learning

Rationale for Micro Teach 1 I have chosen the topic of making an F-16 falcon paper aeroplane as an ice breaking exercise; this will create a fun atmosphere and will help build a good working rapport with my students helping the students to relax making the learning environment a lot more comfortable, which in turn will aid learning. Equal opportunities are met by this topic and the method is not gender, ethical, moral or socially biased.

This initial lesson will help me gain an understanding of the student’s practical skill capabilities. A practical first lesson will help me visually assess student’s ability to work with equipment and to follow simple instructions, as students progress through the harder stages of the demonstration, some students will pick up the skill almost immediately whilst others may struggle informing me of the levels that these students will learn at. Kolb learning cycle will help the students to achieve the final product.

Through the actual process of creating the plane, students would be having concrete experience. Students will be able to observe and reflect at each stage helping them to perform each step at a time. Students will then be able to learn from the experience (Abstract Conceptualisation), through trial and error on the harder stages. Finally they will be making the final product and testing it, which refers back to the original concrete experience.

The use of PowerPoint to demonstrate the processes involved will be aimed towards the learners who learn via the cognitive domain, these learners work from visual knowledge by applying the instructions. This will be white writing on a blue background to help aid any learners with dyslexia as this is a preferred visual style. Psychomotor domain learners will have the most benefit throughout the actual process of making the plane; these learners can then visually see the processes involved and will immediately be able to mimic the actions involved.

There will be an underlying of the cognitive domain for these type learners to help reflect. I will have a pre-made product to show the class as an example, this type of resource can be passed around the class for all to see the method used in construction. I am able to offer assistance to those pupils who I feel may lack in confidence with practical activities, as this type of exercise will allow me to move around the classroom and see learners progress on a one to one basis.

The affective domain learners will gain from personal tuition, and in return will be able to complete this exercise. As I go from person to person giving advice and hands on help, I can also mentally assess those learners in the other two domains as I see them progress. My learning objectives will be: These are obtainable and I will know that they have been achieved by the end of the lesson, through the learners answering questions and once learners have successfully made the F-16.

As this is my first teaching experience I will be nervous but will teach with confidence, I have thoroughly researched this topic, and therefore have a strong basis of the topic being taught. Learners will see that I have a great knowledge of the subject and this will be portrayed throughout the lesson. I will achieve this by having correct posture, effective body language, and will use eye contact; I will use my voice to maintain a steady pace so that my language will flow. Whatever happens you need to cultivate a confident exterior, even if it is something of an act and you are feeling far from assured inside. ” (Capel, Leask & Turner 2005)

References Capel, S & Leask, M & Turner, T 2005, Learning to teach in the secondary school: a companion to school experience, London ; Routledge Kolb learning cycle [Online]. Available from : http://www. ldu. leeds. ac. uk/ldu/sddu_multimedia/kolb/kolb_flash. htm District, F D A C C 2010. Learning Domains [Online]. Available from : http://pixel. fhda. edu/id/learning_domain. html

The curriculum is the goal, or outcome that is desired to be achieved through the instruction. For the instruction to be successful, there needs to be a linear set of standards, or objectives that need to be taught and be assessed to achieve the desired goal of the lesson. There are three main types of objectives that need to be addressed when designing a lesson: Program objective, learning objective, and performance objective. Before addressing these three concepts, there is a need to define the goal(s) of stated objectives.

Goals

Gagne’ (1988) states, “Education goals are statements of the outcomes of education” (p. 41). The goal of instruction is to impart a knew skill, capability or concept in a measurable manner. Goals are the expected result of instruction. In the example assigned to this paper, the goal of the course is to teach instructors how to best utilize technology in the classroom with the use of laptops and iPads.

Objectives

Whereas goals are the destination of the instruction, objectives are the means of getting there. As stated previously, objectives are a set of standards that are to be met through instruction and assessment.

Objectives and Goals 4

Program Objectives

Program objectives define what content is to be used in the lesson, the time-line for instruction, and what tools and media will be used to achieve the instructional goal. In our example of iPad and laptop instruction, first the instructor needs to evaluate the class and determine what their skills with computers and iPads are.

There may not be a need to cover some of the instruction or there may be a need for some skill building before the planned instruction can start. The instructor also needs to have a time frame, in which the class can reasonably follow, for the lesson progression. Whether it is measured in hours, days, or weeks, the learners need to know how much time they have to learn the skill before assessment is administered.

The instructor also needs to have a plan on which operating systems, software and apps will be used in the instruction and instruct teachers how to integrate them into their lessons. In recent years, schools have gone more tech oriented and teachers need instruction on how to incorporate the devices into the learning process.

In short, the program objectives are to teach instructors, in a timely fashion, how to: use laptops and iPads for designing lessons, incorporating technology into existing lessons, maintaining and updating devices, and familiarizing instructors with apps and programs so they can better utilize the technology.

Learning Objectives

Learning objectives come in many terms such as benchmark, standard, and performance indicator. Whichever term is used, the intended purpose of the learning objectives is to define what the student is expected to learn. According to FLDOE.org (2018), “Learning objectives

Objectives and Goals 5
should break down the task and focus on specific cognitive processes”. Learning objectives give structure to the program objectives through defining the specific skills and knowledge to be learned and how the lessons will be sequenced.

Stating only that the instructors will learn to and understand how to use an iPad is not an example of a learning objective. Learning objectives are specific knowledge and skills that are targeted for learning. Examples for this would include: selecting and deploying the appropriate applications, managing the steady flow of updates, assigning and submitting assignments electronically, and how to diversify the lessons to accommodate students’ learning needs. Sequencing would also be addressed by teaching the lessons in a proper order. It would not be effective to teach how to diversify and accommodate the applications before teaching which applications are appropriate for the lessons.

