Subject Knowledge And The Curriculum In A Practice Setting - 1375 Words

Pedagogy, Subject Knowledge And The Curriculum In A Practice Setting (Primary) (Coursework Sample) Content: Pedagogy, subject knowledge and the curriculum in a practice setting. (Primary)NameInstitutionDateHow mathematics, language and literacy and science are offered to learners in a primary practice setting.In a primary practice setting mathematics, language, literacy, and science need to be offered by well-trained educators. The educators are expected to have a degree or diploma in education. In many cases, these subjects are taught in independent classrooms. As cited by Medwell et al (2014) asserts that teachers must plan to teach structured lessons. In primary practice settings, there is a schedule indicating the exact time when a class should start and when the same class would end. One single class may take about forty-five minutes. It therefore follows that a teacher is expected to prepare a lesson plan for the class he intends to teach. During the forty-five minutes, a teacher will have some time to introduce the topic of the day. The introduction of the topic star ts by brainstorming with the learners on ideas that pertain the previous lesson. A teacher would ask students to highlight the content of instructions given to them during the previous lesson. Then the teacher will introduce the present lesson, and provide a basic definition of terms. The introduction section of the lesson takes about five minutes.The next section would be the teacher getting into the details of the topic of the day. It is the body of the lesson. In this section of the lesson, the educator provides all the instructions to the learner step by step. The teacher uses learning resources such as charts, and video presentations to illustrate the content offered and ensure that the learners get to grasp all the instructions offered. It may take between 25 to 30 minutes to complete this session.The nest session would be the concluding session of the lesson. The teacher provides the learners a summary of the entire lesson, answers all the questions that would be raised by th e students, then provide the student's feedback and offer homework for the students.There is a slight deviation between how mathematics and science are offered and how Language and literacy are offered. In many cases, the language and literacy classes will involve a lot of reading sessions where students are given a reading assignment. Medwell et al. (2014) mentioned that learning language and literacy calls for reading, writing, speaking, understanding, listening, attention, exploration, and imagination. There are situations where a teacher would decide to read an interesting story to the learners then ask the learners to answer questions. The essence of the reading session is meant to build the comprehension skills of the learners. The situation is different in a science and mathematics class. These two are more practical in nature. In a science class, a teacher may take the students to a science laboratory, provide the students with material for a given experiment, and the proced ure for the experiment. The teacher will then guide the learners through performing a certain experiment. It could be the use of a microscope to visualize the cells in a sample. Learners will learn well by having hands-on experience. Many science teachers prefer to explain to the students a concept that students did discover in the laboratory. As a result, most science lessons are practical. Students, on the other hand, find it easy to remember the practice sessions more than the theory-based sessions.The situation is similar for mathematics. In a mathematics class, a teacher will introduce a concept, then perform an example on the whiteboard, and offer the learners another example to work on. As the learners work on the given problem, a teacher will be able to assess learners progress and find out whether the learners have mastered the skill given to them. Mathematics class will, therefore, involve a lot of practice and students will take part in calculation often for them to maste r the concept. The nature of the homework given in such a class will also involve problems to be solved at home or during the free time.Analysis of descriptionFrom the interview I did contact, I found out that different learners have different concentration levels, and that the learners have different rates of grasping the instructions given. Some teacher mentioned that while other learners master instructions in class, other learners will master instructions after a follow-up has been given to them. The findings of the interview agree with the findings reported from the cognitive developmental perspective. Even though effective planning needs to support the manner in which the children learn, and master the instruction given to them, all children have unique needs. It is vital for schools to consider special training for their teachers to ensure that the teachers are in a position to accommodate the specific needs of the studentsIn one class, I found a teacher and a teacher-assista nt working in a collaborative environment to teach the student. It was a unique setting as the two teachers were both involved in the teaching. As one teacher advanced with offering instructions to the learners, the teacher assistant was moving from one learner to another explaining the instructions in a manner that would help the learner to grasp the concept. At the end of it all, the two collaborating team reported to me how effective their approach was in ensuring that all member of their class master the concept taught. I also found out that in this class, the teachers had studied the potential of all their learners and had classified the learners into groups depending on their potential and level of understanding. Such efforts were useful, as the teachers knew the learners who required extra help for them to master the instructions offered to them. I support the approach of collaboration in teaching because it is a strategy that improves the delivery of instructions and improve s the outcomes as well.Learning is depended on how the teacher understands the depth and breadth of the subject area. It depends on how the teacher understands the learning style of the pupils (Medwell et al., 2014). It also depends on how the learners understand the given subject. An effective teaching will be experienced in situations where the teacher has deep knowledge on the subject area. It is vital for teachers to have a high understanding of the subject they intend to teach. It also follows that the teachers should be able to understand the teaching methodology that would return positive outcomes when teaching...