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EDU406 Critical Thinking and reflective Practice Assignment No 01 Fall 2019 Solution & Discussion

Critical Thinking and Reflective Practices (EDU406)

 

Assignment 1 (Fall 2019)

Total Marks: 20

Lecture No. 1-12 (Topic 1-72)                                                                      

Instructions:

  • Late assignments will not be accepted.
  • If the file is corrupt or problematic, it will be marked zero.
  • Plagiarism will never be tolerated. Plagiarism occurs when a student uses work done by someone else as if it was his or her own; however, taking the ideas from different sources and expressing them in your own words will be encouraged.
  • No assignment will be accepted via e-mail.

·        The solution file should be in Word document format; the font colour should be preferably black and font size should be 12 Times New Roman.

Synopsis and context of assignment

This assessment aims to develop your critical thinking skills and reflection skills, comprising two components: knowledge of reflective practice and a critical disposition. This reflective essay of 800-1000 words aims to assess your critical disposition by using a range of critical skills to reflect upon a critical incident.  This incident is one that has significance for you as a particular individual, leading to a shift in your understanding of teaching and learning or towards an aspect of education. It could be a single lesson, or a semester of teaching, for example. That is, it may have led you questioning an aspect of your beliefs, values, attitude or behaviour as a teacher/ reflective practitioner.

The focus of event MUST be on building student-teacher relationships.

Reflective Essay

 

Task: Reflect about your developing critical disposition towards building student-teacher relationships by using critical skills in an essay. Essay shall consist of following three parts:

  • Background/Description (recollect, comprehend, apply)
  • Reflection/ Interpretation (analyze, evaluate)
  • Outcomes (justify, synthesize)

 


Reflective Essay Criteria Sheet and Rubric                                                                                                                                                                                   

Criterion

High Distinction

Distinction

Average

Below Average

  Poor

 

In your reflective essay about a critical incident you provided:

In your reflective essay about a critical incident you provided:

In your reflective essay about a critical incident you provided:

In your reflective essay about a critical incident you provided:

In your reflective essay about a critical incident you provided:

Reflect about your developing critical disposition towards teaching by using critical skills in an essay:

·  background (recollect, comprehend, apply)

·  reflection (analyse, evaluate)

·  outcomes (justify, synthesise)

 

·  a background that comprised:

·  a background that comprised:

·  a background that comprised:

·  a background that comprised:

·  a background that comprised:

-a detailed and thorough description of what you recollected about the incident, including when and where it took place (7 marks)

-a detailed description of what you recollected about the incident, including when and where it took place (6 marks)

-a partly detailed description of what you recollected about the incident, including when and where it took place  (5 marks)

-an outline of what you recollected as the order of events in the incident, including when and where it took place (4 marks)

-a rough outline of what you recollected as the order of events in the incident including when and where it took place  (3 marks)

-a perceptive explanation of why it was significant (had meaning) for you, that included applying the important relevant aspects of the incident to your disposition towards teaching (8 marks)

 

 

 

 

 

-a comprehensive explanation of why it was significant (had meaning) for you, that included applying most of the important relevant aspects of the incident to your disposition towards teaching (7 marks)

-an explanation of why it was significant (had meaning) for you, that included applying some of the important relevant aspects of the incident to your disposition towards teaching (6 marks)

-loosely-linked statements about why it was significant (had meaning) for you, that made passing reference to the important relevant aspects of the incident    (4 marks)

-separate sweeping statements about the incident and what you thought about it (2 marks)

·  a reflection that involved:

·  a reflection that involved:

·  a reflection that involved:

·  a reflection that involved:

·  an reflection that involved:

-a thorough and insightful analysis in which you identified the thoughts and feelings that were generated during and after the incident, and clearly explained how all of these related to each other (10 marks)

-a reasonably thorough analysis in which you identified the thoughts and feelings that were generated during and after the incident, and clearly explained how most of these related to each other (8 marks)

-an analysis in which you identified the thoughts and feelings that were generated during and after the incident, and explained how most of these related to each other (6 marks)

-a superficial analysis in which you identified the thoughts and feelings that were generated during and after the incident, and made general statements about how these related to each other (5 marks)

-a repetition of the information given in the background (4 marks)

-a considered and sensitive evaluation of how much impact the incident had on these thoughts and feelings in terms of affecting your knowledge, values, assumptions, beliefs or perspectives

(10 marks)

 

 

-a considered evaluation of how much impact the incident had on these thoughts and feelings in terms of affecting your knowledge, values, assumptions, beliefs or perspectives (8 marks)