Performance Objectives

Performance objectives are exactly what it states: performing learned knowledge and skills through an action. Gagne argues that the “five-component objective” is the best approach for performance objectives. The five components he lists are: Situation, Learned Capability Verb, Object, Action Verb, and Tools, Constraints or Special Conditions.

Situation

“What is the stimulus situation faced by the student?” (Gagne, p. 123). The situation can be defined as the circumstances of the instructional objective. What is being offered? Under what
Objectives and Goals 6
condition is the instruction or assessment is being administered? Using our example, the situation is “using an iPad” or “using a computer”.

Learned Capability Verb (LCV)

This component deals with how the situation is applied. Gagne states that there are nine standard verbs that are used: discriminate, identify, classify, demonstrate, generate, adopt, state, execute, and choose. Gagne (1988) states, “By including one of these verbs in the objective, the intended behavior is more clearly communicated, and the conditions of learning appropriate to that type of learning outcome are more readily applied” (p. 125). For our example, demonstrate, generate, chose, and execute would most likely be the actions used.

Object

The object is the actual learned item or behavior that the learner is applying with the LCV. It can also be described as the learning objective that the learner will demonstrate. Using our example, how to assign and submit assignments electronically using the laptop and iPad would be the object of the performance objective.

Action Verb

Gagne (1988) explains, “The action verb describes how the performance is to be completed…” (p. 125). There are many different action verbs that can be used depending on the task.

Objectives and Goals 7

Hypothesizing, solving, and typing are considered action verbs. In our example, the learner so far has been instructed to demonstrate how to assign and submit an assignment. Applicable action verbs would be “upload” or “download”.

Tools, Constraints, or Special Conditions

This title is self-explaining. This section deals with the conditions, the limitations and the applicable media of the objective. In our example, iPads and laptops are the tools that are being used in this lesson. A constraint is the time frame that the teachers are limited to for the instruction. From personal experience, most of these types of training exercises and courses are limited to just a few hours, or at most, one day.

Outcome

The outcome of the five-point approach for our example is, “Using an iPad or Laptop, the teacher will demonstrate how to assign and submit a lesson electronically by uploading the assignment in the fewest steps possible”.

Summary

Properly defining goals is the first step to designing an instructional plan. Program objectives are a general outline of what it takes to reach that goal. The learning objectives are the specific skills and knowledge objectives that are used to meet the program objectives. Following the five-step performance objective model, learners should be able to easily understand what learning outcomes they are required to demonstrate at the end of instruction.

The Color in a space gives more depth and mood to it .When perceived by a person, psychological effects and reactions are made on him or her due to the physiology of color. According to child psychologist Jean Piaget (1954), children during preoperational period (Age 2-7) communicate more with colour than language. He further explains the importance of colour in sensory & cognitive development of a child during this period.

Despite of being the most deeply affected group of users, children are presently the least able to influence the design of their own environment. Not only are children seldom consulted about these matters; their needs are often forgotten when such facilities are being designed.

Architects design environments which uplift the spirit and enhance sense of well being for People. They are able to modify the way a person would perceive, think about and behave in an environment. In this case Architects have a greater responsibility in shaping the built environment of the Kindergarten where the primary user is the child (Age 2 ½ -5).

Since the early education methods are based on principles of child psychology, environments of early learning and the colours used for its ambiance are interrelated and play a vital role in child development.

Hereby it is important to understand the type of color combinations required as spatial characteristics to fulfill the needs of Kindergarten activity and to discuss in what extent it is achieved in the Sri Lankan context.

CHAPTER 1

INTRODUCTION

Chapter 1 gives a background of the study, which will establish its needs, objectives, scope and limitations, method and benefits.

Background to the subject

The manner in which we experience the sense of being in the world has been driven by a pure sensory understanding. Human contact in the world is through the sensory organs that respond through tactile, visual and audible means of the physical environment. Amongst these, colour plays a significant role in visual transfer of information from the surroundings to the perceiver.

Colour is first and foremost an experience which permits human beings to enhance the total experience of the world around them. The ability to use the sense of color to an advantage in visual arts, clothing, external architecture, landscape architecture and interior architecture is one of the distinctive features of the human kind (Kuehni, 1983).

Unlike the adult human who comprehends his external environment within a complex array of experiences children are mostly extroverted by nature: they not only absorb the many avenues of interest in the environment, but also experience the many emotions it evokes with candour and eagerness. As young children are instantly attracted to colour, it is recognised as one of the best mediums through which they can represent the feelings they realise. (Birren, F., 1976)

Faber Birren (1988) states that Children’s responses are more colour dominant than form dominant: hence its application in the spaces that children occupy requires a conscious effort.

Accordingly learning spaces, such as preschools, colored appropriately, provides an unthreatening environment to the child that improves visual processing, reduces stress, and challenges brain development through visual stimulation/relationships and pattern seeking. (Simmons, 1995).

Use of color in early learning space

Although the use of color becomes a very sensitive and important application in preschool environments, is it is wrongly considered a surface application than an actual design element which addresses functional, aesthetical and psychological aspects, of the user. . Therefore it is important to understand that a colourful space does not necessarily provide the appropriate solutions as one would assume a colorless space would not.

“Color for the sake of color accomplishes little that is constructive, just as bleak environments accomplish nothing constructive either” (Mahnke, 1996, p.180).

