• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Critically evaluate the importance of active learning as an approach to planning & Teaching the foundation curriculum subjects

Extracts from this document...

Introduction

Critically evaluate the importance of active learning as an approach to planning & Teaching the foundation curriculum subjects. As we enter a new and exciting time in education it is a time to reflect on recent change & reform within the education sector. In 1989 a shock wave was felt throughout schools with the introduction of the National Curriculum, this "marked a major change from the freedom to prescription in curriculum content, and from topics to subject-based teaching." ((Turner-Bisset, 2005, Pg.17) As a result of this change teachers began to feel pressurised to teach the exact content described within the curriculum, teaching became very formal in order to attain targets and the appropriate levels, this meant teaching in some cases lost its creativity. In 2000 the Foundation Stage Document was published, the ethos of this document placing the emphasis on learning through play. A view supported by theorists such as Piaget, Bruner and Vygotsky, Curtis & O'Hagan, (2003) state in their book Care and Education in Early Childhood..."he (Piaget) argued that children are active learners" Susan Isaacs (1929) also wrote that "play indeed is the child's work and the means by the way he or she develops and learns." However this principle of children learning through play was not continued throughout the primary curriculum. ...read more.

Middle

Conversely in this type of approach the learning is very one dimensional, although there are links to mathematical development, this, is only due to the subject matter not the teaching method as in the previously mentioned active learning approach. The very nature of active learning lends itself to the unknown quantity; children will often take something from the activity that was not planned for, however it is these moments which children really benefit from, these types of opportunities are often when children are making sense of learning which has previously occurred. In Piaget's terms this fits in to the assimilation and adaptation process found in his schema theory, adaptation takes place as people are driven by the urge to have things "fit together" or to be in what Piaget calls "equilibrium". (Curtis & O'Hagan 2003) "Schema theory would indicate that we need to provide a range of activities which allow children to work.... in very active ways, not merely reading words on a page, but engaging physically, mentally & emotionally with facts, concepts, skills and processes to make the new material part of their mental map of the world" (Turner-Bisset, 2005, pg.25) History is a subject that is often very closely linked with geography. Topics such as sea sides past and present lend themselves to cross curricular links between the two subjects. ...read more.

Conclusion

Even when assessing children through summative assessments it is still possible to use an active learning approach. Whilst assessing children's addition skills on teaching practice a sand sorting game was devised. Children had to find the sums buried in the sand and place them in the appropriate answer bucket, this was done under observation and a summative assessment was carried out, but instead of giving the child a standardised test, some fun and active participation was added. However active learning should not be the only approach used in schools, it is important to cater for children's differing learning styles, indeed it has been observed children who thrive off worksheets but this was a minority. It is essential to remember that, "In order to teach anything to anyone, one needs a broad pedagogical repertoire." (Turner-Bisset, 2005, pg.28) Excellence and Enjoyment (2003) has taken this idea on board, teachers must use a variety of approaches and styles to capture and stimulate children's imaginations. Children have so much energy and passion that is important teachers harness this spirit and use it to their advantage in the classroom. In the foreword of the document Charles Clarke (2003) writes, "Children learn better when they are excited and engaged - but what excites and engages them best is truly excellent teaching, which challenges them and shows them what they can do. When there is joy in what they are doing, they learn to love learning. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Developmental Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Developmental Psychology essays

  1. MENTORSHIP ASSESSING

    Learning Outcome 6.5. Abstract Conceptualization. Effective teaching, the author believes, is mainly influenced by learning theories, learning styles, teaching strategies and the learning environment. The author will attempt to convey how these factors influenced her teaching and how this influence, in turn, facilitated Rachel's learning.

  2. Demonstrate your knowledge and understanding of the teaching of the ICT National Curriculum.

    to use complex searches on the internet, how to bookmark sites of interest and print off information that can be used and using a range of other sources too.

  1. FOUNDATION DEGREE FOR TEACHING ASSISTANTS MODULE 9 LEARNING MATHEMATICS

    agrees that unless a child is fluent in the mother tongue, he or she will find it difficult to acquire second language acquisition. Experience in multiracial schools (mills and Mills 1993) confirms the view that second language learning is aided by genuine contexts and the application of language skills to real-life problems.

  2. Early Years Curriculum

    As cited by Brown,N (2004) "According to the documentation produced in Reggio Emilia pre-schools it would appear that girls and boys tend to work in single-sex groups. Girls also prefer smaller groups than do boys, and girls tend to discuss and collaborate from the start rather than, as the boys do, work independently before working collaboratively."

  1. This curriculum plan is to be based on children aged between nought to two ...

    toddler room, a small group with adult Children's initials AW DR GT ML Gender F F M M Age 2:6 1:5 2 1:9 Aim: look closely at similarities, differences, patterns and change. Animals and life cycles Key learning outcomes A strong child Enjoys being with familiar and trusted others, values

  2. Describe the characteristics of the early year's curriculum, refer to pre-school curriculum (enriched curriculum) ...

    continuity for children as they move from their early years setting into primary school" (pg 432 Diploma childcare and education)

  1. Fractions teaching

    Fractions are also found in the Handling Data strand, when children learn about probability in years five and six or when they are interpreting pie charts towards the end of Key Stage 2. Progression in the NNS aims to equip children with the understanding and meanings behind mathematical representations, so

  2. Investigate the concepts of curriculum development.

    is instrumental in planning courses at Wakefield College and can often be considered as comprising of the following eight main components: * Identifying and analysing need * Stating course aims and objectives * Selecting course materials * Design teaching and learning strategies * Structuring the curriculum * Assessment * Planning

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work