Developmentally appropriate practice Essay

In your own words, explain what the term developmentally appropriate practice means to you. Developmentally appropriate practice is centered on the understanding of children’s social and culture backgrounds, as it will allow you to gain the knowledge of how to assist children as they develop and learn. Describe at least two personal connections you made with the DAP information you discovered on the NAEYC site. The two personal connections I made with the DAP information I discovered on the NAEYC site would be The 10 effective teaching strategies, due to the fact that they are efficient methods for teachers, but at the same time efficient enough for parents, as I’m sure we use them often with our own children. Another connection would be DPA with relation to the DAP with Preschoolers, Ages 3-5. It stated that children are able to learn and absorb more when they fill safe and comfortable in there learning environment. This I really think that applies not only to kids, but also adults. Everyone performs better when they are not stressed or unaware. It is important when working with children to interact with them while they play, I know see that there is always a learning opportunity while playing. It might be cooking in the kitchen with the kids, while pretending to eat, or drink tea. I remember, not to long a observing some of my student sitting at a play table eating pretend snacks that they made along with drinks, I asked the kids what they made, which allowed me to see if they knew what their snack was that they made. Summarize three main things you learned from exploring the site. How will they impact your career in early childhood education? The first thing that sunk in my head knowing what is normal at each age and stage of development, which is crucial. The next is that it is key to build a relationship with parents of children, so that you will have an idea of their goals for their child along with their expectations. â€Å"We must make an effort to get to know the children’s families and learn about the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and family† (http://www.naeyc.org/DAP). The last thing I obtained from exploring the site is the key factor that will allow families to maintain involvement in their child’s developmental  and educational journey. Meaning teacher-parent communication is crucial factor. Give a description of why play is an important part of a developmentally appropriate curriculum. Be sure to support your statements with at least one scholarly source. Give an explanation of how play can help to support a child’s physical, cognitive, and affective development. I would say that play is important factor in a early childhood, because it allows children to deal with their emotions and behaviors as well as the emotions of their friends and classmates. Thiis could include controlling feelings, how to follow limits and expectations, learning how to socialize, how to develop friendship by sharing, children also learn language by engaging in conversations. Play allow children to build developmental skills such as fine and gross motor skills, logic/ reasoning skills, and critical thinking skills. Play allows many opportunities for lessons to be learned. Children learn through play using cognitive, physical, and affective development. Playing different games and activities is an effective method for learning and it also demonstrates cognitive learning where the child connects with and identifies while playing. Physical skills allows the child to maintain balance, along with accessing there fine and gross motor skills, which will help them become mobile. â€Å"Affective development is key when referring to children learning through play, because it highlights social needs, physical, and language development† (Hao, Y., 2000). An example of one play-based activity that demonstrates to parents how play supports their child’s development. For instance, you could explain how playing a game of hopscotch can help a child with their gross motor skills (physical development) and counting (cognitive development). Please make sure that your play-based activity is an original idea or that if you use an idea from an outside source it is properly formatted according to APA as outlined in the Ashford Writing Center. Also, this should be a brief description of an activity. It is not a lesson plan. A play based activity that could support a child development could be having  a water table set up, with different rubber fishes. The plan would be to give the children play fishing pole to try and catch fish. The cognitive part would be to identify what color fish and how many fish they caught. They would be using physical development by applying there fine motor skills, because they would be trying to maneuver the fishing poles in such ways to catch a fish. It will also allow them to interact and observed the children that do catch fish, hoping that the next student will follow in order to catch a fish. Reference Hao, Y. (2000). Relationship between Teachers’ Use of Reflection and Other Selected Variables and Preschool Teachers’ Engagement in Developmentally Appropriate Practice.