Research has demonstrated that specific colors and patterns directly influence the health, morale, emotions, behavior, and performance of learners, depending on the individual’s culture, age, gender, and developmental level, the subject being studied, and the activity being conducted.

Mahnke F.H. (1996) states the use of preferred colors and color schemes in preschool environments increases the attractiveness and the sense of belongingness. Producing a fruitful and enjoyable education process… Therefore Children’s preference for color should be carefully regarded in the colour application of preschools.

1.2 Objective of the study

The main objective of this study is to analyze the use of colour in early learning spaces and its contribution to the kindergarten concept of ‘learning through play’. While it is apparent that color in child environments are necessary what is less clear is the combinations and variations that work as stimuli in a kindergarten environment and work positively towards the learning activity of the child. Moreover, this main objective can be further detailed with the following.

1. To analyze color preferences of preschool children, in relation to age and gender.
2. To analyze the use of color through the identified principles and apply them to the “Learning through Play” method adopted in kindergartens.
3. To discover how the use of colour in a pre-school environment particularly affects the kindergarten activity, the ambiance and the behavior of the child.
4.  To identify possible colours and colour schemes with the aid of natural light conducive in creating an ideal kindergarten environment for “Learning through Play”.

1.3 Methodology

Initially the Kindergarten and early childhood education and the concept of ‘Learning through play’ is studied through a literature survey referring to Local and international examples of kindergarten architecture to determine the nature or specific features of the spatial quality required.

Subsequently theories and principles relevant to color for ‘Learning through play’ is reviewed through literature in order to identify key principles relevant to the study: the main intent being to analyze colours and colour schemes used in kindergarten environments through which to establish the colour principles to be adhered in order to achieve the particular spatial quality required for ‘Learning through Play’ Once established these factors form the basis for the examination and evaluation of case studies.

The data researched to evaluate the key principles will be collected through a process of systematic observation during different times of the day and a field survey.

The three case studies will be selected, investigated and analyses through derived principles which form the scheme of analysis: Accordingly, students of three kindergartens of Colombo District will be chosen: each study will contain different colour applications in specific identified areas: namely the classroom, play areas and the corridors which are then each tested against their colour preferences respectively. The results of the studies will then analyze.

The research concludes with a discussion on how colour is manipulated and made meaningful in the Kindergarten concept of ‘Learning through play’ with an emphasis on its effect on optimum learning. It further discusses other considerations such as location and the levels of light and glare that may be accountable for the variables observed in the study.

1.4 Scope and limitations

Study is focused on identifying the “use of color” with regard to Child behavior patterns and the early learning spaces only.
Further limitations of this dissertation are:

1. The user group will be limited to the pre-operational period of childhood (2 1/2 – 5 year old children) of Nursery and kindergarten Method.
2. Interpretation of Colour in Architecture would be confined to the Nursery and Kindergarten Method.
3. Literature reviews on child based research and use of color on kindergarten environments.
4. Case studies are analyzed based on accepted research, accepted theories on colour, childhood development and sensory perception without entering into a discussion on divergent views.

Architectural benefits of the study

• Identify which color combinations are more suitable in a healthy learning environment for children.
• Create an opportunity for discussion to establish a perception on how to use color for early learning spaces.
• Create awareness for innovative use of color in the context of early learning space design in Sri Lanka.

“ Preschool is an exciting clip to watch a kid explore and larn about their universe. Learning English in preschool enables yearlings to hold the tools to pass on with the universe around them. At this age, childs can inquire for specific points, ask inquiries, talk about their universe and communicate on a much higher degree than they did before come ining preschool. “ [ online 1 ]

“ Preschoolers enjoy the thought of playing. A universe that is filled with different drama activities will ensue in better acquisition. That is why it is good to utilize games that are fun and exciting to assist childs easier learn. A great trade of linguistic communication will be retained and kids will hold no thought they ‘re being taught specific letters, words and constructs. Teachers can give kids to paint a letters, pigment words, colour images of letters, pattern composing letters, act out scenes from narrative books, bring in points that begin with a specific missive or consonant sound to make learning chances. “ [ Online 2 ]

“ Child development refers to the biological and psychological alterations that occur in human existences between birth and the terminal of adolescence, as the single advancements from dependence to increasing liberty. Because these developmental alterations may be strongly influenced by familial factors and events during antenatal life, genetic sciences and antenatal development are normally included as portion of the survey of kid development. Related footings include developmental psychological science, mentioning to development throughout the lifetime, and paediatricss, the subdivision of medical specialty associating to the attention of kids.

By three old ages the kid is get downing to utilize complex sentences, including comparative clauses, although still honing assorted lingual systems. By five old ages of age the kid ‘s usage of linguistic communication is really similar to that of an grownup. From the age of about three kids can bespeak phantasy or pretend linguistically, produce consistent personal narratives and fictional narration with beginnings and terminations. It is argued that kids devise narrative as a manner of understanding their ain experience and as a medium for pass oning their significance to others. The ability to prosecute in drawn-out discourse emerges over clip from regular conversation with grownups and equals. For this the kid needs to larn to unite his position with that of others and with outside events and learn to utilize lingual indexs to demo he is making this. They besides learn to set their linguistic communication depending on to whom they are talking. “ [ Online 4 ]

“ Several tips to assist parents of immature kids promote literacy at place: read to child, as in before a sleep, bedtime, or after dinner, Hold the book so that she or he can see the images. Take clip to look at and speak about the images. Do n’t merely read the narrative: talk about it. Let child indicate out letters, forms, colourss, and animate beings. Understand that reading begins at place. Children read their environments, so do place a print rich environment. Read! Do n’t anticipate reading to be of import to kids if they see that it ‘s non of import to their parents. Invite kid to read laud.A If he or she is a pre reader, he ‘ll frequently construe his ain narrative utilizing illustrations and his imaginativeness. Read aloud to child every twenty-four hours.

