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Week 1: In the first week, the unit aims to define the concept of growth mindset (O’Rourke et al., 2014). The purpose of the unit also focuses on the description of the growth mindset. This unit covers the whole range of the growth mindset and fixed mindset in order to make the student understand difference between the two types of mindset. The unit makes the student know about the whole process and about own abilities. The students in this week learn to differentiate between the growth mindset and fixed mindset using their basic concept of the two. Week 2: In the second week, the learning unit focuses on the use of conjunction in determining the growth mindset. The unit aims to give a clear idea of the growth mindset and the fixed mindset that will make the student anticipate the distinguishable factors between the two in broader sense. The overview of the week 2 presents the visual learning of the students of the subject. The unit gives the introduction to conjunction in the section of grammar. The week learning will provide the students with complete understanding of the mindset, both the growth and fixed one (Vandewalle, 2012). Week 3: This week focuses on the practical learning of the students. The purpose of the week is to make the children use their own knowledge, abilities and anecdotes about the learning of the growth mindset. The week also aims to make the students enable to draft letter to their loved ones and proof read the same for identifying the mistakes regarding the grammar, punctuation, and structure of the letter. This will help the students to understand the layout of the letter. Proof read and identification of the own mistakes is the new introduction in this week for the unit learning. Week 4: The learning of this week focuses on the editing and re-drafting of the letter just after identifying the mistakes in the week 3. The last week is the final outcome of the students’ learning process that focuses on the complete learning of the growth mindset and the and the letter writing. The week aims to ensure the complete learning of the students of the learning objectives. The students in this week are given access to the digital gadgets to get the help from those in adapting and improving the learning (Blake, 2013). The students are also required to use their partners, table peers apart from the digital gadgets to improve the learning process. |
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Content Description: · Listening and contributing to the discussions and conversations to share ideas and information and negotiating in the collaborative situation in terms of practical learning and having awareness of the own abilities and skills, both growing and fixed(ACELY1676). · Planning, drafting and publishing informative, imaginative, and persuasive texts that demonstrate the increasing control over the text structures and the features of the language and selecting prints and multimodal components proper to the purpose and the audience (ACELY1682) · Proof-read edit texts for appropriate structure, meaning, grammatical choice and punctuation in terms of introduction to the perfect outcome from learning (ACELY1683) |
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Lesson Description: Week 1: The lesson for the first week are the: Lesson 1: Introduction of growth mindset Lesson 2: Introduction of fixed mindset Lesson 3: Purpose of the concept Lesson 4: Difference between the two concept Week 2: The lesson for the second week are the: Lesson 1: Introduction of conjunction Lesson 2: Introduction to the grammar Lesson 3: Prime factors of the two concepts Lesson 4: Complete understanding of the two concepts Week 3: The lessons for the third week are: Lesson 1: Introduction to practical learning Lesson 2: Learning anecdotes Lesson 3: Drafting letter Lesson 4: Proof reading letter Week 4: The lessons for the fourth week are: Lesson 1: Editing letter Lesson 2: Re-drafting letter Lesson 3: Using practical technological gadgets for learning Lesson 4: Practical learning |
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Resources: · Book · White board and markers · Visual images · Character play · Animated cartoons · Colored pencils and paper · Sign language · Projectors · Brail script |
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Assessment Methods: The assessment of the learning outcomes of the students is based on the summative assessment as well as the formative assessment. Both the assessment is used in terms of evaluating the students learning at the end of the four weeks that covers the year 4 unit. The assessment covers the record kipping activities helps evaluating the educative improvement of the students. The details of the assessment are given below in the two columns categorically. |
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Formative: The formative assessment is based on the feedback of the students of the learning unit throughout the four units. The feedback will help the teachers to understand the drawbacks of them as well as the process in providing the learning materials and objectives to the students. The feedback is one of the best ways to understand the room for improvement from the teachers’ side, but is received from the students’ perspective. However, in the primary school the feedback is taken from the parents of the student as the students are young enough to give any feedback about their learning. |
Summative: The summative assessment is based on the comparison of the learning against some benchmark or standards. The summative assessment for this English literature unit of learning includes the unit test, midterm exam, project making and the practical task. The assessment is based on the final learning of the students from the course. Unlike the formative assessment, this assessment is more genuine un understanding the learning outcome of the students from the students’ perspective. The teachers are able to understand the flaws and shortcoming in the learning process as well as in the understanding of the student. The need for improvement can also be understood from the summative assessment. |
Application of appropriate pedagogical approaches results in the achievement of positive outcomes. This proves beneficial in case of education and learning, especially in case of Primary school learning. Within this, cognitive theory of learning proves most suitable. For example, delivering lectures on a particular lesson through blackboard display enhances the visual clarity of the students towards the delivered lecture (Andersen & Nielsen, 2016). Asking the students to project their understanding on the lecture on the blackboard relates with the self assessment of the students as well as the teachers towards enhancing the preconceived skills, expertise and knowledge of the students. Delving deep into the cognitive theory, it reflects stage wise educative development of the students within the learning environment.