Co-existence and co-development: the sociological perspective Essay

One of the early sociologist who tackled suicide is Emile Durkheim who related polarities in social integration and control with suicide. There are four types of reasoning which would account for suicidal or self annihilating moves (Durkheim, 1951). Altruistic reasoning is when a person feels his act of suicide will serve a social purpose. This is more like a self sacrifice and is associated with high social integration. Egoistic reasoning is when a person feels alienated and socially isolated lacking social support. Such reasoning is associated with low social integration. Fatalistic reasoning behind suicidal acts is associated with aversion to control deemed undesirable like slavery even if it means getting killed in the attempt of gaining freedom. Such an act is associated in this conception with high regulation or control. Anomic reasoning refers to cope with undesirable situational changes (Durkheim, 1951). Such early works on suicide were important attempts in systematization of an approach to a particular social issue which marked sociology as scientific discipline and opened the possibility of mapping social situations which may lead to particular set of actions like committing suicide. Another theory which explored social integration and regulation is Kolberg’s stages of moral development. Kolberg’s theory is a take off from the moral judgment model of Piaget who introduced development or changes associated with growing up (Crain, 1985). Piaget observed differences in age levels as far as perceptions on moral dilemmas. Younger children view rules for example as fixed and absolute but older children tend to recognize that rules as tools of cooperation and an agreement on rules are important. Another insight was that younger children tend to view consequences as compared to older children who tend to value motivation behind a particular action (Crain, 1985). Kolberg expanded on this notion and identified six stages of moral development essential in the development of particular social formations. Level I is preconventional morality which comprised stage 1 obedience and punishment orientation and stage 2 individualism and exchange. The marked change is similar to Piaget’s that is, recognition of the relativity of right and wrong (Crain, 1985). Level II is conventional morality made up of stage 3 in moral development, good interpersonal relationships which corresponds to early teens. Here the young person learns of what is expected of his/her behavior, what is and not acceptable. Stage 4 is maintaining the social order. At stage 4, the concept of society as a structure and functions is more or less fairly developed (Crain, 1985). Level III is postconventional morality made up of stage 5 social contract and individual rights. Stage 5 is abstraction of society and what ought to be the attributes of good governance. Consensus and participation in such a consensus system is the main virtue at this stage. Dissonance and value judgment is more profound as delineation between what is moral and what is legal may not coincide and difficult conflict to resolve may arise (Crain, 1985). Stage 6 in Kolberg’s social construct is universal principles. Adherence to higher ideals like justice and dignity of a human being. Thus impartiality and equal opportunity as a higher standard of behavior if moral dilemmas are to be resolved (Crain, 1985). There are theoretical dilemmas in the model as the scale system in Kolberg’s model failed to fully distinguish between stage 5 and 6 though intuitively the difference between the two stages is quite clear. In stage 6 an invitation for action to change society is embedded (Crain, 1985). The importance of such conceptions of social order hence how people would be integrated and agree on forms of regulation and at what point will there be a break and hence opens possibility for risk situations such as those that would reinforce self-annihilating acts (Crain, 1985). We take note that at this point of discussion that at any time in the developmental stages of a human being, the psychological premises are operative. Cognition is essential to Kolberg’s model recognizing behavior patterns as so complicated that it would be impossible to teach every detail of certain behavior pattern. Still the notion of each according to his/her configuration is very much evident. The individual learns because he has the ability and others are important as models or patterns which they too can do (Crain, 1985). And here is perhaps a thread we can to track suicidal tendencies, suicide acts affects other people, invoking the possibility. An invitation into the domain of death. Death is a loaded word with different layers of meaning. Just how do people convey meaning? What could be the unit of sharing and comparing abstractions and theories so essential in gaining knowledge. Another perspective which shed more light on how could people agree or reach a consensus on a moral dilemma or coming into a critical decision is symbolic interactionism. This thinking maintains that the mind is a dynamic process of creating and sharing significant symbols embedded with defined and clear meanings. This is a product of interaction resulting to social symbols. With such a perspective, it would be easy to recognize that a consensus or an agreement is agreement first on the particular symbol to use to construct such agreements. Language remains the more potent symbolic system universal across human societies. According to this view, learning is not simply observing as contended by Kolb or an imitation as Bandura maintained but according to Mead, an ability of â€Å"taking the role of the other† through empathy enabling a continuing internal dialogue. Blumer the social psychologist who coined symbolic interactionism summed up the three premises underlying this concept. The first premise is that humans behave towards things according to meanings attributes to such things. The second premise is that these meanings are products of social interactions with others. The third premise holds that such meaning undergoes interpretation and modification. By and large, though there are disagreements, one thing is emerging thus far, that the dynamic relationship between nature and learned is a continuing and developing process leading perhaps to the question of what is the ultimate potential or purpose of life and how could a divergence such a violent act against others or self-annihilation could transpire. What is apparent though that understanding a suicidal act could be seen as a process leading to the risk situations of increasing likelihood of committing such acts (Sandstorm, Martin, & Fine, no date).