Preschool larning online can assist parents to learn childs at place with many preschool activities, games, prek printables, child preschool activities and professional lesson programs during showery yearss or preschool clip.

There are free preschool activities and printables for childs, childs preschool larning, childhood development, early acquisition thoughts and learning activities for childs that are easy for parents or instructors to learn childs at place. These preschool course of studies can be used in daycare/preschool schoolrooms every bit good.

Preschool online activities are focused on easier acquisition.

Daycare tiffin bill of fare, healthy bites and dainties for childs, a assortment of preschool subjects, preschool course of study, child instruction thoughts, lesson programs for instructors, lesson programs for yearlings and assorted preschool activities for learning childs and yearlings at place are free for everyone ‘s usage. aˆz [ online 6 ]

Abstract: CBIR uses image content features to search and retrieve digital images from a large database. A variety of visual feature extraction techniques have been employed to implement the searching purpose. Due to the computation time requirement, some good algorithms are not been used.

The retrieval performance of a content-based image retrieval system crucially depends on the feature representation and similarity measurements. The ultimate aim of the proposed method is to provide an efficient algorithm to deal with the above mentioned problem definition.

Here the Deep Belief Network (DBN) method of deep learning is used to extract the features and classification and is an emerging research area, because of the generation of large volume of data. The proposed method is tested through simulation in comparison and the results show a huge positive deviation towards its performance.

Keywords: Image Retrieval, Deep Learning, data analysis, image extraction

INTRODUCTION

In this era, technology upgrades to its maximum with the help of creativity and innovation, with such an ideas in the field of ANN, the basic module is said to be image processing stream so that most of the systems will map the inputs to its outputs with varied uncertainty logic [1].

The image will be considered as the digital formation and it will be decimated to its corresponding bits. The classification of image or video in the existing systems seems difficult due to its methodology works with the file name search and not the content inside it [2]. Depending upon the query given by the user the ANN should have to classify the content with various attributes.

Our proposed algorithm deal with Deep Learning methods, in which it confines each and every data, learns the contents by separating its features to the deep bottom. The database itself maintains a separate individual data centre that will contain a finite most significant amount of features [3]. Deep learning method shows its maximum performance to its extent and plays a smart extraction of the content from the data, which is on process [4].

Deep learning is one of the classifications of soft computing phenomenon in which extraction of data from millions of segregated images can be retrieved using this phenomenon [5]. The retrieval performance of a content-based image retrieval system crucially depends on the feature representation and similarity measurement, which have been extensively studied by multimedia researchers for decades.

Although a variety of techniques have been proposed, it remains one of the most challenging problems in current content-based image retrieval (CBIR) research, which is mainly due to the well-known “semantic gap” issue that exists between low-level image pixels captured by machines and high-level semantic concept perceived by humans. From a high-level perspective, such challenge can be rooted to the fundamental challenge of Artificial Intelligence (AI) that is, how to build and train intelligent machines like human to tackle real-world tasks [6]-[8].

Figure 1: CBIR system with Deep Learning

Machine learning is one promising technique that attempts to address this challenge in the long term [9]. Recent years have witnessed some important advanced new techniques in machine learning. Deep learning is the part of machine learning, which includes a family of machine learning algorithms that attempt to model high-level abstractions in data by employing deep architectures composed of multiple non-linear transformations [10].

Unlike traditional machine learning techniques that are often using “shallow” architectures, deep learning mimics the human brain that is organized in a deep architecture and processes information through multiple stages of transformation and representation [11]. By exploring deep architecture features at multiple levels of abstracts from data automatically, deep learning methods allow a system to learn complex functions that directly map raw sensory input datum to the output, without relying on human-crafted features using domain knowledge [12].

Many recent studies have reported encouraging results for applying deep learning techniques to a variety of applications, including speech recognition, object recognition, and natural language processing, among others. Inspired by the successes of deep learning, in this paper, we attempt to explore deep learning methods with application to CBIR tasks.

Despite much research attention of applying deep learning for image classification and recognition in computer vision, there is a still limited amount of attention focusing on the CBIR applications. In the proposed method, we investigate deep learning methods for learning feature representations from the images and their similarity measures towards CBIR tasks [13]-[15].

RELEVANCE OF WORK

The incomplete annotation issue in text based image retrieval will degrade the retrieval performance of the searching process [6]. Query by Image Retrieval (QBIR) has evolved into a necessary [6] module in which the contents of the images are extracted to search the images from the database. But CBIR system also faces many challenging problems because of the large volume of the database constrain, the difficulty in both people and computer understanding the images, the difficulty of creating a query and the issue of evaluating results properly.

In our method, we explore an alternative strategy for searching an image database [7] in which the content is expressed in terms of an image and its multiple features are extracted using different image feature extraction algorithms. These features are analyzed with the features of image database and the most similar images are retrieved using an efficient index based sorting algorithm [16].

