1.2 Development through dialogue Now read Chapter 6, ‘Development through dialogue’, of the set book Words and Minds. As you read, pay special attention to: 6.1 Knowledge and society If I have seen farther than others, it is because I was standing on the shoulders of giants. Sir Isaac Newton (Letter to Robert Hooke, 1676) At the foreground of this final part of the unit is one of its more important themes – that knowledge is something held, developed and perpetuated both by and in the context of communities, societies and cultures. Newton's declaration to Hooke (above 4.1 From awareness to understanding In this section the mathematical content is more obvious as we talk explicitly about what it means to know and to think in mathematics. We will also address your own personal knowledge in the subject. Like any other activity, doing and learning mathematics involves: using and adapting existing knowledge; acquiring and constructing new knowledge through thinking and learning; building up links that enable known t 1.2 What the unit is about This unit is about the ways in which we come to know and make sense of the world, in particular how we do this using the media of language, mathematics and science. There are many possible theoretical positions which can be taken towards early years curricula. Some people, for example, think of children as ‘empty vessels’ which can be ‘filled’ with knowledge that is transmitted to them by adults. This view has been associated with a behaviourist approach to teaching and l 5.1 Thinking about successful teamworking The objective of this activity is: to think about your practice in relation to working with other professionals. 2.2 Thinking about core values underpinning your work with other professionals The objective of this activity is: to examine your own practice in relation to working with parents and other pr Learning outcomes By the end of this unit you should have: examined your own practice in relation to working with other professionals in order to make your underpinning knowledge, values and beliefs explicit; used a variety of ‘tools’ to examine the knowledge, values and beliefs underpinning your practice; identified contradictions between your underpinning knowledge, values and beliefs and your practice; seen where you might want to develop your p Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: Illustration by E 3.4 Evolving roles in teaching The impact of the expanding contribution of teaching assistants on the teacher's role is generally recognised as being positive. It is worth acknowledging, however, that many teachers have had to make adjustments to their practice in order to work with teaching assistants as team colleagues. Despite the presence of assistants in primary schools, the focus of much initial teacher training is on teachers working in classrooms on their own rather than as collaborators with other adults. While th 3.1 What is the value of teaching assistants? Hilary Cremin et al. (2003) in their evaluation of the ways in which teachers and teaching assistants can work together in teams, suggest that, while there is enthusiasm for additional support, little attention is given to how this actually works in classrooms. It is true that learning support staff have been introduced into classrooms without clear research evidence that they can make a difference to children's learning, but then life often moves faster than the supply of research evidence.< 1.6 Teaching assistants in Europe Teaching assistants and other related learning support staff are also to be found in the schools for children of British armed forces posted overseas, in the schools of other European countries and, indeed, further afield in countries such as the USA, Canada and Australia. A survey conducted by the National Union of Teachers (NUT, 1998) highlighted some interesting support roles found in European schools, and it is worthwhile to consider these in the light of the developing role of teaching a 1.4 Ways of working and contributing The physical design of most primary schools certainly reflects the expectation that teachers work in classrooms with large numbers of children. In fact, given their large classes, most schools feel quite crowded. The employment of teaching assistants has doubled the number of adults working in some classrooms and, as Schlapp and Davidson note in the pdf document attached in Author(s): Nuevo vocabulario relacionado con el tono de un cuento En esta actividad podrá aprender nuevo vocabulario relacionado con el tono de un cuento y también identificará el tono de Apocalipsis.
Click 'view document' to open ‘Apocalipsis' de Marco Denevi Distintos tipos de artesanía En esta actividad va a poder hablar de distintos tipos de artesanÃa.
1 Relacione las siguientes artesanÃas con los materiales que se utilizan para elaborarlas. ¡Ojo!, tenga en cuenta que varias artesanÃas pu El arte conceptual En esta actividad va a estudiar más a fondo el arte conceptual. Si usted sabe mucho sobre arte, haga el siguiente test, y luego compruebe sus respuestas leyendo el texto . Si prefier Manifestaciones artísticas Acaba de ver el tipo de manifestaciones artÃsticas que les gustan a varias personas. Ahora le pasamos la palabra a dos artistas argentinos para que definan lo que significa el arte para ellos.
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