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

In the following assignment I will be outlining the children I worked with: ages, previous classroom experience and ability.

Extracts from this document...

Introduction

Materials In the following assignment I will be outlining the children I worked with: ages, previous classroom experience and ability. I will state the reasons for choosing materials as a topic and analyse the children's understanding and knowledge both before and after their science lesson. I will then go on to analyse my role as a teacher, the successes and the weaknesses. The Children I started with five year three children: S, J, ST, G and O. All the children were aged eight. Their abilities were based on literacy skills and ability groupings. Their previous year two teacher had been ill for quite some time subsequently the class had had quite a few supply teachers. The continuity of teaching was not there and so the class teacher and I thought it best to go with elicitation and assessments gained in literacy, see Appendix A. These would enable me to ascertain who would need extra synonyms and who would need help in completing written work. This assignment was completed in November 2003 and I had only worked with these children for two weeks prior to the commencement of this science task. Through these weeks I had gathered that these children liked to talk and the chosen topic should include this medium. As it was, the next whole topic to follow on the school's long-term plans was materials. Appendix B shows the progression from rocks onto materials and the follow on topic, which was to be springs and magnets. The NC outlines this as grouping and classifying materials, 1a: compare materials on the basis of there properties and relate them to everyday uses. Children's Ideas On Materials Considering that each child from the time it was born has had some contact with its environment you would expect that there was some amount of historical background. ...read more.

Middle

It seems that S, G, St and O will look for learnt knowledge through suggested viewpoints already outlined and then deduct new information based on historical information. They understand that objects are made from different substances and can recognise familiar non-confrontational materials, but get stuck on how to scale down the area of scope in the unfamiliar. This is something I need to address in their learning. Nobel (1991) reiterates the Goethe idea of wholeness in science and stipulates that: In his research he did not concentrate one-sidedly on the object itself but above all on objects set into their whole context. Page 110 My learning as a teacher My aim in my teaching was to portray materials in their entirety. I wanted to convey a sense of beginning, which could be developed in future lessons. By using the elicitation as a guide I focussed on the classification grid, which is outlined in Littledyke et al., 2000 pages 60-61. Although it may seem a little high brow for year threes I believed it to be the best way to convey a higher thinking: a theological, spiritual understanding. Childs (1991) advocates this higher learning and states: The teacher should not hesitate to speak of ideals to the children which they will not understand, but which they will probably recall later. (Page112) The grid enabled the children to go beyond the senses and to judge and reason. Which helps them to break through into questioning and hypothesizing. As Nobel (1996) states: In contexts of knowledge it is a matter of inner, invisible knowledge, as opposed to outer, observable knowledge. (Page 164) As hair was one of the misconceptions, only explanation would suffice as opposed to practical experience of origin. ...read more.

Conclusion

S is also a level one working towards a level two. She shows good understanding of the properties of plastic and has demonstrated through her drawing/description of a drinking vessel that plastic can be hard as well as flexible, see Appendix? This draws reference from the intervention demonstration of the breaking glass versus plastic. She was able to group objects in relation to their materials, see Appendix? and has developed understanding of where materials originate from. The inclusion of "made by a scientist" in her description/ drawing, Appendix? demonstrates this. ST also developed better understanding of the properties of materials by describing metal as shiny yet also hard, see appendices? and? In his drawing/description he also chose to include that the spanner conducted electricity. This shows that he investigated his object and was able to see beyond the initial visual observation to find out what metals can do in relation to electrical conductivity. So he can pick out a material, name it, describe it and investigate it further. I would level St as level one rising to level two. His groupings still need work and we have not yet covered heating or mixing materials. G can also be best described as level one rising to level two because we have not yet investigated melting. His level description is based on his ability to illustrate the properties of an everyday object, hammer see Appendix?,. Through colour and labelling he has shown the relationship between worded properties and the properties of wood and metal. As the hammer has two materials it is commendable that he has labelled accurately, notice opaque and hard float in between the wood and metal, whilst once living and shiny are definitely placed next to the co-ordinating material. This shows understanding and comparing skills. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Teaching 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 University Degree Teaching essays

  1. This portfolio will help to illustrate and address how the current influences of play ...

    concentration and a love of learning and at Montessori settings they encourage children to develop the skills necessary to do things for themselves - setting tables, putting on their coat, pouring drinks and having snack. Montessori education may be 100 years old, however Montessori principles, are just as appropriate today as they were 100 years ago.

  2. Reflect upon your own strengths and weaknesses as a language user and consider the ...

    The top- down model is where one would begin with understanding the content first moving on to sounding out the words and then finally looking at text. The Bottom-up model is the opposite; one would start with the text, decoding each grapheme [letter], and then would look into the context.

  1. The Nature of Science and its Subject Application

    Part 3 - School science This study aims to investigate how science is generally taught in schools at KS4 and how students perceive it in light of the government changes to the National Curriculum that occurred during this decade. However, due to time constraints and word limit, I cannot delve

  2. English in the Primary Classroom.

    Chambers (1993, p.24) explains, "the public effect is that by pooling our thoughts we extend our individual ability to think," adding that, "talk itself often generates new understandings (and) increased appreciations." (1993, p.25). Goodwin (2001, p.27) furthers this by stating that, "there is plenty of evidence to show that when

  1. Submit a case study written assignment that clearly and succinctly analyses those aspects of ...

    TB has an unstable pattern of foster care and has currently been diagnosed with Attachment Disorder (AD). Levy and Orlans (1998) describes Attachment Disorder as having difficulties in managing close relationships with high emotional needs where behaviour can be erratic and challenging.

  2. Reflective journal Assignment 1: Classroom management

    I spoke to my subject mentor and together we came up with new seating plans. I believe that in changing the seating plans it added to the sense that disruption wasn?t going to be tolerated. As well as my seating plans there are a number of other routines that I have direct control over that create the same impression e.g.

  1. Ingredients for Developing Ethical and Moral Character in Children

    Authoritative parenting is a combination of control with clear communication that favors warmth and nurturance with clearly defined expectations for mature behavior (Damon, 1988). This type of parenting presents firm yet fair expectations that draw the child away from internal emotional reactions toward a "moral center that is more other-oriented" (Damon, 1988).

  2. PGCE Portfolio - Chemistry Lesson Observation.Year 7 Practical Burning Metals in Oxygen: Making ...

    The lesson was carried out using a Powerpoint presentation on the interactive whiteboard and began with the starter (DCFS 2008) which was a number of keywords such as voltage, current, flow, transfer, heat, and light. The teacher asked random pupils what the keywords meant and then moved on and asked

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