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personal capabilities. This means that there is a particular focus on tying together the
World Around Us (history, geography, and science), mathematics, and literacy. There is a
spot on the lesson plan template to discuss skills from other subject areas that are being
used within a specific lesson. The other component is the five thinking skills and personal
capabilities: managing information, thinking, problem solving, and decision making, being
creative, working with others, and self-management. This does seem to create more
continuity and allows for a flow from one year to the next.
Finally, the way the NI curriculum is written allows for teachers to be creative. For
my previous placement I worked primarily from curriculum books and wrote shorthanded, bulleted lesson plans based primarily from the basil. Therefore, it was definitely a
transition for me to write more detailed lesson plans from relatively broad standards for all
my lessons. However, I think this has helped me to think outside of the box and try new
things while Im teaching. My goal is for this to transfer home with me and to find a balance
between the structured curriculum and creativity and ingenuity.
Teaching and Learning:
I came into this experience knowing I still had a lot to learn about teaching in a
different culture. However, having had prior teaching experiences in both Ghana and
Uganda I initially thought I wouldnt undergo as much of a learning curve as I had in my
previous teaching abroad experiences. I was wrong and the past ten weeks have put
everything back into perspective for me. They have brought to light the most important
component of culturally responsive teaching which is exactly what I had lost sight of, the
diverse students. My students at Dundonald Primary School have grown up in
completely different environments, received different forms of education, and have
different resources than my students in the United States, Ghana and Uganda.
Therefore, they are their own unique group of individuals that deserves me to be every
bit aware as I was on my first teaching experience. For example, in order to make
learning more appropriate and effective for my students it is going to be helpful to speak
the same language as them. For instance, if I wanted them to use markers I needed to
call them felt tips or erasers are rubbers. By being aware of these cultural differences I
was better able to eliminate confusion and maximize instructional time.
I have also recognized how much teaching and learning differs based on the
number of pupils in the classroom and resources available. There were 30 students in
my P5 classroom, as there were in the other three sections. This was a pretty common
sight throughout the school as the school has been growing in the past several years and
is continuing to grow. This large number of students in my classroom makes it that
much more challenging for the teacher to effectively meet the needs of all the students.
Therefore, the teachers placed a large emphasis on differentiation. The differentiation,
however, often came in the form of a shortened or my simplified task rather than
additional support. This initially surprised me since additional support was my primary
job in my previous placement. However, it quickly became evident that the school
simply did not have the resources or staff to provide the support to all the struggling
students and thus the teachers are doing the best they can to make the content
accessible.
References
Assessment for Learning: A Practical Guide Lesson Cycle, Elements of Practice/Focus on
Learning, p. 23.
Common Core State Standards Initiative (2014) Read the standards, available at
http://www.corestandards.org/read-the-standards/ (accessed 15/12/14).
The Northern Ireland Curriculum: Primary (2007).