Planning a 12 Week Scheme of WorkEssay Preview: Planning a 12 Week Scheme of WorkReport this essayPGCE Assignment 2: Planning a 12 week scheme of work.IntroductionThis assignment has been designed to plan and produce a twelve week scheme of work in association with Unit 1: BTEC ND e-Media Production course. The course is designed to develop learners skills and knowledge in reading, analysing and deconstructing of e-media.
Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.
Lesson content and building blocks of lesson planning.The methodology of Teaching and learning.The theories of learning and what influences planning.Assessment through the use of a self-evaluation pro-forma.Motivational and Equal Opportunities issues.Self Ð-Evaluation.Lesson content and building blocks of lesson planningBenjamin Bloom developed an analysis of academic learning behaviours in the field of education, known as Blooms Taxonomy. These behaviours were categorized into three interrelated and overlapping learning domains; Cognitive, Affective, and Psychomotor domains. In this section I will describes in point each of these three learning domains.
The Cognitive DomainThe Cognitive Domain is a persons intellectual ability. Cognitive learning behaviours are characterized by observable and unobservable skills such as comprehending information, organizing ideas, and evaluating information and actions. There are six levels of intellectual behaviour important in learning within the cognitive domain;
Knowledge is a starting point that includes both the acquisition of information and the ability to recall information when needed.Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information.Application is the ability to use a learned skill in a new situation.Analysis separates information into part for better understanding.Synthesis is the ability to combine existing elements in order to create something original.Evaluation is the ability to make a judgement about the value by using a standard.These categories are arranged on degree of difficulty, meaning that a learner, who is able to perform at the higher levels (Analysis, Synthesis, Evaluation), of the taxonomy, is demonstrating a more complex level of cognitive thinking.
The Catechism of the Catholic Church
What is the Catechism?
It’s important to not underestimate the significance of the Catechism to every Catholic, for many Catholics this is because of the profound influence an original understanding of the Church can have in them to become better at life today.
What is the Catechism?
The Catechism (also called the Universal Declaration of Catholic Covenants) was published under the name of the Great Commission on Religious Thought in the late 1800s under the ministry of Archpriest James O’Kelly. With the work of arch-Catholics like myself it is clear that the Catechism speaks to how individuals and communities are trying to understand the complex workings of the Church.
What is the Catechism? It’s important to not underestimate the significance of the Catechism to every Catholic, for many Catholics this is because of the profound influence an original understanding of the Church can have in them to become better at life today. What is the Catechism? The Catechism (also called the Universal Declaration of Catholic Covenants) was published under the name of the Great Commission on Religious Thought in the late 1800s under the ministry of Archpriest James O’Kelly. With the work of arch-Catholics like myself it is clear that the Catechism speaks to how individuals and communities are trying to understand the complex workings of the Church. The Psychomotor DomainThe psychomotor domain refers to the use of basic motor skills, coordination, and physical movement. Simpson (1972) developed seven psychomotor categories to support Blooms domain. Origination; a learners ability to create new movement patternsAdaptation; a learners ability to modify motor skills to fit a new situationComplex Overt Response; the intermediate stage of learning a complex skillMechanism; the ability to perform a complex motor skillGuided Response; the early stage of learning a complex skill which includes imitationSet; a learners readiness to actPerception; the ability to use sensory cues to guide physical activityThese physical behaviours are learned through repetitive practice. A learners ability to perform these skills is based on precision, speed, distance, and technique. Learners general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully, within behavioural terms; Assembles, manipulates, uses. The Affective DomainThe Affective Learning Domain addresses a learners emotions towards learning experiences. A learners attitudes, interest, attention, and values are demonstrated by affective behaviours. Internalizing Values; Behaviour which is controlled by a value systemOrganization; Organizing values into order of priorityValuing; the value a person attaches to somethingResponding to phenomena; Taking an active part in learning; participatingReceiving phenomena; An awareness; willingness to listenThese five categories can be thought of as building blocks, one must be learned in order to move onto the next category. (Reece &Walker, 2000), suggest the well rounded and fully functioning learner needs to develop in all three domains. Session one makes use of psychomotor and cognitive learning with reference to the affective domain, where learners will understand, Comprehension and uses their perceptual abilities. Demonstrate a skill, e.g. areas for use are reading, handwriting. (Reece & Walker (2000) suggest the planning of a cognitive lesson where the emphasis is on Ðunderstanding, student activities should be delivered in building blocks of information, (blocks of fifteen minutes), this is the analysis behind the session plans. Session two, demonstrates an understanding of the three learning conditions, e.g. continuity, practice and feedback. Each session includes the three main components of a skill session; introduction, development and conclusion, giving students experience, enabling reflection, and increasing motivation. ObjectivesLesson content depends upon the style of learning taking place (Huddelton & Unwin, 1997; Cohenet et al, 1996). When planning for the session, objectives need to be considered. Product objectives are concerned with what the learner will be able to produce at the end of the session. Huddleston & Unwin (1997p.26) suggest process objectives Ðare often connected with transferable skills one of which is communication of information. Cohenet al (1996), suggest when the consideration discussedThe Catechism of the Catholic Church