VARK is a questionnaire

“VARK” is a questionnaire of about 16 questions that provides people with their preference of learning style. The learning styles that VARK offers can help people develop additional and effective strategies for learning and for making your communication skills better. The styles that this questionnaire determines are Visual, Aural, Read/Write, Kinesthetic, or you can be multimodal which means you have a multiple learning preference. In this paper I will summarize the results received after taking the questionnaire and the other learning styles.
After taking the questionnaire it was learned that some individuals, such as this author are multimodal learners. What multimodal means is you have multiple preferences. Majority of the population fits into this category. The results after this author took the questionnaire showed a preference of a visual and kinesthetic learner. As visual learner VARK says that the learners want the whole picture therefore they are most likely holistic rather than reductionist in their approach. Visual learners prefer something because of the way it looks, the layout of it and the presentation catches their eye.When explaining something the learner/teacher is most likely to draw it out so they can visualize it.

As a Kinesthetic learner VARK suggest that the learner uses all their senses; sight, touch, hearing, etc. Kinesthetic learners like hands on, trial and error. Relating things to real life experiences can help absorb the information. Using pictures can also help to remember the information. When taking notes kinesthetic learners should take notes that are relevant and concrete, reducing notes for every three pages to one page, and use color such as highlighting important information.Other learning styles that VARK include are Aural; meaning you would rather have things explained to. Information is better obtained when aural learners discuss is with others and hear it repeated instead of reading it from their notes.

When aural learners teach or discuss something with others, they are practically teaching themselves because discussing it helps to better learn and retain it. The last learning style that VARK offers is read/write learning style. You prefer to write things down and receive handouts on new material.The library is a preferred area of study, and choice when gathering information on a topic. After completing the VARK questionnaire this author feels that the results were pretty accurate. She feels that she learns best when applying areas of study to real life experience and to personal experiences. She also finds herself writing many things down, high lighting, and drawing out things when trying to remember something.

This author took another survey on another website to see what the preferred learning style showed.After completion it showed this author is a visual and tactile/kinesthetic learner, which matched the VARK results. In the future there are a few things this author needs to work on to improve her study habits. Although this writer has in the past used the learning styles previously mentioned, she may have not been using them correctly. Why highlighting can help to pinpoint the main idea or important information, there is a thing as highlighting too much. This author needs to be able to determine what is pertinent and when something is not as important.In the past she has highlighted too much information, and perhaps has highlighted the same information twice.

Also note taking so be minimized, and not writing everything down, which she has done in the past. In conclusion after taking the two different questionnaires they showed the same results. Both results revealed that this author is a visual learner as well as a tactile/kinesthetic learner. This author feels these results show how she has studied in the past. This author likes to try things out when learning new material and enjoys having people demonstrate what is being taught.During nursing school this author learned best by the demonstrations in skills and clinical and then being able to perform the hands on task. These questionnaires are good guidelines to get a student headed in the right direction and to help them improve their study habits.

References

Fleming, N. (n. d. ). a guide to learning styles. In VARK . Retrieved October 21, 2012, from http://www.

vark-learn. com/english/page. asp? p=questionnaire Conner, M. (n. d. ). What is Your Learning Style?.

In Marcia Conner Business Culture, Collaboration, and Learning.Retrieved October 21, 2012, from http://marciaconner. com/assess/learningstyle/ The VARK Questionnaire ResultsYour scores were:

• •Visual: 13
• •Aural: 1
• •Read/Write: 4
• •Kinesthetic: 13

You can find more information about your learning preferences in our downloadable book: How Do I Learn Best? a student’s guide to improved learning More Information… You have a multimodal (VK) learning preference. Use the following helpsheets for study strategies that apply to your learning preferences: multimodal visual kinesthetic.

Personal Learning Profile Report The VARK questionnaire provides four scores and the various combinations of those scores are huge in number. You can order a report based on your specialized profile. Every attempt is made to personalize the report so that it addresses the meanings from your learning preferences in a unique way. You will receive a report personalised to your VARK scores, as a PDF file, immediately after purchasing. More Information Example Report Purchase

When sing the clip spent in any schoolroom, we see that big part of this clip is spent on appraisal. It is a “major subscriber to raising criterions in schools” ( Cohen, Manion & A ; Morrison. 2006, p.323 ) and besides “assessment makes a difference to learning.” ( Naylor, S. , Keogh, B. & A ; Goldsworthy, A. 2006. p.5 ) Whether the difference appraisal makes is positive or negative depends on how it is used. It is besides of import for instructors to “devise ways of measuring and describing which give students indicants of what they know and can make and which maintain them frontward looking and optimistic” ( Bryce, T. , 2008b ) Appraisal can be divided into two chief types: summational appraisal and formative appraisal. Summational appraisal can be described as “the scaling of larning that has or has non taken place” ( Bryce, 2008a, p581 ) . Meanwhile, formative appraisal is linked with “supplying meaningful feedback for larning to happen, assisting persons to travel frontward from their current position.” ( Bryce, 2008a, p581 ) Formative appraisal has been under development for a figure of old ages in Scots schools and “it follows that to set up good formative appraisal patterns in schoolrooms requires that most instructors make important changes.” ( Black, P. , Harrison, C. , Lee, C. , Marshall, B. & A ; Wiliam, D. , 2004, p2 ) However, “teachers can non avoid a summational role” ( Black, P. , 1999, p131 ) as they have certification to finish including school studies to parents. Possibly a balance should be between the two theoretical accounts of appraisal as in some instances “summative trials can be helpful, provided that they are based on a sound theoretical account of learning.” ( Black, P. , 1999, p131 )