-an evaluation of how much impact the incident had on these thoughts and feelings in terms of affecting your knowledge, values, assumptions, beliefs or perspectives    (6 marks)

-a partial evaluation made up of broad generalisations about  how much impact the incident had on these thoughts and feelings     (5 marks)

-a statement that the incident did or did not have an impact on your thoughts and feelings     (4 marks)

·  outcomes that included:

·  outcomes that included:

·  outcomes that included:

·  outcomes that included:

·  outcomes that included:

-a realistic and achievable plan of action with convincing reasons (justification) that explicitly related to your analysis and evaluation of the incident (7 marks)

-a realistic and achievable plan of action with mostly convincing reasons (justification) that related to your analysis and evaluation of the incident (6 marks)

-a realistic plan of action with partly convincing reasons (justification) that made some reference to your analysis and evaluation of the incident (5 marks)

-a plan of action with reasons (justification) that made some reference to your analysis and evaluation of the incident (4 marks)

-general ideas rather than a plan of action, with reasons (justification) that paraphrased previous information given in the background (3 marks)

-a logically organised  and concise conclusion (synthesis) that combined the different parts of your reflection into a new and cohesive observation about how your critical disposition has changed (8 marks)

-a logically organised  conclusion (synthesis) that combined the different parts of your reflection into a new and mostly cohesive observation about how your critical disposition has changed (7 marks)

-a conclusion (synthesis) that combined most of the different parts of your reflection into a new observation about how your critical disposition has changed (6 marks)

-a conclusion (synthesis) that combined a few of the different parts of your reflection into a new observation about how your critical disposition has changed (4 marks)

-a conclusion stating that your critical disposition has changed (2 marks)


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EDU406 Assignment No 01 Solution Fall 2019

below link 

EDU406_Assignmnet_1_Solution_Fall_2019_vustudents.ning.com.docx

THANK U SO MUCH

 AYESHA KHATOON  Welcome 

sab same lkh dian gy to msla nh hoga

Critical Thinking and Reflective Practices (EDU406)Critical Thinking and Reflective Practices (EDU406)
SolutionEssay using critical skill of the teacher:Building student- teacher relationship:I am working as elementary school educator near to National public school that belongs to a rural area.Critical thinking skills are always being very important for building student and teacher relationship. Being a teacher when I entered first time in my school it attracted me . I reached sharp 7:00 am in the school on my very first day. I met with the staff and attended the morning assembly. After assembly I went to my class where I found different faces of the kids with the different questioning natured students. Some of them were passive and rest of them were active. Background:I stared introductory session in my class and I introduced myself to them. After my introduction I asked each and every student to introduce themselves one by one. Then I started my first day with English language and I communicated with my student in English all in all. I was surprised to hear their responses. From the introductory session I noted some points that made me able to think critically. Those points are discussed as follows:When I was speaking in English some of the students were hesitating to speak English in the class. Some of them were feeling shy. Some of them were not able to speak in English at all .Some of them couldn’t understand what I was questioning to them .When I asked some questions from them in their mother tongue they replied very quickly and without hesitation. That was the first critical incident I faced when I entered in my class on my very first day.  The main reason of me to be surprised that these kids are having were having 5 years of schooling experience (Class -V) why they were not able to answer my questions. Reflection:Then I took reflection of my kids behavior by analyzing and evaluation.  Analyzing: First of all I understood the event that happened in my class. By myself. With the help of my critical thinking an according to my perception for understanding critical incident it involves following two stages. Stage 1- Describe the indent (What , how and why)Stage -2- To explain meaning and to explain main issues.On the other hand I can say that in simple words that I analyzed the behavior of my kids , their family backgrounds, their strengths and weaknesses. I simply managed to know all those aspects that can be the cause of a student’s low level of confidence.  Evaluation:After observing the above incident I started to develop an environment in which they can speak freely and independently  and also can share their own experiences and new ideas with the teacher present in their class and also with their fellow students. I tried to overcome their shyness by  arranging them into groups where they can share their ideas among themselves. After arranging them in the groups I assigned a task to them to read a story on a specific task and after reading it they have to tell some points that they have felt in their assigned topic related to it. Basic function of my this assignment to them is to make them able to think critically. Keeping this fact in mind a critical thinking aspect can be applied here. First of the all the students to which I has assigned the task in group they have started thinking critically and made discussion in the groups with each other. After discussion they raised their hands to tell that we have done discussion and now we are ready to discuss with you (Teacher). When I will listen to them freely and provide them a friendly environment this will help a teacher to create a string and friendly relationship between his or her students and the teacher.Outcomes: After the whole scenario and observing the critical incident that happened in  my class I came to a conclusion that if it happens sometimes in your class you just don’t bother  it and take it is an easy way so that you can sort it out by thinking critically and also help your students to think critically.  When I managed the class in descriptive way the students were not feeling shy and were taking part in the whole activity enthusiastically and voluntarily. They improved their speaking skills and this helped them in increasing their level of understanding. When a teacher provides and environment in which they can talk freely and in which they don’t hesitate to share their ideas with the teacher and the fellow students as well it will help them in eradicating their shaked level of confidence and can boos it up with their energetic skills. At the end I would like to conclude that my critical incident hypothesis worked very well and I feel proud that I made my students able enough to think critically and find the solution of their problems by themselves through their own ability of self-help and thinking.  

