Compliance Standards in Education - Essay Example

Compliance Standards in Education The Lesson Plan English Annotations Lesson topic: Weather learn Maintain an interaction by responding to and asking questions and sharing information TS:3.1.1 Demonstrate the capacity to identify and articulate clearly an appropriate learning goal in lesson plan Since the Conference of the Parties, COP/15 in Copenhagen in December 2009, there is an increased demand for educational pedagogies, curricula and learning experiences that might foster intellectual facilitation of this global phenomenon as a universal site for engagement. In the context of the climate change regime, now more than ever, environmental science, and especially weather, are of keen import within educational curricula. The subject will enable students to address current topics, and to enrich vocabulary toward fluency in this area. Students will be able to immediately discuss, write about, and implement material from the classroom in everyday life. Based upon a learner-centred workshop model of classroom participation, the Lesson Plan: Weather is intended to provide students with core curriculum on climate change, environmental science management, and economic and social policies. An advanced lexicon within the English language, the universality of 'Weather Speak' as part of the mediated landscape in the late-capitalist moment, makes the topic both pertinent and timely. Pervasive and highly accessible, classroom activities on weather offer ready assimilation of key concepts, while learning vocabulary and linguistic usages. Mitigation of GHG emissions toward reductions that might decrease carbon dioxide to 1990 levels stand to have long-term effects on environmental health and social foms. From atmospheric research to new models of finance, climate change as a cultural exchange is reinforcing knowledge of our surroundings in new ways never thought possible. Indeed, something as simple as Weather, is now a site for inquiries into environmental science, poetry, and urban planning. Kagawa, F. & Selby, D., eds. (2009). Education and Climate Change: Living and Learning in Interesting Times. London & New York: Routledge. Teacher preparation: Make 5 copies of different pictures showing diverse weather such as: rain, fog, sunshine, gusty winds for group work Bring class a DVD on topics pertaining to discussions on weather in English Make class copies of a list of English vocabularies related to weather Make class copies of DVD dialogue transcripts TS:3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and materials to support student learning Technologies employed within the classroom are responsive to prescriptive methodologies for teaching in the 21st century. Within present pedagogical discussion on training students in the global village, requisite inputs for a well rounded curriculum are constituted not only of the traditional verbal and mathematical proficiency models, but competency building in creative dialogues based on interpretation, critique, the semantic application of visual communications. Deep engagement in visual media has brought us to a state of sophistication in image iconography and accompanying performance. The cultivation of linguistic literacy from visual and media literacy promotes rapid assimilation of concepts familiar from both a consumption and production point of view. Innovative opportunities for skill development, and introduction to secondary sources of research that are now entirely mediated, as in the utility of satellite GIS mapping in weather monitoring, would not be possible without reliance upon media communications strategies, and the attendant lexicons of Science or other disciplinary specific terms. Visual learning models also introduce an element of application within discursive contexts dedicated to intuitive intelligence, for the furtherance of student knowledge and critical inquiry. The implementation of media methods in this course is standardized throughout, and the students become accustomed to the rubric of the course, in spite of the varied subject matter introduced for enhancement of language competency. Finally, the instrumental reminder of the efficacy of technologies used almost universally now in the everyday professional roles of expert artists, business analysts, photojournalists, and scientists, encourages the English as a Second Language (ESL) learner to not only incorporate media into their own study time, but through application, advance potential for opportunities. Williams, R. & Newton, J. (2007). Visual Communication: Integrating Media, Art, and Science. London & New York: Routledge. Follow-up activities/assessment: 1. 3 Short Paragraph Exercise 'My Meteorological Laboratory' 2. Brief Inventory TS:3.1.6 Demonstrate knowledge of a link between outcomes and assessment strategies Students are required to write an essay entitled 'My Meteorological Laboratory.' The activity serves as an exercise in communication, retention of topic, and written composition, as well as an assessment of the course's subject matter for utilitarian purposes. The essay is to include: one paragraph to introduce your hometown's weather using examples from the day's lesson; a second paragraph to describe what has been learned in the course to date; and summarized by a third paragraph on how the material will be used in the future (i.e. travel or professional concerns). The interface of the informational strategy, which is subject to self-reflection and review by the student promotes competency in learning that is primarily the provenance of researchers whom share their knowledge, scientific or otherwise through testing or comparative dialogue. Written composition on the subject-matter enables the learner to apply event and participant observation narrative to knowledge in discussion, lecture and viewing in course. Evaluation of course content, then, is integral to the exercise and allows the instructor to gain insight into student described