contribution of educational thinkers

Planning of course work Slide 1 Same rigour as an essay Different type of product Slide 2 learning objective I critically analyses the contribution of educational thinkers and theorist the educational practice II Critically evaluates their development as an educational professional. Slide 3 Assessment criteria I Include at least two educational theorist or current and identifies the pros and cons of each approach; critically analyses their theoretical and practical contributions. II the student critically evaluates their development as an educational professional regarding the discussed approaches III Elaborates a presentation observing academically conversation: a logical structure that allows an acceptable discussion, conducting and argument that allows to build up relevant conclusions IV Understands and uses the components of the multimedia environment of online presentations. V Uses appropriate level 7 references and presents a relevant reference list (Hardvard style). Slide 4 Recent success full titles I Analysis of contemporary assessment of primary level education in pakistan from a constructivism perspective; Piaget and Bruner. II Analysing PHSE education in the UK considering Bourdieu and Freire III Using Vygotsky and Piaget in Early Childhood Education ; Outdoor play and Indoor reflections IV Rethinking social and culture capital; Exploring Pierre Bourdieu’s and Derron Wallace’s contribution to the social mobility discourse in HE Slide 5 Preparing your tutorial I select the relevant educational context you want to address (or educational “problem”) II Select the two relevant theories or theorists III Draft an aim IV Think about what aspects of the “problem” you can address with each theory V Think about the pros and cons of each theory VI Think about the limitations of each theory Slide 6 Draft our LOs I critically analyses the contribution of educational thinkers and theorist to educational practice II Critically evaluates their development as an educational professional. Slide 7 Think about what aspects of the “problem” you can address with each I you will describe and problematise the educational situation Slide 8 Think about the pros and cons of each theory I This is the application Slide 9 Think about the limitations of each theory I Be critical Speech by tutor Hello, everybody. Hello. Please believe that is going to help you to plan your course, work and understand better what it is all about. 0:06 So let’s start from the beginning. The assessment of office module is hundred percent on these final coursework. 0:18 It is about the presentation and his presentation is equivalent to a turkey 500 words. 0:27 And we also have these plus minus tolerance of extension is about 10 15 minutes analytical 0:35 presentation of two key educational theorists on their application within contemporary education. 0:43 So bear in mind the time we got, you know, plus minus 10 percent. 0:51 So we can go between 10 and 20 minutes, not not much longer than that place. 0:58 OK. So to develop these VVA, you should be thinking that is going to have the same academic rigour as an essay you should be reading. 1:07 It should be ref making some reference to different sources. 1:19 You should have a complete understanding as if you were going to write an essay. 1:24 Just we have a different type of product but is basically the same. 1:31 It requires the same skills that you pusing plays when elaborating. 1:36 And I see so falu that you always the issue go back to the learning objectives. 1:43 Bear this in mind. Critically, analyse the contribution of educational thinkers and theories to educational practise. 1:49 So critically analyse means you are not just going to repeat an idea, ideas that would be just descriptive. 1:57 And you need obviously. Yes, to consider those ideas, but then reflect on them. 2:04 Assess them. Elaborate them. 2:09 Use them in your own reflection. For that, we are going to tell evaluate George Embattlement as an educational professional. 2:13 And now some of you may not be professional practitioners, but remember, education has these very ample conception is not the education is equal. 2:25 Being a teacher and walking in the school, we have educational processes outside of school. 2:35 When we talk about unions, when we talk about parenting, when we talk about social movements, as we are going to see. 2:41 So there are so many ways, many processes that we can consider inside as well as outsiders school. 2:50 So we have an assessment criteria. We are going to assess your BVO based on these criteria includes at least two educational thinkers, colourants, 3:02 that identifies the pros and cons of each approach, critically analyse their theoretical and practical contributions. 3:14 OK. So it takes about knowing the theories and being able to explain that. 3:24 But also the key word is in the name of that of the model apply in educational thinkers. 3:31 So you need to apply these theories to a problem, 3:37 that educational problem that you are identified thus to then critically evaluate their development as an educational professional, 3:42 regardless of this discourse. 3:52 Approaches elaborates a presentation of certain academic conventions, a logical structure that allows an acceptable discussion, 3:53 conducting an argument that allows to be built-up relevant conclusions. 4:03 So it’s like an essay you should be thinking about a clear structure, developing an argument and reaching some conclusions, 4:08 understands and uses the components of the multimedia environment of online presentations. 4:20 So basically we are here. New then for you to consider the teacher tell embarrassment that we are using nowadays. 4:27 So perhaps it’s a bit too simplistic to think just copy and paste certain paragraphs of your essay and just read about 4:37 aloud where you present us with the slides with lengthy text that is very disengaging is not practical for a teacher. 4:45 Tough environment like this one. We’ve seen a couple of examples, you know, sessions in which we use diagrams, 4:56 perhaps some tables, perhaps summaries, perhaps some bullets in the slide. 5:04 So think about these digital media and think about how the images that you use in a slide help you to present your ideas, 5:12 not to compete against your your your speech, what you are presenting. 5:25 Okay. Understands and uses the components of the subhead. 