PGCE Module 1 Assignment
Table of Contents
Introduction 04
Educational Transformation and Information Technology 05
My Ideal School and My Ideal Classroom: My Vision 06
Curriculum – Core and Hidden 07
Active Learning 08
Ethos and Social and Emotional Aspect of Learning 09
Learning environment 11
Improvement – Reflection, Assessment, CPD 12
Conclusion 14
References 15
Introduction
Why is education so important in today’s fast-paced society? How can we, today’s educators, help our students attain their educational goals and find their wealth and happiness? Trilling and Hood, (2001), explain the essence of education in society and discuss the transformation of its traditional goals:
Education empowers individuals to contribute to society, fulfil their personal talents, fulfil their civic responsibilities and carry tradition forward (Trilling and Hood, 2001:9).
According to them, these educational goals are vital and they “have not changed the move from the Industrial Age to Knowledge Age” (p.9). However, our response and “cultural context” to each of these goals have changed tremendously, creating “brand new sets of demands (p.9).” One of these “societal demands”
Introduction 04
Educational Transformation and Information Technology 05
My Ideal School and My Ideal Classroom: My Vision 06
Curriculum – Core and Hidden 07
Active Learning 08
Ethos and Social and Emotional Aspect of Learning 09
Learning environment 11
Improvement – Reflection, Assessment, CPD 12
Conclusion 14
References 15
Introduction
Why is education so important in today’s fast-paced society? How can we, today’s educators, help our students attain their educational goals and find their wealth and happiness? Trilling and Hood, (2001), explain the essence of education in society and discuss the transformation of its traditional goals:
Education empowers individuals to contribute to society, fulfil their personal talents, fulfil their civic responsibilities and carry tradition forward (Trilling and Hood, 2001:9).
According to them, these educational goals are vital and they “have not changed the move from the Industrial Age to Knowledge Age” (p.9). However, our response and “cultural context” to each of these goals have changed tremendously, creating “brand new sets of demands (p.9).” One of these “societal demands”
References: Barnard, R. C. G. (1998) Classroom observation: some ethical implications. Modern English Teacher 7(4): 49-55. Available at: http://hdl.handle.net/10289/871 [Accessed 16 July 2014]. Brookfield, S. (1995), Becoming a Critically Reflective Teacher, San-Francisco: Josey-Bass, p.1 DfES (2005) Excellence and Enjoyment: Social and Emotional Aspects of Learning DfES (2006) Pupil Grouping Strategies and Practices at Key Stage 2 and 3: Case Studies of 24 Schools in England. Available at http://www.standards.dfes.gov.uk [Accessed 25 July 2014]. Festinger, L. (1957), A Theory of Cognitive Dissonance, California: Stanford University Press. Available at: http://en.wikipedia.org/wiki/Cognitive_dissonance [Accessed 22 July, 2014]. Freire, P.(1999), Pedagogy of the Oppressed, In: Pollard, A. (Ed.) Readings for Reflective Teaching, Challenging the ‘Banking’ Concept of Education, 2002, p.365. London: Continuum International Publishing Goleman, D Greenhalgh, P. (1994), Emotional Growth and Learning, [online] London: Routledge. Available at: http://www.myilibrary.com/?id=32197 [Accessed 22 July 2014]. Harlen, W., Gipps, C., Broadfoot, P. and Nuttall, D. (1992) Assessment and the Improvement of Education, The Curriculum Journal 3(3) pp. 215 – 230. Available at: http://www.leeds.ac.uk/educol/documents/000000085.htm [Accessed 11 August, 2014]. Hopkins, D. and Reynolds, D. (2001) The Past, Present and Future Improvement. British Educational Research Journal, 27(4): pp.459-475 Johnson, M Macbeth and Mortimore, (2001) Improving School Effectiveness In: Pollard, A. (Ed.) Readings for Reflective Teaching, 2002:348. Marsh, C. J. (1997) Perspectives: Key Concepts for Understanding Curriculum 1. London: Falmer Press. (p.5) Pollard, A Reason, R. (2002) In: Pollard, A. (Ed.) Readings for Reflective Teaching, ‘Good Practice’ in Group Work, London: Continuum International Publishing, 2002, p. 204-205. Solomon, J. and Tresman, S. (2002) In: Pollard, A. (Ed.) A Model for Continuing Professional Development, London: Continuum, 2002, p. 353 Southworth,G., Nias, J White, J. (2007) Impact No. 14: What Schools are For and Why [online]. London: Philosophy of Education Society of Great Britain. Available at: http://www.philosophy-of-education.org/impact/impact_publications.asp [Accessed 30 June 2014].