One enterprise associated with formative appraisal is Assessment is for Learning ( AifL ) . This “focuses on the spread between where the scholar is in their acquisition, and where they need to be” ( Learning and Teaching Scotland, 2007 ) and involves “any appraisal for which the first precedence is to function the intent of advancing pupils ‘ learning.” ( Black, P. , Harrison, C. , Lee, C. , Marshall, B. & A ; Wiliam, D. , 2004, p2 ) Appraisal is for Learning “has concentrated upon developing the quality of formative schoolroom appraisal throughout the country.” ( Bryce, T. , 2008a, p.591 ) and as mentioned above, instructors will necessitate to do ‘significant alterations ‘ to accomplish this. In order to do these alterations, a instructor has to reflect upon what has already been tried in order to alter schemes which did non work and construct upon what was successful. A instructor besides has to non merely inquire pupils inquiries but besides ask inquiries of themselves, such as “To what extent do our acquisition and instruction attacks help pupils to go successful scholars? ” and “To what extent do we utilize students ‘ responses efficaciously to place what pupils understand and to assist program for future acquisition and instruction? ” ( Learning and Teaching Scotland, 2008b )

Bearing this in head, formative appraisal pattern was observed and evaluated whilst on arrangement and besides tried by myself with some step of success. In one case, a 2nd twelvemonth scientific discipline category was observed being instructed to fix a posting in groups on “how a molecule of O gets from the gases in the air to assist travel your large toe” . This was during the unit on organic structure systems and the students had antecedently been taught the information required to finish the posting. At first, the students themselves seemed doubtful as to how to travel about the undertaking as they had been given no other information with the exclusion of the rubric. However, after some treatment in the groups they seemed to come to grips with what they were being asked and set about the undertaking with enthusiasm. The category was given two periods to finish their undertaking and in this clip they completed some genuinely first-class postings which were displayed with pride in the corridor.

Upon detecting this category finish this undertaking, I was surprised to see how rapidly the undertaking was comprehended by some students, particularly since it was non made clear by the instructor from the start “what was to be learned and what success would be like.” ( Bryce, T. , 2008a, p592 ) This comprehension was rapidly followed by some high quality interactions between the students as to how they would travel about their postings, discoursing precisely how the molecule of O travels through the organic structure and the procedures involved. This was when I realized that though non phrased into a inquiry, the statement the instructor of the category had asked the students to see was thought arousing and required them to truly reflect on their old acquisition and therefore was following with the cardinal thoughts of Assessment is For Learning. During the two period session, the category instructor, and myself, were continually go arounding the groups and inquiring the students more inquiries on the topic, arousing responses, giving positive feedback on the postings the students were making but besides foregrounding countries for betterment. This I felt truly boosted the students ‘ assurance and enhanced their desire to make good in the undertaking. It besides incorporated the “two stars and a wish strategies” described by Bryce ( 2008a, p592 ) . At the terminal of the activity pupils besides got to measure each other ‘s postings foregrounding parts they liked and would utilize in the hereafter. Overall, I felt that this two period session incorporated Assessment is for Learning techniques really good and is something I would utilize in the hereafter in this subject.

During my ain instruction pattern, I tried a figure of times to integrate Assessment is for Learning into my lessons. In one lesson with a 3rd twelvemonth biological science category, they were dissecting flowers in order to be able to place the parts of the generative system and depict their maps. At the start of the lesson, the students were informed of the acquisition results and besides the success standards so they could state for themselves if they had been successful, hence they were cognizant “what was to be learned and what success would be like.” ( Bryce, T. , 2008a, p592 ) After the practical, to reenforce the cardinal points and besides to measure what they had learned, I provided the students with a matching exercising where, in braces, they had to fit parts of the flower with their map. This exercising enabled students to join forces with each other to acquire the right consequences. In this instance I truly felt that I was utilizing “assessment as a tool for learning.” ( Naylor, S. , Keogh, B. & A ; Goldsworthy, A. , 2006, p.7 ) Although possibly non every bit seamlessly as a more experient instructor.

Another schoolroom experience involved a different 2nd twelvemonth category, this clip on the sound and light subject. Not being a natural philosophies specializer, it can be hard to add involvement to this subject and so a biological science angle was added to a few lessons. During this the category were comparing human eyes and ears to those of selected animate beings and traveling around the category in a circuit finishing undertakings at each station. This was done in braces and so interaction was taking topographic point at each measure along with job resolution, comparings and fact happening. In the following lesson, much like the first 2nd twelvemonth category, a posting was created on one of the animate beings in the category circuit to inform people of the differences in this animate being ‘s eyes and ears and how they benefit the animate being. Much like the first 2nd twelvemonth category, feedback was given at each phase and the students responded good to this. The terminal consequence achieved was due to acquiring the students involved at every phase, giving them feedback and allowing the students identify what will assist in their undertaking.

During my school experience, good Appraisal is for Learning pattern was observed often. However, this was chiefly in a few of the instructors and non across the whole section. The enterprise was brought up at departmental meetings and so was in development but non to the same grade as other sections or so, other schools.

Appraisal of larning “involves working with the scope of available grounds that enables staff and the wider appraisal community to look into on students ‘ progress.” ( Learning and Teaching Scotland, 2007b ) This means roll uping the consequences of summational appraisal and utilizing them to collate tabular arraies and statistics and comparing these with other schools. This pattern, called local moderateness, is to “ensure appraisals are consistent between categories and schools.” ( Learning and Teaching Scotland, 2007b ) The consequences used are valid, dependable and comparable and this is why they are utilised. Appraisal of acquisition is besides used “where ‘league tabular arraies ‘ of overall public presentation are published.” ( Cohen, L. , Manion, L. & A ; Morrison, K. , 2006, p333 ) This can do jobs in countries where conference table place is of import to some, as “teachers teach to the test” ( Cohen, L. , Manion, L. & A ; Morrison, K. , 2006, p333 ) Thereby contradicting all other signifiers of appraisal and acquisition and denying students cardinal experiences. In countries where high conference tabular array places are of import, inclusion is another affair which must be addressed. There is an interesting tenseness in this field as some schools may be unwilling to show students for certain tests or topics in general due to the belief that this student will negatively impact their conference tabular array standings. With patterns like this go arounding it is clear that “schools and instructors need counsel and assurance with respect to where they should put their professional support and efforts.” ( Bryce, T. , 2008, p594 ) If different schemes for appraisal and acquisition were in topographic point so possibly consequences would better without the irresistible impulse to ‘teach to the trial ‘ .