outcomes. In addition, each student will be required to participate in a short inventory assessment of the learning criteria, and including scoring of learning tools toward compilation of subject matter within annual course evaluation on instruction and programming. Cooper, J.E. (2009). Indigenous Educational Models for Contemporary Practice: In Our Mother-s Voice. Local Education Authority (LEA) digital text. Kim, E. (2010). Personal factors impacting college student success: constructing College Learning Effectiveness Inventory (CLEI). College Student Journal. Project Innovation, 44 (1), 12. Syllabus Outcomes: Outcome 1: A student selects, summarises and analyses information and ideas in spoken texts and responds appropriately. Outcome 2: A student selects, summarises, and analyses information and ideas in written texts and responds appropriately. Outcome3: A student explores the interdependence of language and culture in a range of texts and contexts. Teaching & Learning Activities Annotation Introduction Review prior knowledge Review phrases and vocabularies learnt from class Presentation Brief introduction of weather Asking students about their favorite weather Discussion on weather: DVD viewing. Students to make notes of unknown words by guessing their meanings. Learning new pronunciations and spellings of new phrases and vocabularies about weather from the DVD. Repetitive viewing of the DVD, for student centered response. Student pairing for discussion of questions related to the film. In groups of 5 use the different weather pictures to demonstrate diverse weather. One student will serve as the Questioner, and the others will respond in forum. Written record of the discussion will take place simultaneously for retention purposes. Transcript of the DVD dialogue handed out. Outline by teacher includes lexicon of important phrases. List of common weather vocabularies handed out. Homework. Students are to write a paragraph of 50 words to introduce their home towns' weathers. TS:2.1.3 Demonstrate knowledge of students different approaches to learning Following the work of Swiss Psychoanalyst, Carl Jung, and American Psychologist Isabel Meyers, the Myers-Briggs Type Indicator (MBTI) Framework offers a capacity building, psychometric classification for better teaching in the classroom. Based on four learning types, the MBTI examines a student's propensity to learn, and under what conditions according to the following criteria: 1. Extraversion - Introversion 2. Sensing - Intuition 3. Thinking - Feeling 4. Judging - Perceiving The scale proposes assessment of student capacity to respond to environmental and/or external inputs, and looks at various self and observational reporting in the four categories, through evaluation on a continuum. The course is designed to promote learning through presentation of material through an interface of modalities that allow students to move through the concepts and dialogue contiguous with their own retention process. Repetitive instruction in the modalities throughout the lesson, and the course, encourages students to experience variation of perspectives and modes of knowledge dissemination, in a comfortable learning environment. Audio, discussion, question and answer, reading, team dialogue, video and written composition all contribute to practice of language competency on the various chosen topics in the course. Hence, the basis for a course in English, phraseology is deployed in through instruction, practice sessions, student-to-student performances, and video analysis. Grounded theory praxis within the course design and its content (i.e. 'your own backyard') encourages students to rapidly assimilate the idiom's nuances in settings or in relation to phenomenon already understood. Lawrence, G. (1997). Looking at Type and Learning Style. Center for Applications of Psychological Type. TS: 4.1.4 Use student group structures as appropriate to address teaching and learning goals The facilitation of the classroom is a dialogic experience. Students may present basic challenges to instruction in terms of formative critical thinking and writing. A learner centered approach enables an environment that is comfortable to foster student discussion. Students learn the historical antecedents of various theorists' work, as well as schools of application within the dissemination of their ideas. Core epistemological roots and their localized manifestation of certain key ideas within the discipline are engaged for a comprehensive understanding of communicative praxis. Students learn a discourse model of the Socratic Method; also applicable in the online learning environment through implementation of discussion board assignments. Incorporation of democratic teaching pedagogy contributes to a vision of community that students typically share, of an egalitarian society based on a common understanding of an ethical community. Application of personal experience by students is fundamental to iterative knowledge acquisition, peer-to-peer learning and retention. By employing this democratic rather than authoritarian model of pedagogical praxis in the classroom, students quickly develop the necessary academic skill to progress successfully. Students are encouraged to work together in teams in order to further engage communicative action as a method of participatory transformation. Collaborative facilitation of courses may enhance dissemination of thought within the classroom. This includes video instruction. Student satisfaction with this model of instruction is high. Studies on student perceptions of collaborative /learner-centered models of classroom facilitation reveal that the majority responded that this type of environment is unique in foundational experience; both distinct and indispensable. A Pedagogy for 20th Century Learning, (2010). SchoolKit. Web. http://www.schoolkit.com/learn21.aspx Christen, R. S., (2003). Hip Hop Learning: Graffiti as an Educator of Urban Teenagers. Educational Foundations 17:4 Fall, p. 