Basics of Educational Sciences
We have now started the course of Basics of Educational Sciences with Blair Stevenson. I´m sure that this part of our studies creates a great theoretical framework for my teacher career and I´m very happy to start building this theoretical basis for my teacher work. I know already some of the theorists but I´m sure that I get a lot of new ideas for my practical teacher work from new theorists as well. I´m also happy to see that we are going to deal with very interesting and current trends of educational sciences.It seems that our teacher have created a great journey with educational theories with different learning and teaching methods and with very interesting and practical excercises.
Objectives of the course:
The student teacher will become acquainted with the basic concepts, fields and current position of Educational sciences as they are related to vocational education. The student teacher will learn how to apply this information in his/her work as a vocational teacher.
Course Sections and Assignments:
The course consisted of three different Parts.
Find the information, my reflections and related assignments of different Parts below.
You can find our course blog here (only for course members):
iVet Basics of Educational Sciences
Below you can find my reflections, comments and some other documents from each part of the course. I learned a lot during this course and I hope you find my reflections interesting as well.
Part 2. Current Trends in Educational SciencesPart 3. Self-Assessment of Teacher Practice and Reflections on Methodologies and Content
(coming later...)
Face-to-face day and Wheel of Assessment
Hello,
ReplyDeleteGreat job on providing systematic reflections on the various parts of the Edu Sci course. I liked the fact that you highlighted key words from the various theorists.
Here are some specific comments about your lesson plan:
I really like how you construct the lesson. Good topic choice to go along with the theory. It is also nice to see that you have varied types of assessment. Specifically, portfolios are sometimes hard to organize, but when the students are motivated they can be great.
In the future, something to consider is to limit the number of objectives you have per lesson. For example, I see that you have eight in this one. Remember that you ultimately will need to be able to assess for each one of these for each student, so that is why it is sometimes less complicated to only have 3 to 4 objectives per lesson max.
With respect to your introduction, it is good to see you have ‘warm-up’ activities, but I would like to see a little more detail about how you would break down such an hour…for example, you mention that you would do some talking. I find that actually limiting oneself to a timeframe (10 minutes max at a time) to talk keeps the lesson pace moving.
Would you be working through all seven corners in a row? I ask because it is good to think of breaks and time to reflect in-between as well. If you do want the students to go through all in one go, sometimes it can be helpful to have a ‘corner’ that is very relaxing and allows for reflection among the group to adjust for other corners that may be very demanding.
Corner design is often very good with project-based work and I am also a big fan of problem-based work in the same structure. Another thing to consider when writing lesson plans is to write down the main QUESTION that you want students to address when in their corner. Doing this helps give some structure to the way you want the students to apply their work.
Good job overall.
Thank you also for your detailed comments about the debate and the wheel of assessment. After reading your comments, it seems that you found the exercises useful. That is nice to hear and it is also great to read comments suggesting that you might try to do some of those exercises in your own classes as well.
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