EDU406 Final Term Solved Papers Set 2

(Errors and Omission my Accept, also we found many solved questions as write it down as it is)

Q1. What are critical characteristics of situated learning for reflective practice? (5 marks)

•  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

2. Write down seven dimensions that characterize school as learning organization? 5marks Lecture 33

According to Senge, the learning organisation depends upon the mastery of five dimensions: Systems thinking: The notion of treating the organisation as a complex system composed of smaller (often complex) systems. This requires an understanding of the whole, as well as the components, not unlike the way a doctor should understand the human body. Some of the key elements here for the Reflective Practitioner are recognising the complexity of the organisation and having a long-term focus. Personal mastery: Senge describes this as a process where an individual strives to enhance his/her vision and focus energy, and to be in a constant state of learning. Mental models: " Deeply ingrained assumptions, generalisations, or even pictures and images that influence how we understand the world and how we take action" These must be recognised and challenged so as to allow for new ideas and changes. Building shared vision: Shared vision is a powerful motivator. A teacher's vision does not necessarily become shared by those around. The key here is to pass on a picture of the future. To influence using dialogue, commitment, and enthusiasm, rather than to try to dictate. Storytelling is one possible tool that can be used here. Team learning: The state where team members think together to achieve common goals. It builds on shared vision, adding the element of collaboration. There are seven dimensions that characterise schools as learning organisations:

1. Environmental scanning refers to the activities of the school that contribute to broadening the scope of the information, policy, theory and practice that is

brought to bear on the school„s development and decision making processes.

2. Vision and goals refer to the recognition of and commitment to a coherent and an

agreed upon sense of direction that is forged and re-forged to guide a school„s everyday actions and decisions as well as shape long term planning.

3. Collaboration refers to the extent that there is a climate of openness and trust which promotes collaboration, cooperation, support and involvement in the functioning of the school.
4. Taking initiatives and risks refer to the extent that school staff are open to change and feel free to experiment and take professional risks toward personal and whole school improvement.
5. Review refers to the extent that programs and practices are reviewed, evaluated and actioned.
6. Recognition and reinforcement refer to the extent that there is sincere recognition and valuing of effort, initiative and achievement.
7. Continuing professional development refers to the extent that encouragement, opportunity and resources are provided to enable all school staff to learn, develop and implement the knowledge, skills and attitudes needed to contribute to improving the school„s performance as a whole.

Q3. What is importance of good communication of teacher in classroom? (5 marks)

When communication is effective, both the student and the teacher benefit. Communication makes learning easier, helps students achieve goals, increases opportunities for expanded learning, strengthens the connection between student and teacher, and creates an overall positive experience Self Esteem In general, people want to be heard. If a teacher shows interest in a student‟s opinions, that student will feel that their thoughts or ideas are appreciated. This increases self-esteem and confidence. A confident student is less likely to second guess his answers on tests, and a selfassured student is more likely to speak up in class. Class participation leads to increased learning for the entire class. Class Performance Teachers who reward student communication and class participation will notice an improvement in overall class performance. A teacher can gauge the effectiveness of a lecture by student feedback. By asking questions, a teacher can determine if students were able to retain the imparted information. If there is a lack of responses from the class, it is likely that the students were unable to understand the lecture. This can lead to poor performance on exams. Professional Growth A degree of communication is required in every profession, and communication skills are necessary at even the most preliminary stages of career growth. For example, an applicant must be able to communicate her skills and abilities during an interview in order to acquire a job.

Q4. Write down the overview of the approach for reflective practice? What are the benefits of reflective practice? (5 marks)

Roffey-Barentson and Malthouse (2009) introduce 10 useful „benefits of reflective practice‟ (p

16. which are summarised below:

1. Improving your teaching practice

If you take the time to reflect on your teaching, and reflect on how different parts of what you do work well, where aspects of your teaching can be improved, and how problems which arise could be solved, that is bound to help you to improve your teaching.

2. Learning from reflective practice

There is a good range of evidence that purposeful reflection helps „deep‟ learning take place, and for you as a teacher, it will help you to make connections between different aspects of your teaching and what goes on around your teaching. Reflective practice will help you gain new learning and use it in your teaching.

3. Enhancing problem solving skills

When starting off with reflecting on your teaching you may tend to concentrate on problems which arise. By carefully and honestly considering and analysing those problems, you will improve your own capacity to find solutions.

4. Becoming a critical thinker

Critical thinking is about „thinking well‟, and „taking charge‟ of your own thinking (Elder and Paul, 1994), and reflective practice will help you recognise and adjust what you think to take account of changes in circumstances, and by doing that help you to be better equipped to find solutions which work.

5. Making Decisions

As you reflect on your practice, you will find you need to make decisions about what to do (or not to do) next. You may well have a number of choices which you have to weigh up, and deciding which one to take can be difficult. If you regularly reflect on your teaching in depth, you are regularly going to come across the need to make decisions, but the results of your reflective practice will help you to make those decisions in a more informed, thoughtful and objective manner.

6. Improving your own organisational skills

You will notice as this section progresses that the benefits of reflective practice can reaching into every aspect of your professional work as a teacher. If you are thinking carefully about what you are doing, identifying possible actions and choices, trying out solutions, and adjusting what you do to take account of the results, this involves a good deal of organisation. By breaking down issues and problems into steps or stages, you will get better at organising your time and your activity to concentrate on the important, „solution-focussed‟ actions.

7. Managing personal change

Working in education involves managing regular, rapid, pressured and often confusing change, which can be one of the most difficult aspects of being a teacher. If you are using the techniques of reflective practice, which involves, calm, thoughtful, honest, critical and organised thinking and action, this should introduce a calming and less emotional response to that change. As reflective practice is itself focussed on seeking positive improvements and solutions, managing change more effectively should take place.

8. Acknowledging personal values

There will be things which take place within your professional situation as a teacher which you will wholeheartedly agree with, and others which will worry or alarm you. This is because they may agree or disagree with your own personal values such as what you believe in, and what you think is wrong or right. How these are affected by teaching will vary, but you will almost certainly come across major clashes of values as part of your work. Reflective practice is an excellent way of acknowledging and recognising that those values exist and have an effect, but which concentrates on helping you to choose approaches and actions which can help you to