Reflecting on pedagogy, Goswami (2015) draws upon two conclusions, I perceive to be embedded within my own practice as a future teacher. The first of the two conclusions draws on the notion of language as crucial for learning, emphasising on the communication we participate in with children, to be fundamental for children’s cognitive development (ibid).
Image courtesy of Maryam Zainudin: Tes teach link here
Drawing upon my own experiences within placement, language has been portrayed as key to enhancing development and progression of children’s learning. This use of language among those within the classroom, assisted in developing children’s subject knowledge of a wide range of curriculum subjects and important information. From this, children were able to absorb information provided and begin to establish meaning of this, allowing deepened understanding and progress in learning (DfE, 2014). Within my placement, the use of language has progressed other important skills such as negotiation, evaluation and questioning (ibid).
However, as a teacher I need to be able to consider and be aware of the challenges of language in my own practice. In particular, I need to be mindful of the differentiation of language in a class, inflicting on delivering subject knowledge. To overcome this concern of language differentiation, I will adopt into my practice a range of techniques to develop children’s learning. According to Goswami (2015), the differentiation of language, can be addressed through applying gestures when delivering information to the children. By using a combination of both gestures and language, those children who tend to suffer from processing language, may relate to the meaning of gestures more fluently, allowing them the opportunity to still progress their learning (ibid).
Furthermore, another conclusion Goswami (2015) identified, in relation to my practice was awareness of individual differences within a classroom, in contrast of viewing children as a collective. Within the context of my own placement class, there was a range of learning abilities among the class. The teacher addressed these differing abilities individually, rather than labelling them as capable or unable. Consequently, allowing children to be supported and encouraged depending on their own ability. Through the course of the placement, I have witnessed a variety of strategies to learning being implemented, allowing children to be engaged and progress. In particular, the use of mixed ability grouping, allowed a sense of inclusion among children no matter their ability. Providing opportunity for all children to contribute within learning through interactions and exchanging knowledge among peers. James (2008) also supported learning through interaction, identifying learning as a social process through our interactions with peers. Additionally, within placement, the teacher ensures all children and needs are catered for, with many avenues of support for the children. Such as the use of teachers and TAs working around different tables, enabling all children to be facilitated in their learning and receive extra support if required.
One major drawback to my own practice in relation to individual differences of learning, is the difference in class size. With other mainstream schools being more likely to classes of a greater size. Causing less opportunity to provide one to one support for children. So for future reference as a teacher, I need to be aware on providing a learning environment which can cater for all different children. Ensuring that not only those who may need extra learning support is provided, also allowing every child to progress to their full potential (DfE, 2011). To do this within my own practice I need to make certain I consistently create a positive environment, engaging and encouraging all children no matter their ability to fulfil their potential (ibid).
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Reference:
Department of Education (2011) Teachers’ Standards, [online]. Available :< https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf> [Accessed 26th October 2016].
Department of Education (2014) National curriculum in England: framework for key stages 1 to 4. [online]. Available:< https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4> [Accessed 26th October 2016].
Goswami, U. (2015) Children’s cognitive development and learning. York: Cambridge Primary Review Trust.
James, M. (2008) “Assessment and learning.” Unlocking assessment: Understanding for reflection and application p.p. 20-35.