57-82. Conclusion Discussion: Summary questions by class Follow-up Reporting of feedback Self-evaluation COMPLIANCE WITH TEACHING STANDARDS Professional Teaching Standards: NSW Institute of Teachers Comment A1: TS: 3.1.1: Demonstrate the capacity to identify and articulate clear and appropriate learning goals in lesson preparation In the proposed Lesson Plan: Weather the standard is achieved by linking the goals of the lesson to teach English through media communications discourse dedicated to atmospheric science, and more specifically the lexicon of the climate change regime. Correlation of the Goals cited within the Preparation of the course include both pedagogical practice, and learner-centered and knowledge based instruction. Modalities present within the lesson include: discussion, question and answer, reading, team dialogue, video and writing. A special emphasis on media technology applications provides the necessary depth and popular recognition of the Lesson's scientific topic, and encourages rapid assimilation of the content and its lexicon. Assessment of effectiveness of the various methodologies is intended to record outcomes through student self-assessment, and through survey instrument. The following student outcomes are reflected: 1) summary analysis of spoken narrative; 2) summary analysis of written texts; and 3) grounded exploration of the range of subjects and sub-topics through interdependent usage of the professional lexicons as aspects of the 'international language,' English. Comment A2: TS: 3.1.4 demonstrate knowledge of a range of appropriate and engaging resources and materials to support students learning Demonstrated instruction within the class will be identified by four (4) types of resources: 1) DVD video; 2) Transcript of the DVD narrative; 3) Course outline of phrases within the various lexicons (i.e. 'climate change regime'); and 4) List of common weather vocabularies (e.g. atmosphere). The materials are specifically chosen to engage students in a Socratic method. Transformational learning is undertaken at the individual level through dialogue and communicative praxis. Incorporation of democratic teaching pedagogy contributes to a vision of community that students typically share, of an egalitarian society based on a common understanding of an ethical community. In terms of instructional assessment, according to compliance, all materials have been preapproved for level of learning, and are intended as vehicles for practical transmission of the English language. Skills, knowledge and guidance towards application of technologies of communication in everyday life are emphasized in choice of resources. The instructional tools in the classroom are intended to make knowledge accessible. Comment A3: TS: 3.1.6 demonstrate knowledge of the link between outcomes and assessment strategies This standard is achieved by way of a two instrumentation methodologies. First, the Three Short Paragraph Exercise: 'My Meteorological Laboratory' is designed to introduce writing as a strategy for knowledge acquisition that requires memory retention, analysis and application to a known context. The essay also serves as a self-assessment instrument, and encourages expository writing on progress related to the lexicon within the specific subject matter, and in relation to the overall competency to date in the course. The second evaluation instrument is a brief inventory based on the College Learning Effectiveness Inventory (CLEI). Post completion, the two instruments enable both comparative analyses of outcomes at an individual level, and also contribute to longitudinal prospectus of the course by providing precise data on progress and perception of instructional methods. Correlation of the two findings may be put into statistical modeling (SPSS) for cross tab reference over time. From a student perspective the process of knowledge dissemination in alternative forms that are not pressure related such as exams, encourages thorough response, and without bias. Student morale is greatest when collaborative efforts are at stake, and this can most readily be done by making the learner's opinion of their own process central to decision making as the course proceeds. Assessment of student individual needs is also enhanced through this communication rich method of assessment(s), which allows the instructor to better speak to areas of concern, interest or potential. Comment A4: TS: 2.1.3 demonstrate knowledge of students different approaches to learning Utilization of psychometric framework for instructional development satisfies this standard based upon an integrated teaching strategy designed to reach a continuum of learners as classified by the Myers-Briggs Type Indicator (MBTI) scale offers a capacity building framework for inclusion of learners according to natural demand in behavioral learning criteria: 1) Extraversion - Introversion; 2) Sensing - Intuition; 3) Thinking - Feeling; and 4) Judging - Perceiving. Encouragement of application of MBTI based learning through critical media analysis, discussion, peer-to-peer dialogue, public presentation as well as traditional methods of reading and writing, enforces independent continuation through intellectual competency. The core methodologies also assist students in identifying personal and professional strategies for management of their lives as English as a Second Language inhabitants in an English speaking environment. Students are invited to debate topics and challenge content toward a total learning experience. TS: 2.1.4 demonstrate knowledge and understanding of student skills, interests and prior achievements and their impact on learning If the rational of standard compliance is application and regulation of domains of expertise in learning, the contribution of students must be considered within the core knowledge domain. Students come to the classroom with a range of experiences, intellectual positions, and academic or professional achievements. The desire to learn is a