagues. When you collect information regarding what went on in your classroom and take the time to analyze it from a distance, you can identify more than just what worked and what didn’t. You will be able to look at the underlying principles and beliefs that define the way that you work. This kind of selfawareness is a powerful ally for a teacher, especially when so much of what and how they teach can change in the moment. Reflective teaching is about more than just summarizing what happened in the classroom. If you spend all your time discussing the events of the lesson, it’s possible to jump to abrupt conclusions about why things happened as they did. Reflective teaching is a quieter and more systemic approach to looking at what happened. It requires patience, and careful observation of the entire lesson’s experience. Learning how to learn, as this Udemy course details in full, requires intuition and practice.

Q7. Define Tacit knowledge?

Tacit knowledge (as opposed to formal, codified or explicit knowledge) is the kind of knowledge that is difficult to transfer to another person by means of writing it down or verbalizing it. For example, that London is in the United Kingdom is a piece of explicit knowledge that can be written down, transmitted, and understood by a recipient. However, the ability to speak a language, knead dough, play a musical instrument, or design and use complex equipment requires all sorts of knowledge that is not always known explicitly, even by expert practitioners, and which is difficult or impossible to explicitly transfer to other users Tacit knowledge - personal; wisdom and experience; context-specific; more difficult to extract and codify.

Q8. three example of kinesthetic learning?

Building, imitating, performing

this means you learn by touching and doing. You will:

• Need lots of breaks and will want to move around
• Speak with your hands and gestures
• Remember what was done, but have difficulty with what was said or seen
• Learn through doing activities
• Make comments like: ¾ “How do you feel about this?” ¾ “Let’s move forward together.” ¾ “Are you in touch with what I am saying?”

Q9. Describe kolb's theory of experiential learning?

David Kolb published his learning styles model in 1984 from which he developed his learning style inventory.

Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.

“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38). 10.

The Experiential Learning Cycle

Kolb's experiential learning style theory is typically represented by a four stage learning cycle in which the learner 'touches all the bases':

1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience).
2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding).
3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).

11.

Write down peer supervision and reflective team?

4. Active Experimentation the learner applies them to the world around them to see what results). Peer supervision usually refers to reciprocal arrangements in which peers work together for mutual benefit where developmental feedback is emphasised and self directed learning and evaluation is encouraged 12.

write down the purpose of Experimentation?

The purpose of an experiment is to test a hypothesis and draw a conclusion. When a scientist has a question about the world or a fact that they wish to prove, they experiment. 13.

Elaborate the Guidelines for conducting a pre-observation conference?

A Pre-Observation Conference. In her framework for teaching, ASCD author Charlotte Danielson

14.

Type of reflection …?

There are three main types of reflection offered by Farrell (2007):

1. Reflection-in-action is when teachers are in the classroom teaching in their everyday routine knowledge. Given that teachers carry out such actions everyday they have to employ a kind of knowing-in-action Schön (1983). Knowing-in-action is essential since teachers in KSA continue teaching in the classroom without the thought of our actions or producers we follow. What teachers do in the classroom is unconscious since they are unable to describe what they do and it is quite difficult according to Schön (1983) who indicated that such information frequently is at the unconscious tacit and universalized stage of our feelings (Clark & Yinger, 1979). On the other hand, if something happened in class like a faulty application, teachers can employ reflection-in- action which undergoes a certain process (See Schön, 1983).
2. Reflection-on-action is less problematic since it is viewed as teachers’ thoughts and retrospective study of their presentation (Schön, 1983). Russell & Munby (1992:3) describe it succinctly as the ‘systematic and deliberate thinking back over one’s actions’. Another definition which involves thinking back on what teachers have done to discover how knowing-in-action might have contributed to unexpected action (Hatton and Smith, 1995)
3. Reflection-for-action is different from the other two types since it is proactive in nature (Farrell, 2007). Killon and Todnew (1991:15) disagree with this idea as this type of reflection is the product of the prior types of reflection.

15.

Observable teaching characteristic?

1. Begins class promptly and in a well-organized way.
2. Treats students with respect and caring.
3. Provides the significance/importance of information to be learned.
4. Provides clear explanations. Holds attention and respect of students….practices effective classroom management.
5. Uses active, hands-on student learning.
6. Varies his/her instructional techniques.
7. Provides clear, specific expectations for assignments.
8. Provides frequent and immediate feedback to students on their performance.
9. Praises student answers and uses probing questions to clarify/elaborate answers.
10. Provides many concrete, real-life, practical examples.
11. Draws inferences from examples/models….and uses analogies.
12. Creates a class environment which is comfortable for students….allows students to speak freely.
13. Teaches at an appropriately fast pace, stopping to check student understanding and engagement.
14. Communicates at the level of all students in class.
15. Has a sense of humor!
16. Uses nonverbal behavior, such as gestures, walking around, and eye contact to reinforce his/her comments.
17. Presents him/herself in class as “real people.”
18. Focuses on the class objective and does not let class get sidetracked.
19. Uses feedback from students (and others) to assess and improve teaching.
20. Reflects on own teaching to improve it.