5:30 Just read that one. And the last one uses appropriate level seven references and presents of relevant reference list but style at the end. 5:34 Okay. So yes, of course it should be reading a lot as much as you do for any other levels. 5:44 Have an essay and present that at the end of your presentation. 5:50 Okay. So just to give you an idea of recent successful titles, 5:55 let’s see the first one analysis of contemporary assessment of primary level of education in Pakistan from Constructivism Perspective project. 6:01 So let’s take this one. 6:12 These Angello analysis of contemporary assessment of primary level education in Pakistan is telling you about the educational context, 6:16 the educational problem that this presentation addressed and is telling you which theorist there in green use project improvement. 6:24 So basically it’s about locating the field and then applying these two theories. 6:36 I’m reflecting on that specific education process and the problems that that does to them. 6:43 Look in there, and obviously this is very related to the student’s particular interest. 6:50 You can imagine there probably Baz’s to them was the primary teacher in Pakistan. 6:58 Let’s see the second one analysing MPH as e education in the UK. 7:06 This from to the sexual education in the UK. Considering both, are you afraid? 7:11 So again, 7:17 it’s locating a very specific area of sexual education in the UK and telling us which Feris she was going to apply precisely for that analysis. 7:19 This one, again, using by B begot scampers yet in early childhood education, although play in the reflection. 7:34 So the field, the educational process she’s taken a look at. 7:41 Is the use of play of those early childhood education. 7:47 She is you. She decided to use these two theories. 7:52 Got ski MPLX. Yes. I notice this is very flexible. Both of them are constructivists. 7:56 But it doesn’t matter. They are two different, two different theories. 8:01 We can use two to use theories from both different perspectives. 8:07 This is sort of to you that the approach is quite flexible. 8:13 And the last one, quick thinking, social and cultural capital, 8:20 exploring Pierpont’s view and their on Wallis’s contribution to the social mobility of these calls in higher education. 8:23 So on. And you can see there in green. This is the specific educational contexts. 8:31 And so social mobility is close and high, higher location, 8:39 particularly the concept of cultural capital and how this is seen from the theories of pure both you and the wrong boiler’s perspectives. 8:42 So I think this titles help you to think about what you want to do and think about these specific educational contexts. 8:54 And the truth here is that we want to use portfolio analysis or the application of these ideas in a specific context. 9:02 So we have to, Tony, L7 and you can prepare your tutorials. 9:15 That is going to be useful. This is the best case scenario. 9:21 If you get stuck with something on the way before get into this, don’t worry, we can trace that in your ego audience as well. 9:25 But take some time, make the best effort to reach this point. 9:33 So when we come to the tutorial, as we’ve seen our second session, we can try to address these higher level thinking. 9:38 You’ll remember that we saw Bloom’s taxonomy and leave this thinking, this research in previous to preparing your tutorial. 9:50 So select the relevant educational contexts. You want to address all of the educational problem, 10:00 just as we have seen in the examples in the previous examples with two relevant theories or theorists. 10:05 Again, we have just seen a couple of examples of that draught and aim. 10:14 Yes. Just like you do. I may say drop the name for that. 10:20 Well, consider our learning outcomes critically. 10:28 Analyse the contribution of educational thinkers and theorists with occasional practise and critically evaluate the development, 10:33 your development as an educational professional. So how would you reward these learning outcomes? 10:40 Well, just to the educational context, to the particular educational context you want to analyse with. 10:49 The particular Feris you have chosen, and then you can reword your aim based on the learning outcomes. 10:56 Think about what aspects of the problem you can address, which faced fear. 11:06 Is that the problem or the educational context? So part of your presentation is that you both describe a problematise educational situation. 11:12 You are going to prefer to be in these private education in Pakistan, 11:25 sexual education in the UK, then you cultural capital in higher education in the UK. 11:30 So tell us a little bit about that context. Tell us about what things are going on there in that context and what kind of issues you want to address. 11:40 Well, the pros and cons of each theory that you are going to use, this is the application. 11:53 This is the point. We made all the previous steps to get to this point. 12:01 This is apply unification of thinkers, pros and cons of each theory in that a specific context. 12:06 Think about the limitations of each theory. 12:15 We can also consider that some of the theories work to take a look at. 12:18 Well, some of them are 100 years old. That is the very traditional view of the origin of some of these theories can be very old. 12:24 So my guess will need to be revised that the years of peace, it would need to be criticised, need to be updated to the very specific area. 12:35 Some of the constructivist ideas were emerging in India while studying young children. 12:45 And we may want to update some of those ideas to be using the lead from a patient or level, 12:53 for example, higher education, for example, non formal education as well. 12:59 So we are getting away from the regional area where it is he was where developed. 13:04 So what are the consequences there? What limitations you see? 13:10 So Tom just described the theories be critical enough to also assess their usefulness in the context that you’ve seen. 13:15 So, yes, be critical. That’s part of the learning outcomes, Don. 13:28 Just describe the context. 13:34 And on justice theories apply in educational thinkers means being critical, using the theories to reflect on an aspect of reality. 13:38 And as a consequence, we are also going to assess how useful Fiore’s are or where the what what kind 13:50 of things they need to develop to better address the various specific contexts. 13:58 So you are analysing. Okay, sir, 14:03 thank you very much for your attention and look for the videos below that are 14:07 going to talk about the technical part of uploading a video in our resources.