Assessment and its important part of education process

Recently, research workers have progressively recognised the importance of formative appraisal in bettering kids ‘s advancement and attainment ( Bone, 1999 ; Wiliam et al. , 2004 ) . Although groundss provided in this work suggest that policies have underestimated the complexness of this sort of assessment- and that some instructors find it hard to do- the benefits of formative appraisal can far outweigh the disadvantages. Appraisal has become a really of import portion of instruction procedure and it has advanced well over the past old ages ( Johnston et al. , 2009 ; Hall and Burk, 2004 ) and, as our instruction system becomes more course of study focused, the accent moves progressively to how instructors teach and how kids are taught ( Butt, 2010 ) . In this position, acquisition is concerned with the building of apprehension, accomplishments and attitudes ( Johnston, 1996 ; Pritchard, 2005 ) . In other words, it is concerned with the type of larning pupils become involved with. In add-on, why and how we assess students has an tremendous impact on their educational experience and accordingly on how and what they learn ( Wynne, 2007 ) . In the visible radiation of these, this work aims to specify what appraisal is, puting peculiar focal point in the formative appraisal. It will besides critically analyze how formative appraisal may back up students ‘ acquisition, back uping the analysis with theories on kid development and kids ‘s acquisition, every bit good as observations and grounds from school experiences. Appraisal ‘ The appraisal of kids has to function a assortment of intent, but it is chiefly to inform determinations made by the instructor about what work a kid is capable of pull offing ‘ . Hayes ( 2006 ) Assessment means different things in different contexts and it is besides carried out for different intents ( Arthur et al. , 2006 ) . During my preliminary fond regard I noticed that instructors were measuring all the clip and some of those appraisals were traveling on besides during learning. For illustration, while learning, instructors picked up information about kids ‘s cognition through eavesdropping ( where in group treatment, the instructor would stand by a tabular array, but listening to the other table treatment alternatively ) or oppugning and they besides assessed the degree of apprehension of the category through a speedy quiz or game at the beginning or terminal of the lesson. Those appraisals have helped instructors to see what works and what does non in footings of pupil acquisition. However, they normally used this information to measure their ain lesson and/or the degree of cognition and apprehension of the category, instead than to do formal appraisals which could be fed back to students ( Preliminary Attachment, 2010 ) . From reflecting in illustrations from theory and pattern, it is possible to state that appraisal in instruction involves doing opinions about students ‘ attainments ( Alexander, 2010 ; Preliminary Attachment, 2010 ) . In other words, it involves instructors make up one's minding on how they will roll up information, what information is relevant, how they will come to a opinion and so how to describe and notice a judgement to those who want to cognize how students are accomplishing ( Arthur et al. , 2006 ; Aldgate et al. , 2006 ; Hayes, 2006 ; Hughes, 2008 ) . In add-on, appraisal is frequently divided into summational and formative classs for the intent of sing different aims for appraisal patterns ( Pollard et al. , 2005 ; Arthur, et al. , 2006 ; Butt, 2010 ) . Yet, argument continues over whether and how summational and formative appraisal should be distinguished ( Threlfall, 2005 ; Wynne, 2005 ) . In its summational function, the intent of appraisal is to judge students ‘ quality and features, summarizing these in a clear and widely acceptable format. Summational appraisal is besides known as appraisal of acquisition ( Threlfall, 2005 ; Arthur et al. , 2006 ) and grounds for this type of appraisal may come from formal testing of what has been learnt, taking to bring forth Markss or classs which may be used for different intents, such as studies of assorted types ( Pollard et al. , 2008 ) . Furthermore, surveies indicate that summational appraisal can hold a negative impact on pupils ‘ motive for larning, as instead than adv ancing ‘intrinsic ‘ motivation- in which they perform because they are interested and engaged with the work, summational appraisal is believed to advance ‘extrinsic ‘ motive, in which pupils merely react to the promise of some sort of wages ( Crooks, 1988 ; Sansome and Harackiewicz, 2000 ; Wynne, 2001 ) . On the other manus, appraisal besides has a formative map. In this function, appraisal is closely linked with pupils ‘ acquisition procedures, naming pupils ‘ strengths and failings, assisting pupils to develop self-awareness ; supplying feedback on countries of larning necessitating farther work ; assisting to steer them in their surveies and by and large actuating them and advancing the coveted acquisition result ( Pollard et al. , 2008 ; Alexander, 2010 ) . FORMATIVE ASSESSMENT AND PUPILS ‘ Learning ‘Assessment for acquisition is any appraisal for which the first precedence in its design and pattern is to function the intent of advancing students ‘ acquisition. It therefore differs from appraisal designed chiefly to function the intents of answerability, or of superior, or of attesting competency ‘ . ( Black et al. , 2002, p.7 ) Furthermore, harmonizing to researches, some of the cardinal elements of formative appraisal include the designation by instructors and pupils of larning ends, purposes or results and standards for accomplishment ; conversations, with feedback, between instructors and pupils that build on what is known and what is to be learned ; active engagement of pupils in their ain acquisition and besides instructors