sb yei lkh dain gy to msla nh hoga?

Criteria sheet ki kch smj nhi aa rhi...clear ni ho ri itni lengthy h

EDU406 Assignment No 01 Solution fall 2019

  Critical Thinking and Reflective Practices (EDU406)  Critical Thinking and Reflective Practices (EDU406)
Answer:Essay using critical skill of the teacher:Building student- teacher relationship:I am working as elementary school educator near to National public school that belongs to a rural area.Critical thinking skills are always being very important for building student and teacher relationship. Being a teacher when I entered first time in my school it attracted me . I reached sharp 7:00 am in the school on my very first day. I met with the staff and attended the morning assembly. After assembly I went to my class where I found different faces of the kids with the different questioning natured students. Some of them were passive and rest of them were active. Background:I stared introductory session in my class and I introduced myself to them. After my introduction I asked each and every student to introduce themselves one by one. Then I started my first day with English language and I communicated with my student in English all in all. I was surprised to hear their responses. From the introductory session I noted some points that made me able to think critically. Those points are discussed as follows:When I was speaking in English some of the students were hesitating to speak English in the class. Some of them were feeling shy. Some of them were not able to speak in English at all .Some of them couldn’t understand what I was questioning to them .When I asked some questions from them in their mother tongue they replied very quickly and without hesitation. That was the first critical incident I faced when I entered in my class on my very first day.  The main reason of me to be surprised that these kids are having were having 5 years of schooling experience (Class -V) why they were not able to answer my questions. Reflection:Then I took reflection of my kids behavior by analyzing and evaluation.  Analyzing: First of all I understood the event that happened in my class. By myself. With the help of my critical thinking an according to my perception for understanding critical incident it involves following two stages. Stage 1- Describe the indent (What , how and why)Stage -2- To explain meaning and to explain main issues.On the other hand I can say that in simple words that I analyzed the behavior of my kids , their family backgrounds, their strengths and weaknesses. I simply managed to know all those aspects that can be the cause of a student’s low level of confidence.  Evaluation:After observing the above incident I started to develop an environment in which they can speak freely and independently  and also can share their own experiences and new ideas with the teacher present in their class and also with their fellow students. I tried to overcome their shyness by  arranging them into groups where they can share their ideas among themselves. After arranging them in the groups I assigned a task to them to read a story on a specific task and after reading it they have to tell some points that they have felt in their assigned topic related to it. Basic function of my this assignment to them is to make them able to think critically. Keeping this fact in mind a critical thinking aspect can be applied here. First of the all the students to which I has assigned the task in group they have started thinking critically and made discussion in the groups with each other. After discussion they raised their hands to tell that we have done discussion and now we are ready to discuss with you (Teacher). When I will listen to them freely and provide them a friendly environment this will help a teacher to create a string and friendly relationship between his or her students and the teacher.Outcomes: After the whole scenario and observing the critical incident that happened in  my class I came to a conclusion that if it happens sometimes in your class you just don’t bother  it and take it is an easy way so that you can sort it out by thinking critically and also help your students to think critically.  When I managed the class in descriptive way the students were not feeling shy and were taking part in the whole activity enthusiastically and voluntarily. They improved their speaking skills and this helped them in increasing their level of understanding. When a teacher provides and environment in which they can talk freely and in which they don’t hesitate to share their ideas with the teacher and the fellow students as well it will help them in eradicating their shaked level of confidence and can boos it up with their energetic skills. At the end I would like to conclude that my critical incident hypothesis worked very well and I feel proud that I made my students able enough to think critically and find the solution of their problems by themselves through their own ability of self-help and thinking.  

EDU406_Assignmnet_1_Solution_Fall_2019

below link 

EDU406_Assignmnet_1_Solution_Fall_2019.docx

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