significant force within instructional settings. If a student is dedicated to personal progress, supplement to that process should be teaching. By fostering an environment of democratic participatory praxis, there is a high propensity that accelerated learning will take place. Incorporation of new media within the instructional model also provides a popular form of information acquisition to the dynamic, and enables learners of various sorts to participate actively, and with confidence. Peer-to-peer instruction within the course encourages the development of critical thought processes and dialogue dedicated to topics of import in the contemporary moment, and in everyday experience. Although subject matter for each lesson is chosen for its 'value added' potential in the external environment, it is typically universal, and therefore immediately accessible, regardless of language competency at the outset of the course. Comment A5: TS: 4.1.4 use student group structures as appropriate to address teaching and learning goals Work groups have increasingly become the standard within the late-modern classroom environment. Gone are the days of traditional authority, with teachers providing lectures, followed by exams and grades, and little else. Pedagogical theorists dedicated to the idea of an 'interactionist' model of pedagogy since the early 1980s, such as Brazilian education activist-scholar Paolo Freire, have contributed force to this shift in normative standards.i Although the concept of a democratic, learner-centered education has morphed into numerous instructional dynamics, the work group method of facilitation replicates emergent horizontal practices indicative of globalization, and independent contribution to networks. Incorporation of group interaction into much of the course is intended to promote the individual perspectives of students, so that they achieve optimum response to new knowledge. They also have the opportunity to learn from peers, and to inform the future of the curriculum toward advancement in design and outcomes. Comment A6: TS: 3.1.3: select and organise subject/content in logical, sequential ways to address student learning outcomes Speak about fairness etc. Much like consideration of unwritten constitutional law by Britain's Parliament as the 'order of the day,' compliance of this standard for procedural/process management of learning is directly responsive to the 'topic of the day.' In this particular lesson, sequential factors are circular in logic and in implementation for maximization of retention and participatory engagement. Progress, then, is one of personal performance, and is accorded criteria through the course's comparative process of active communication with peers, and through writing. Teacher input into the course is implied, and designed into the facilitation of the course, prior to actual meeting. In this way, the student(s) are the instructors, and knowledge acquisition is done in a forum, rather than by 'top down' negligence. Students are able to build upon information from the preceding class meetings which means that revisions are not necessary, as students learn cumulatively, and at their own pace. The proposed outcome to the course is breadth of English idiomatic expressions with application in the flexible late-capitalist moment. JUSTIFICATION i) why the activities and resources were selected Teaching standard 3.1.1 sets learning goals for English as a Second Language (ESL) English instruction, and is appropriate to the level of skill which is intermediate prior to commencement of the course. Students are responsible for participation in the classroom activities, and personal focus on the topics included in the lesson of the day. No specific criteria is set forth for students requiring assistance in the course, with the exception of independent language tutorial for more advanced learning if desired by the student. New media models of learning, including DVD and other forms of visual communications media used throughout the course offer learners an optimum participatory environment for learning the subject matter. Audio visual observation, followed by critical dialogue at both the level of linguistics, and in regard to real life issues is designed to approximate immersion. Students are offered a variety of resources available on campus, and also notified of related community events that might contribute to their English language learning experience. Students are taught the stated topics within the Lesson Plans, and with appropriate materials, meeting Teaching Standard 3.1.4. Socratic debate of the topics within the course provides an open forum for exchange of ideas, and for enhancing language acquisition. Nowhere is language learning more efficient than contentious philosophical challenge. The resources for the course were selected to address the widest variety of skills and knowledge preceding instruction in the course and toward apprehension of outcomes as articulated in the syllabus. Climate change discussions are pervasive within the current social moment. The Lesson Plan: Weather serves as a prompt for broader discussion on environmental topics, and the particularities of scientific lexicons. Video learning makes language acquisition on the course topics expedient and meets Teaching Standard 2.1.4, through achievement of related writing activities within course. Throughout the course, and in all activities, students able to refine their arguments through convergence of existing knowledge with new information learnt in the course. Learning outcomes are drawn from the two assessment instruments: 1) a self-evaluation that also provides information on the student's learning; and 2) the College Learning Effectiveness Inventory (CLEI) survey instrument. The Lesson Plan is meant to provide a guide for facilitation of course material, without authoritarian lecture on the subject matter. Evaluation of process and mechanisms is furthered over time through analysis of data generated from the