reacting to identified larning demands and strengths by modifying and/or accommodating instruction schemes, stuffs and attacks ( Stiggins, 1992 ; Stiggins and Conklin, 1992 ; Fontana and Fernandes, 1994 ; Fredrickson and White, 1997 ; Black and Wiliam, 1998a ; Shepard, 2000 ; Boston, 2002 ; Guskey, 2003 ; Liang and Creasy, 2004 ) . In the visible radiation of these, instructors can utilize the information of where pupils are holding problem and how they are come oning, to do necessary accommodations, such as re-teaching and seeking alternate instructional attacks. These activities c an take to improved students success. Harmonizing to Pryor and Crossouard ( 2005, p. 2 ) formative appraisal occupies a ‘curious and somewhat self-contradictory ‘ place within educational theory. Although may be argued that formative appraisal has ever been a cardinal portion of educational pattern it was merely in the late sixtiess and seventiess that the term was invented ( Black and Wiliam, 2003 ) . Furthermore, as a consequence of a turning international dissatisfaction with current signifiers of appraisal, formative appraisal was one of a figure of thoughts that attracted the attending of educational research workers ( Bloom et al. , 1971 ) . Since the beginning of the 1990s it has enjoyed considerable attending, particularly in schools, under the rubric of Assessment for Learning, following Caroline Gipps ‘s differentiation from appraisal of acquisition ( Gipps, 1994 ) . Part of this involvement has involved a acknowledgment that dominant signifiers of summational appraisal did non hold a good tan trum with constructivist larning theories, whereas formative appraisal seemed to offer distinguishable possibilities. Since so a significant figure of surveies, peculiarly in the UK, at all degrees of instruction have attempted to aline formative appraisal with modern-day psychological theories of acquisition ( Gipps et al.,1995 ; Boud 1995 ; Black et al. , 2002 ; Hall and Burke 2003 ) and others have besides taken history of sociological positions ( Torrance and Pryor 1998 ; Filer and Pollard 2000 ; Ecclestone 2002 ) . In add-on, in order to incorporate formative appraisal into schoolroom pattern, a scope of appraisal schemes and techniques are presently in topographic point taking to better students ‘ acquisition. Some of those schemes, which I have had the chance to detect and critically analyse during my preliminary fond regard, are: feedback, self- appraisal and schoolroom treatment. Feedback ‘Unless pupils are able to utilize the feedback to bring forth improved work, neither they nor those giving the feedback will cognize that it has been effectual ‘ . ( Boud, 2000, p.158 ) Black and Wiliam ( 1998a ) research on whether formative appraisal raises academic criterions in the schoolroom, shows that attempts to beef up formative appraisal can bring forth important acquisition additions ( Black and Wiliam, 1998b ) and their analysis of these surveies has shown that feedback resulted in positive benefits on acquisition and accomplishment across all content countries, cognition and accomplishment types and degrees of instruction ( Black and Wiliam, 1998a ) . Furthermore, when feedback is given as portion of formative appraisal, it helps to steer students through the actions they need to accomplish their end, doing them cognizant of any gaps existent between their current cognition, understanding or accomplishment and their coveted end ( Ramaprasad, 1983 ; Sadler, 1989 ) . Besides, it is taken for granted by constructivist theory that supplying information or feedback to pupils in an ongoing mode, such as that which formative appraisal should supply, will bring forth positive consequences ( Shepard, 2000 ) . Yet, during my preliminary fond regard, I have observed a twelvemonth 2 instructor giving pupils feedback information on their work. The scheme in topographic point was called ‘two stars and a wish ‘ , where the instructor collected students ‘ work and compared their public presentation to the acquisition ends, foregrounding two good points about their work and one point necessitating betterment. The instructor gave students their work back, bespeaking students to set their initials below the feedback to show that they have understood what needed to be improved. However, I have observed that some students, who put their initials below the feedback, found the feedback hard to understand, particularly when the acquisition ends had non been assimilated in first topographic point. For illustration, a peculiar student had the feedback: ‘Make certain you use two adjectives in your sentence to depict people and topographic points ‘ ( Preliminary Attachment, 2010 ) . This feedback given by the instructor was non sufficient to assist this peculiar student to shut the spread, as he did non to the full understand what adjectives were in first topographic point and was still unable to use this cognition in his hereafter work. Black and Wiliam ( 1998a ) farther elaborate on this communicating issue when they discuss the links between the manner a feedback message is received and what pupils do w ith that message. Besides, Hayes ( 2006 ) argues that in offering feedback, instructors must utilize remarks which guarantee that students understand their significance. He besides suggests that, ideally, kids should be given clip to believe and react to the instructor ‘s remark and be involved in the appraisal procedure, instead than inactive receivers, as these give them a sense of ownership in their acquisition. This position is shared by Piaget, who is concerned with the cognition and apprehension and the manner which new information is dealt with by immature scholars ( Sullivan, 1969 ) . Furthermore, the larning theory of Piaget and Inhelder ( McCarthy Gallagher and Reid, 2002 ) , which is the first effort to garner together constructs and research surveies of Piaget ‘s cognitive theory