This leads on to the theory that rating students ‘ work should be discouraged for much of the clip as described by Black, P. & A ; Wiliam, D. ( 2001 ) . During school arrangement, in first and 2nd twelvemonth categories, it was observed that when students were given the consequences to any signifier of summational appraisal, the first thing they did was comparison Markss with their friends and spouses in the category, thereby making a competitory ambiance. Children accomplishing a hapless class are so unwilling to portion their consequences with friends and may finally see themselves as unable to larn. It has been shown that “pupils who come to see themselves as unable to larn normally cease to take school earnestly – many of them will be riotous within school, others will fall back to truancy.” ( Black, P. & A ; Wiliam, D. , 2001, p3 ) So we find ourselves in a state of affairs where utilizing summational appraisal for rating can hold a negative consequence on some students, but is necessary for “accountability of instructors and pupils to interested parties.” ( Cohen, L. , Manion, L. & A ; Morrison, K. , 2006, p327 ) Is there a manner in which classs can be used constructively?

On detecting lower school, it could be argued that possibly utilizing chiefly formative appraisal in these twelvemonth groups would be more effectual. As mentioned above students are chiefly concerned with being competitory when it comes to assessment classs and so the usage of “approaches in which students are compared with one another” ( Black, P. & A ; Wiliam, D. , 2001, p4 ) should be discouraged in favor of supplying feedback to pupils “about the peculiar qualities of his or her work, with advice on what he or she can make to improve.” ( Black, P. & A ; Wiliam, D. , 2001, p6 ) This scheme avoids comparings between students in lower school and allows them to to the full bask the acquisition experience without the competitory component. It is noted that summational appraisal can non be avoided wholly in these twelvemonth groups, peculiarly with respects to coverage and besides class picks for the undermentioned old ages.

While detecting in-between and upper school, the rough competition from lower school was non as evident, but clearly non absent wholly. With this in head, utilizing classs constructively from 3rd twelvemonth onwards could be good as students are heading towards external appraisals. In this instance, being cognizant of the class they are presently accomplishing in concurrence with advice on how to better may be good to these students. On arrangement, it was observed in in-between and upper school categories that feedback centered entirely on the class which was achieved and really seldom mentioned ways which students could better, aside from analyzing. This was particularly evident in the top subdivisions for the topic, where the general consensus was that pupils merely wanted their classs and could construct upon them themselves. Support was made available to pupils in the signifier of prep nines and supported survey ; nevertheless there was no specific feedback offered to single students. We know that “tests and prep can be an priceless usher to learning” ( Black, P. & A ; Wiliam, D, 2001, p8 ) every bit long as these undertakings have clear, relevant larning aims: but supplying feedback every bit good as the class should “give each student counsel on how to better, and each must be given chance and assist to work at the improvement.” ( Black, P. & A ; Wiliam, D. , 2001, p8 ) It is believed that utilizing classs in this constructive mode will be valuable to both students and instructors, and promote students to larn efficaciously and good.

At present, the agreements for enfranchisement in the upper secondary school, Scottish Credit and Qualifications Framework ( SCQF ) Levels 3 – 5, comprise of two different manners of classs: the long standing Standard Grade class and the newer Intermediate 1 and 2 classs. The SCQF figure indicates “a degree to demo how hard the acquisition is and a figure of recognition points which indicate the size of the qualification” ( Davidson, C. , 2008, p612 ) Using this system makes “qualifications easier to depict and understand” ( Davidson, C. , 2008, p612 ) and besides “enable employers, scholars and the populace in general to understand the full scope of Scots makings and how the makings relate to each other.” ( The Scottish Credit and Qualifications Framework, 2003 )

Standard Grade classs were introduced in the 1980 ‘s as a replacing to the O-grade. The purpose behind this was to “enable all students, whatever their degree of ability, to follow suited classs and addition awards” ( The Scottish Office, 1996 ) and due to the fact that pupils sit two degrees of test and that all students take portion in the class to level, this has been achieved. The Standard Grade provides students with many chances while at school and as a consequence there are a figure of benefits associated with them. These include: a broad scope of classs on offer ; scrutinies are completed at two degrees to supply students with the best possible chance for a good class and the inclusive nature of the classs as they provide appraisal for all.

Intermediate 1 and 2 classs were introduced as portion of the National Qualification ( NQ ) model. They have been “designed to be every bit flexible as possible to run into the demands of all students.” ( Learning and Teaching Scotland, 2008a ) In add-on to this flexibleness, new classs have been added to supplement the more traditional topics in order to run into the demands of today ‘s workplace. These include media surveies and biotechnology.