two instruments, and can also be compared with other data such as grades, retention etc. and satisfies Teaching Standard 3.1.6. Use of the Myers-Briggs Type Indicator (MBTI) scale satisfies Teaching Standard 2.1.3. The MBTI provides a continuum from which to consider learning materials in correspondence with the various modalities of learning. By understanding personality differences learning, the classificatory system is implemented as a general tool, rather than an actual instrument of individual assessment. Highly useful as a reminder of the range of student learning competencies and skills development, the MBTI also meets best practices recommendations toward accreditation and universal recognition within academic review. The working group model of course facilitation is addresses the core application Teaching Standard 4.1.4. Collaborative facilitation of courses promotes dissemination of thought within the classroom. Video instruction is included in this framework and students critique media instruction as well as other knowledge provided for discussion. Writing is an important aspect of language acquisition, and students spend a considerable amount of classroom and independent study time on grammar, vocabulary and phraseology. The work group allows students to voice their opinion on ideological topics, and find resolution to disagreements sourced in the external environment. Challenges to verbal construction of debate stemming from topics in the course are prioritized at time of occurrence, and seen as a key mechanism within the learning process. The homework essay provides students with an opportunity for case examination of their most recently learnt lexicon - 'Weather Speak.' The fieldwork method builds on, new information existing knowledge of their own environment and skills, thus meeting Teaching Standard 3.1.3. ii) how this catered for students learning needs a. The English as a Second Language (ESL) course in English is meant to empower students whom are attempting to advance their skills in the idiom. ESL learners tend learn best through immersion, and group dynamics are exceptionally important to knowledge acquisition and social mores through conversation and conceptual phrase development. The course is also intended to be exemplary in democratic praxis, and is designed to include each student's unique voice within discussions on the topics. Students whom are prompted to take responsibility for their learning inside of the classroom tend to continue this dynamic outside of the classroom. By focusing on learning enrichment rather than mere memorization, students are most likely to complete the course with a new set of applicable skills. b. New media content within the course offers accessible exposure to topics in an environment to mostly foreign national students with a variety of natural language experience. Repetitive learning is not only beneficial for key term acquisition, but also allows students a chance to interpret semantics within the conceptual aspects of the content. c. Due to the multicultural student population in the course, course design necessarily is reliant upon cognitive theories in the planning stage. Once in the classroom, however, a range of economic, political and social theories are incorporated into curriculum, along with the technical mechanics of English language training. Ideas are not mere words, and meanings often require discussion and research in preparation of debate. Writing exercises further the student's training, and are important to the retention of newly acquired knowledge. d. True active listening during classroom discussion is taught, and the teacher is largely facilitative rather than directive in communication. Active listening also means that body language is kept to a minimum, and diplomatic protocol is reviewed during the introductory course meeting. Contribution to debates is encouraged and students are required to participate in all aspects of the work group for comprehensive preparation toward the next phase in the curriculum. e. Ethical and intellectual commitment to the course by the Teacher is assumed. Quality of course curriculum and student learning has much to do with the personal resource and training of the instructor. Pertinent personal knowledge of the chosen topics in offered as a 'point of view' within the course dialogue, and is discretionary. Participation with students is open ended, and primarily as a mediator within the day to day classroom debate. Topics engendered with contrasting and contradictory, or provocative topics are treated as objective positions in a larger public discourse. f. The highest caliber assessment within the course means that contributory measures should be designed to meet the expectations of those evaluations. Activities and materials in the course must meet compliance standards, and must provide students with adequate and appropriate learning tools for achievement of better than baseline outcomes. Although student effort should be considered in interpretation of distinct issue areas, in most cases, courses can be designed for optimizing the personal performance of each student. Participation in discussion is unstructured and contributes to the overall learning of the class. More specific academic issues pertaining to writing or protocol should be addressed on a one-on-one basis if considered exceptional. Evaluation of outcomes over time is directed at improvement of curriculum in the future. iii) how peer feedback was incorporated into the improved annotations. Peer feedback offered insights into the instructional models and student learning criteria. It also points to potential impact of educational resource in the classroom. As a result, the course is designed to further evaluation and involves self and group assessment, towrd betterment of outcomes with the objective to redefine goals within the Lesson Plan, and more specifically, content for enhancement of those achievements at the culmination of the Lesson. Read More