that direct relates to larning theories, besides suggest that the growing in cognition is frequently sparkled by a feedback procedure that consequences from oppugning, contradictions and accordingly reorganization. This manner, it is important that any theoretical account of feedback must take history of the manner pupils make sense of, and usage, feedback information, as suggested by Black and Wiliam ( 1998a ) . On the other manus, another observation on instructor ‘s feedback, evidenced during my preliminary fond regard, in a twelvemonth 6 category, had a more positive result. The instructor sat beside the student while giving him feedback and she explained to the student what needed improving, clear uping any misconceptions. Besides, when written feedback was given, kids were encouraged to react with a written remark of their ain. It was observed that this scheme has helped kids to make full the spreads and advancement in their acquisition, as the feedback to pupils was focused on accomplishment and had identified the following stairss in acquisition, in ways that students could understand and move upon ( Preliminary Attachment, 2010 ) . This is supported by Duschl and Gitomer ( 1997 ) , who argue that aggregations of pupil work may besides be used formatively if pupils every bit good as instructors annotate their remarks and continually detect their advancement. These show that the most helpful type of feedback on prep and trials are the 1s which instructors provide students with specific remarks sing to mistakes, offering specific suggestions for betterment and besides promoting students to concentrate their attending on their undertaking, instead than merely being concerned if their replies are right ( Bangert-Drowns et al.,1991 ; Elawar and Corno, 1985 ; Irons, 2007 ) . SELF- ASSESSMENT ‘It is clear that self-esteem, so cardinal to success both in school and in life more by and large, harmonizing to recent research, is all excessively frequently eroded by the experience of negative ratings. ( Weeden et al. , 2002, p. 152 ) Learners can besides play an of import function in formative appraisal through self-evaluation. This position is supported by experimental research surveies which have shown that when pupils understand the acquisition aims and assessment standards and are given chances to reflect on their work, they normally show greater betterment when comparing with those who do non ( Fontana and Fernandes, 1994 ; Frederikson and White, 1997 ) . In add-on, surveies show that public presentation additions were besides witnessed among pupils with larning disablements who are taught to utilize self-monitoring schemes related to their apprehension of reading and composing undertakings ( McCurdy and Shapiro, 1992 ; Sawyer et al. , 1992 ) . During my preliminary fond regard, twelvemonth 6 students were encouraged to measure their work by composing a remark saying if they found their work easily, mean or difficult. Students were besides encouraged to put marks for themselves and observe what aspects needed betterment. In this juncture, students demonstrated to be actively engaged with their self-assessment and were able to build their cognition and set challenges for themselves in order to accomplish their ends ( Preliminary Attachment, 2010 ) . Piaget suggests that kids should be free to work in different ways and learn through active geographic expedition and personal find ( Sullivan, 1969 ) and from a constructivist point of position, acquisition is non a inactive procedure and so, battle must be at the start of the procedure of acquisition ( Pritchard, 2005 ) . In other words, pupils learn most efficaciously when they actively construct their ain cognition, understanding and accomplishments based on their ain explora tory activities and contemplation. In add-on to this, active battle is an index that existent acquisition takes topographic point and cognizing that they can get by with troubles makes students seek challenges and get the better of farther jobs ( Clark, 2008 ) . Besides, Vygotsky ‘s Zone of Proximal Development ( Vygotsky, 1978 ; Smidt, 2006 ) shows that students learn best when they have a somewhat hard undertaking which they have to work at and which leads them to a province of ‘flow ‘ . Claxton ( 2002 ) suggests that ‘flow ‘ describes how engaged a individual is in an activity, the degree of soaking up and how engaged they are in their acquisition. However, in the same school, twelvemonth 1 students were asked to measure their work by seting their work in the several trays: smiley face if the work was easy, impersonal face if the work was all right and sad face if the work was difficult. While standing beside the trays, detecting the students while they assessed their work, I notice a kid stating: ‘I found this work hard, but I do n't wish sad faces! ‘ The kid them put her work in the tray with a smiley face ( Preliminary Attachment, 2010 ) . Over the last decennary there has been an increasing involvement in schemes that encourage pupils to take a more active function in the direction of their ain acquisition ( Falkchikov, 1995 ; Hyland, 2000 ) . Black and Wiliam ( 1998a, p.54 ) make the statement that ‘a pupil who automatically follows the diagnostic prescription of a instructor without apprehension of its intent will non larn ‘ , while Sadler ( 1989 ) argues that the intent of formative appraisal should be to fit pupils bit by bit with the appraising accomplishments that their instructors ‘ possess. On the other manus, the fact that the pupil found the work hard, yet placed it inside the smiley face tray, can be related to the kid ‘s self-esteem. Clark ( 2008 ) argues that kids love to be praised for their intelligence and endowment, but if this is the norm, the minute they encounter an obstruction, their assurance beads. If success means that they are clever, than, failure can merely intend the y are non. In the visible radiation