The construction and appraisal of Intermediate classs differs in a figure of ways from Standard Grades. To get down with, Intermediate classs are structured into three units of similar lengths whereas Standard Grades can incorporate any figure of subjects, illustrations being Chemistry which covers 15 subjects and Biology which covers seven subjects. These subjects can besides be of changing lengths. In the Intermediate classs, each unit ends with a trial called a NAB ( National Assessment Bank ) . Each terminal of unit trial must be passed in order to sit the concluding test. The unit besides stands entirely as a faculty so that even if a student does non go through the concluding test, the single units will supply some grounds of accomplishment for the student. These units are assessed internally in schools and can be re-assessed if a student is non successful on the first effort “The unit construction of Intermediate makings is considered to be their best characteristic, supplying flexibleness and motive for immature people.” ( The Scots Government, 2008 ) This unit construction besides helps to supply a more streamlined passage between Intermediate and Higher as the classs are constructed on the same format.

Standard Grade operates otherwise in that while each subject in these classs may hold an terminal of unit trial to finish, it plays no portion in whether the student will go through or neglect the class other than supplying instructors with grounds for grade anticipations or entreaties. Where students do hold influence over their concluding grade in Standard Grade is in work submitted to the Scots Qualifications Authority ( SQA ) which is completed in category. In Science topics, this is in the signifier of practical abilities which are assessed over the class ; in English, a pagination of written work is submitted. Work completed in category can be worked on over a period of clip and alteration of this can go on until both instructor and student are satisfied that the best possible class has been achieved, giving ample chance for re-assessment of the work. This, while non playing as large a portion in the award as the concluding test, does hold some influence on the class awarded. This work besides benefits the students in that while they are still being assessed, it is non under nerve-racking exam conditions, and this may supply the environment for them to work to their best potency, to the full supported by their schoolroom instructor.

Formative appraisal is going more widely used in schools, nevertheless recent experience shows that this is non true universally. Observations in both Standard Grade and Intermediate 2 categories while on arrangement have lead me to believe that summational appraisal is still the more normally used in categories, peculiarly in the upper school. It could be said that “the demands of the SQA dominate school life in the upper phases of secondary.” ( Bryce, T. , 2008a, p581 )

While both Standard Grade and Intermediate 1 and 2 classs can be argued to be both effectual and successful, it has to be considered “whether these makings in their current signifier best suit the demands of tomorrow ‘s immature people, employers and other users of qualifications.” ( The Scots Government, 2008 ) This is chiefly due to the nearing debut of Curriculum for Excellence into schools in the coming old ages and the demand for a new signifier of appraisal which will suit in with the experiences and results which pupils will take portion in. Standard Grade and Intermediate are utile now, nevertheless “neither of these two systems reflects the values, intents and rules of Curriculum for Excellence.” ( The Scots Government, 2008 )

One solution for the job of holding incompatible assessment methods is the debut of a new general making at SCQF degrees 4 and 5 to replace the antique Standard Grade and Intermediate makings. This will besides profit Scotland ‘s appraisal patterns which have “developed steadily over recent old ages but to a point of complexness which demands simplification” ( Bryce, T. , 2008a, p581 ) However, both Standard Grade and Intermediate 1 and 2 have good characteristics which would be utile in the new appraisal construction.

“The inclusive attack to enfranchisement contained in Standard Grade” ( The Scots Government, 2009 ) is one point which should be considered when planing the new making. Integrating this appraisal for all is of import in planing a new making as inclusion is a major factor. We have to be able to “support acquisition and react reasonably to the differences that exist across groups while at the same clip supplying comparable and dependable evidence” ( Darling-Hammond, L. & A ; Falk, B. , 1997, p57 ) The current Standard Grade operates a 3 degree system with foundation, general and recognition and the thought of this should be carried frontward but in the signifier of SCQF degrees 4 and 5. For students executing below this degree, Access 3 certifications will be available. Using this system, the inclusive attack of Standard Grade is still in operation and no student will be restricted in any manner with respects to assessment.

Another utile characteristic of assessment construction at present is “the unit based construction of Intermediate qualifications.” ( The Scots Government, 2009 ) These units provide good points for internal appraisal throughout the class and awards received in these appraisals give students something to construct on for the hereafter. Using Markss from these unit appraisals as portion of the concluding awarded class would besides supply utile continual appraisal alternatively of trusting strictly on the concluding test.

Besides mentioning to the Intermediate construction of appraisal, the manner in which they are graded would be preferred to the construction of Standard Grade Markss. Using the A – D signifier or marker would extinguish any confusion associated with the Standard Grade 1 – 7 strategy. It would besides follow the form presently in topographic point for Higher and Advanced Higher, once more associating the degrees and leting for an easier passage.

In topics of a practical nature such a scientific discipline, proficient, art and music ; more accent should be placed on the practical side in the appraisal. A larger per centum of Markss should be awarded to practical abilities as they are in the really kernel of what these topics are about. One manner in which this could be possible in scientific discipline could be to finish a practical abilities folio which could include an probe where the students would hold to plan and transport out experiments and so describe on them. This is something which presently operates in Advanced Higher but is felt, if used right, would besides be good at lower degrees.

In the same vena, it is felt that technological progresss should, where possible, be incorporated into the course of study. There are legion illustrations in the current course of study where outdated scientific discipline is still taught, such as in Standard Grade Physics which still teaches students about cathode beam telecastings in an epoch where LCD and plasma telecastings are the norm. In instances such as these, it is felt that possibly students would expose more enthusiasm in category if they could associate what they are larning to the universe outside the schoolroom.

When covering with appraisal, it is of import to understand that any determinations on alterations to be made will non merely impact the current students, but besides pupils in old ages to come and therefore cautiousness should be exercised when any alterations come into consequence.

Bibliography

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