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Curriculum Analysis Presentation

Identify an area of concern in your current situation or one with which you are familiar. Data, research, or both must support this problem and should be relevant to the skills necessary for 21st century learners. For instance, you may review standardized test data, attendance data, or other data made available by your district or your state’s Department of Education to identify this problem. If you see deficiencies in mathematics, you might argue that learners for the 21st century must be competent in STEM to support the needs of society. You may also explore an ongoing problem that can be supported by research instead. For instance, you might identify the need to integrate technology into the curriculum for 21st century learners, yet in your district this is not taking place. If you believe that not enough teachers are using technology to support instruction, you can present research that illustrates the need to integrate technology into classrooms for 21st learners and make a statement about approximately how many teachers are not using it in your district. Clearly present this information to define the existing problem. If using data, be sure to include a clear graphic representation.

Sample Solution

among his pupils, as they have learned that his standing in this position replaces other teachers’ calls for silence. Mr B explained that initially, when pupils were in younger years of the school, this was prefaced by a “3, 2, 1” countdown, until it was possible to remove the countdown in favour of the quiet change in position. This is an example of classical conditioning, whereby pupils associated their silence at the teacher’s signal with the praise that followed. In the early years of Key Stage 3, Mr B also awarded Classchart points for the resulting silence to positively reinforce their behaviour. When Mr B is walking around the classroom, it is a signal that pupils should be getting on with their work. Again, they have become aware that at any point he may be close to them and be able to peruse their task. Classchart awards are a major way in which my placement school use a behaviourist technique. The Classchart system is used to keep track of seating plans and award points, which take the place of merits, and these can be given instantly because the school uses iPads. Points are given for any number of aspects, dependent on the teacher. My own mentor (Mr S) awards a point to each pupil as soon as the whole class are seated and ready to listen. In this way, all students feel that they have received praise, and start the lesson in a good frame of mind. Points can then be awarded for correct answers to questions, which was an aspect I was beginning to use in my own practise. Through choosing random pupils, and awarding them a point for a correct answer, all pupils knew that there was a possibility that they could be called on the answer a question. If they had retained the information, they would get a point. If they had not, then there was a chance that the pupil would feel embarrassed, which would be a ‘positive punishment’ as incorrect behaviour had resulted in an uncomfortable situation. This would make it more likely that the pupil would try harder for the next attempt.
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