of this, students can non work with the message that they can accomplish their marks by seting things right when they are clouded by overtones about ability, competition and comparing with others ( Black and Wiliam, 1998b ; Miller and Lavin, 2007 ) . Studies show ( Elliot and Dwenck, 1988 ; Dwenck, 1989 ) that schemes based on public presentation ends, such as smiley faces, adversely affects public presentation and they tend to take students to impute trouble to low ability and go disquieted when faced with trouble or failure ( Clark, 2008 ) . Miller and Lavin ( 2007, p.6 ) argue that there is limited research grounds which shows that formative appraisal will non needfully hold good effects on self-pride. However, they suggest that there is a demand to look into contexts where instructors are doing usage of formative appraisal as an built-in portion of their daily instruction, such as: ‘in busy primary schoolrooms, over longer periods of clip and utilizing a scope of different schemes and techniques presently endorsed as ‘good pattern ‘ , in order to happen out whether formative appraisal procedures might impact kids to different grades or in different ways. CLASSROOM DISCUSSION ‘What a kid can make in co-operation today, he will be able to make entirely tomorrow ‘ . ( Vygotsky, 1962 ) Since the end of formative appraisal is to give instructors an apprehension of what pupils know, or do n't cognize, and utilize this information to do antiphonal alterations in instruction and acquisition, schemes such as schoolroom treatment and instructor observation have an of import topographic point alongside analysis of trials and prep ( Spendlove, 2009 ) . Furthermore, the usage of oppugning and schoolroom treatment as chances to better students understanding and increase their cognition is besides encouraged by Black and Wiliam ( 1998b ) . However, they caution that instructors need to guarantee that thoughtful and brooding inquiries are asked, instead than simple and factual 1s, and pupils must be given equal clip to react. During my preliminary fond regard I had the chance to detect two categories where the instructors had in topographic point a scheme called think-pair-share, where the instructors gave the category a subject and asked kids to discourse their thought in brace or in groups of four. If in groups, students had to take one representative to portion the thought with the category. The instructors took into history kids ‘s old cognition of the topic and built on it to scaffold kids ‘s acquisition. Sing to cognitive development, the treatment was really productive and led to higher quality authorship, a higher degree of speech production and hearing and it has besides increased students assurance in their ability to lend. However, although some instructors in the school acknowledged that treatment and scaffold duologue have a great cognitive potency, they found this scheme really hard, as it demanded much on instructors ‘ accomplishments and capable cognition ( Preliminary At tachment, 2010 ) . Spendlove ( 2009 ) argues that although the think-pair-share scheme requires readying from the instructor, when used efficaciously, it engages the whole category in thought, speech production and listening through treatment and sharing co-operative acquisition with equals. In add-on, Torrance and Pryor ( 1998, p. 131 ) suggest that a focal point group appraisal can bring forth a great trade of information about kids ‘s cognition accomplishments and understanding piece at the same clip contribute to the procedure of making apprehension. Every kid is alone ( DfES, 2004 ) , develops in different gait ( DCSF, 2008 ) and has his/her ain storage of cognition ( Fisher, 1995 ) . Children can make a batch of speaking when given clip and infinite by a instructor prepared to listen and detect ( Robson, 2006 ) . Such talk provides grounds of kids ‘s advancement to day of the month but besides scaffolds the acquisition of the group as they interrogate each other about the nature of th e undertaking and collaborate to carry through it ( Hill and Hill, 1996 ; Shepard, 2005 ) . Furthermore, for Vygotsky, societal interaction has a critical function in a kid ‘s instruction ( Vygotsky 1962 ; 1978 ; Daniels, 1996 ) . Besides, Bruner states that ‘making sense is a societal procedure ‘ ( Bruner and Haste, 1987 ) .This means that we become who we are through take parting in the communities around us and our acquisition is reconstructed through battle with others ( Lave and Wenger, 1991 ; Kehily, 2005 ; Smidt, 2006 ) . This is because, with others, we can make more and achieve more than we can make on our ain. Furthermore, Shepard ( 2000 ) links this type of schoolroom appraisal with the constructivist motion, which suggests that larning is an active procedure, constructing on old cognition, experience, accomplishments and involvements. So, since acquisition is extremely individualized, constructivism recognises that learning must be adaptative to the context, affecting complex decision-making, and necessitating that a instructor draws upon a scope of techniques ( Giebelhaus and Bowman, 2002 ) . Besides, Fisher ( 1995 ) argues that kids should be provided with challenges that extend their cognitive potency. For Vygotsky ( 1978 ) , this possible ( Zone of Proximal Development ) exists non merely in the kid ‘s head, but it besides lies in the accomplishments, thoughts, experiences and from the kid ‘s societal interaction with his/her equals. Decision ‘When instructors ‘ schoolroom appraisals become an built-in portion of the instructional procedure and a cardinal ingredient in their attempts to assist pupils larn, the benefits of appraisal for both pupils and instructors will be unbounded ‘ . Guskey, ( 2003, p. 11 ) Evidence from researches clearly indicates that good, well-developed and effectual formative appraisal does hold a powerful impact on pupil acquisition and can be a critical constituent in our attempts to better instruction ( Assessment Reform Group, 1999 ; Guskey, 2003 ) . Further, formative appraisal changes the rhythm ‘s consequence where students attribute hapless public presentation a deficiency of ability, which discourages them to put in their hereafter acquisition. It besides supports the outlook that all can larn to high degrees ( Ames, 1992 ; Vispoel and Austin, 1995 ) . Yet, some instructors argue that measuring pupils for the intent of informing future planning and instruction can non be easy accommodated alongside measuring students for the intent of class/school answerability. This is because, in order to describe classs and meet answerability, instructors by and large need to take portion in or set about some summational appraisal. This manner, the intent of summ ational appraisal remains rather different from the intent of formative appraisal in monitoring and bettering advancement ( Herman et al. , 1992 ) . In add-on, groundss in this work suggest that considerable sweetenings in pupil accomplishment are possible when instructors use assessment, daily, to set their instruction to run into their pupils ‘ acquisition demands. However, it is besides clear that doing such alterations is much more than merely adding a few modus operandis to one ‘s normal pattern. It involves a alteration of focal point from what the instructor is seting into the procedure and to what the scholar is acquiring out of it. Besides, the extremist nature of the alterations means that instructors need extra support for detecting and/or developing formative appraisal tools, which non merely inform pupils and instructors about advancement, but provide aid on where the spreads are and how to continue. Furthermore, it is important that instructors acknowledge that every kid is alone ( DfES, 2004 ; Aldgate et al. , 2006 ; DCSF, 2008 ) and that development is a procedure which involves interaction between the turning kid and his/her societal environment ( Vygotsky, 1978 ) . So, if acquisition is to take topographic point, it is indispensable that instructors take kid development and larning theories earnestly and use this cognition in their appraisal and intercessions ( Department of Health et al. , 2000 ) .

Recommendation letter Essay Example | Topics and Well Written Essays - 750 words

Recommendation letter - Essay Example I have seen astonishing results from him on complex projects that have offered great attention to detail where quality was never compromised. Additionally, he has a very positive attitude and truly embraces learning all there is to know about trading. I have never seen an equity analyst consistently show such strong desire to learn trading that I simply could not turn him down. I knew that with him on board our trading team would continue to accelerate. Although Tiecheng has consistently exceeded in most of his trading positions as a trader, he is constantly looking for new challenges. The best example of his intelligence shone through a modified strangle option strategy he initiated. Before the stock market plunged nearly 1000 points on May 6th, he proposed to me that we should gradually establish a strangle option position that plays markets volatility due to Greece concern. That position alone has generated tremendous return to our portfolio. Tiecheng Zhang has worked as a trader for almost a year. The thing that impresses me the most about him is how he deals with pressure. The stock market is quite competitive and often tough to break into, and many with high hopes do not survive the pressure. One terrible trade in the industry sometimes can destroy a good trader mentally. However, Tiecheng always managed to turn a negative event into a positive learning experience and never makes the same mistake twice. It is my belief that a postgraduate education will help Tiecheng to truly succeed by improving his talents. I am confident that you will find him to be a student whose talents will shine further through your graduate program. It is my hope that you will accept his admission to your university. Feel free to contact me at [number] if you require further information. Ive been Tiecheng Zhangs managing partner at Zhang Capital Management for almost two years. I had the great pleasure of seeing him excel from an equity analyst at the

Retailer Assignment Example | Topics and Well Written Essays - 500 words

Retailer - Assignment Example In this case, shelf displays remain an important resource especially in the retail environment. Products in the supermarket were assorted depending on the order of the purchasing patterns (Krull, Kathleen & Greenberg 58). In simple terms, the consumer behavior determines the product assortment in the supermarket. On the other hand, departmental stores focused on specific products. Product assortment in the departmental stores simultaneously required large spaces to accommodate most products. During my visit, each departmental store specialized in certain product types whereas the products were assorted depending on their prices and quality. While the supermarket preferred the self-service aspect, departmental stores used the assorted service model. In the supermarket, the customers perform nearly all of the services especially with retail purchasing (Krull, Kathleen & Greenberg 76). This involves self-selection and self-checkouts. On the other hand, the assorted service offered by the department store meant that the retailer offers some service level to the customers (Belisle 35). In this case, the service includes product selection assistance, handling the point-of-purchase transaction and offering delivery. Responses to sales personnel in both stores were quite different. While sales personnel in supermarkets do not easily engage the customers, sales staffs in department stores offer some service level to the customers. In fact, they engage with customers by assisting them in production selection, offering delivery and handling the point-of-purchase transaction(Belisle 35). Their responses to customers are always positive as compared to sales personnel in supermarkets. From the experience, it was evident that department stores were much bigger than the supermarkets. Additionally, the store atmospherics was more sophisticated, unlike the supermarkets. In this case, there was the difference in terms of

PESTEL analysis of Australia, including SWOT analysis Assignment

PESTEL analysis of Australia, including SWOT analysis - Assignment Example The serene political environments, diverse cultures and a techno-savvy population only make the business environment better. The aforementioned political, economical, environmental, cultural and legal environments have made Australia one of the best markets in the world. This paper tries to identify the unique characteristics of Australia that enables it to have an excellent international marketing environment. It goes ahead to list the strengths, weaknesses, threats and opportunities for the various environments that influence international marketing in Australia. Table of Contents 1.0 Introduction 4 2.0 International Marketing Environment in Australia 5 2.1 The Economic and Financial Environment 5 2.2 The Political and Legal Environment 8 2.3 The Social and Cultural Environment 9 2.4 Technological Environment 9 2.5 Challenges and Opportunities 10 3.0 Conclusion 11 4.0 References 12 PESTEL Analysis of Australia 1.0 Introduction Australia boasts one of the most efficient capitalist e conomies in the world. In 2012 the Australian economy was ranked the 13th largest in terms of GDP, contributing over 1.7% of the world’s GDP for that period. Presently, the economy’s GDP stands at US $1.58 trillion with a total wealth of over US $6.4 trillion (DFAT, 2013). One of the main reasons for this startling performance is because of the freedom in the market. The Australian governments that have been in power since early 1980s have continuously liberalized the market. This has attracted more investors and as a result the Australian economy has largely been growing even when other countries were experiencing recession. In 2011 the Australian economy was found to be the third freest economy in the world with an index of 82.6. Due to this freedom the economy is favorable for entrepreneurs’ development. It boasts the largest number of entrepreneurs in the world, both internal and external (Jacka and Scott, 2013). The Australian economy is built on exports. A ccording to the survey conducted by the International Monetary Fund (IMF), Australia is the 19th largest exporter and importer. Most of what is exported is from the mining sector followed by the agricultural sector. Mining has been the major contributor to the Australian GDP, nearly 10% of the GDP (DFAT, 2013). Australia mining sector produces exports natural gas, iron ore, petroleum and gold. The agricultural sector on the other hand produces mainly foodstuffs and wool and cotton. Apart from these the economy also exports service especially technology-based expertise and skills. The Australian economy is ranked the second in terms of the average wealth of individual adults. A study conducted in 2011 by Credit Suisse Research Institute placed Australia behind Switzerland and established that the average Australian has a wealth of US $397,000. It also placed Australia second in terms of the highest per capita income The economy also has an average GDP growth of 3.4% annually with 3.2 % in 2011 and 3.8% in 2012 (Richardson, 2013). However, during the same period the poverty level increased by 1.6% from 10.2% to 11.8%. This has made the economy to be termed as a ‘two-speed’ economy. The inflation rate averaged at 2.5% since the turn of the millennium and the unemployment rate stood at 5.8%, the fourth lowest unemployment rate in the world according to the

The James Bond Franchise Movies Essay Example | Topics and Well Written Essays - 2250 words - 17

The James Bond Franchise Movies - Essay Example The movies produced in the James Bond franchise strongly reflect the changing American identity and experience. The start of James Bond Films began with the purchase of rights from Ian Fleming by the American CBS television network, to turn the novel, Casino Royale, into a television adventure that would last for one hour (Rubin 23). The television adventure was adapted for screen by Anthony Ellis and Charles Bennett. It starred the American actor, Barry Nelson, as Bond. The movie franchise then developed over time under the auspices of Eon Productions, expanding in terms of business revenues and performance. It currently takes pride as the world’s one of the most experienced and lasting film organization in the world. Most of its movies espouse the events that mark the American experience and identity (Rubin 27). A number of these movies are highlighted below to show how they show and strongly reflect the identity and experience of America. From Russia with Love (1964) was the second movie done by the James Bond Film franchise. It was produced by the Eon Productions. The producers of the film were Albert Broccoli and Harry Saltzman while the director of the movie was Terence Young. The movie was premised and informed by a novel that had the same title done by Ian Fleming. The movie’s story centers on the mission that James Bond is sent to accomplish, which is to help in the defection of Soviet consulate clerk in Turkey. SPECTRE has arrangements for revenging the killing of Dr. No by Bond (Dodd 125). Red tells Bond â€Å"The first one wont kill you; not the second, not even the third... not till you crawl over here and you KISS MY FOOT!† (Young). The film is quite informative about the experience and identity of America. An analysis of the film presents a picture of how America was during the days and the transformation that had taken effect in the movie industry by then.