Viewing it from the other perspective, using sign languages for the deaf and dumb students is an example of the standardized pedagogy, used by the teachers towards enrichment of the learning process of the disabled students (Berger et al., 2014). Apart from this, using projectors making the students learn about the basic things is an advanced thinking of the teachers and professors towards involving the back benchers into the events of the classroom.
Organizing group discussions among the students is one of the other examples of effective pedagogical approach towards improving the learning methods of the students. These discussions play an important role in mitigating biasness, discriminations and conflicts between the students, enhancing the feeling of education (Grigg, 2014).
Maintaining copies of lesson and unit plans by the teachers and sending the drafts to the higher administrative authorities makes them aware of the lesson being delivered to the students. This record is evidence towards planning better curriculum for the students in terms of their career establishments.
Here cognitive academic language learning approach gains an important position. Although it is a model designed to improve the communication of the students, having English as the second language, it has been perceived that the approach proves helpful for the children in terms of enhancing their preconceived communication skills. Strategic approach of the teachers results in positive outcomes. Main components of the models are content area instruction and explicit instruction (Andersen & Nielsen, 2016). Critical reflection on the components, awareness regarding the needs, demands and requirements of the students enable the teachers to plan effective pedagogical teachings. Regular improvisations in the planning upgrade the standard and quality of the educational curriculum, leading the students towards a better cognitive development. Growth of the mindset towards adjusting within the given environment is the thread, which prepares the students towards their development (Waters, 2014).
Mode of communication between the students and the teachers is crucial in terms of delivering quality education. This is applicable especially for the students, who are physically and mentally disabled, where sign languages gain prime importance. For this, experts need to be hired, so that the students gain an easy understanding of the delivered lectures. Along with this, the method of writing can also be used in terms of communicating with the students lacking the ability to understand the lectures and lesson delivered in class (Waters, 2014). As the students are in primary level, oriental approach is needed for introducing beneficial schemes, discounts and offers.
Blackboards and markers plays an effective role in enhancing the visual imagery of the students, Along with this, books with colorful pictures attracts the students towards enhancing their learning about the fundamental and basic concepts. Along with this, storytelling can also be an effective means of enhancing the stability in the relationship between the students and the teachers. Interpreters act as a medium between the lessons and the lecturers, which the teacher is intending to deliver and the lack of understanding of the students, due to the language barriers (Olszewski, Subotnik & Worrell, 2015).
Projectors displaying the fundamental concepts clarify the understanding of the students. Countering this, for the blind students, Braille scripts need to be introduced, so that they get an easy understanding of the lectures being delivered in the class. The picture quality matters very much in this regards in terms of enhancing the visual perception of the students.
Assessment of the exposed performances forms an essential part in the education curriculum. Within this, the activity of record keeping helps the teachers to assess their performance in terms of the educative development of the students. This can be divided into formative and summative assessment. In the formative assessment, assessment of the students’ performance is one of the main functions of the teachers. This is carried out by through the means of feedback, however, for the primary school students; feedback would imply feedback from the parents of the students as well as the teachers (Dweck, 2014). Summative assessment is carried out at the end of the unit, comparing it against some standardized benchmark.
In order to assess the approach of the students, they need to be provided with lectures on mindset, anecdotes, grammar punctuations and grammar choices. After delivering lectures on these subjects, the teachers need to explain to the students, the difference between fixed mindset and growth mindset. Within this, concept, definition and examples need to be included, so that the students achieve an easy understanding about these subjects.
In between the lectures, the teachers need to note the approach and the grasping power of the students towards the levied lessons. Asking the students to perform something related to the given lectures helps the teachers to assess and grade the performance of the students in terms of the identified and specified objectives (Waters, 2014). These grades are sent to the administrative authorities for the preparation of the report cards. These grades form an essential part in planning quality educational schemes, offers and discounts for the students.
Reference and Bibliography:
Andersen, S. C., & Nielsen, H. S. (2016). Reading intervention with a growth mindset approach improves children’s skills. Proceedings of the National Academy of Sciences, 113(43), 12111-12113.
Berger, R., Rugen, L., Woodfin, L., & Education, E. L. (2014). Leaders of their own learning: Transforming schools through student-engaged assessment. John Wiley & Sons.
Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.
Boaler, J. (2013, March). Ability and mathematics: The mindset revolution that is reshaping education. In Forum (Vol. 55, No. 1, pp. 143-152). Symposium Journals.
Dweck, C. (2014). Teachers’ Mindsets:“Every Student has Something to Teach Me” Feeling overwhelmed? Where did your natural teaching talent go? Try pairing a growth mindset with reasonable goals, patience, and reflection instead. It’s time to get gritty and be a better teacher. Educational Horizons, 93(2), 10-15.
Grigg, R. (2014). Becoming an outstanding primary school teacher. Routledge.
Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research, 11(1), 47.
Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2015). Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains. High Ability Studies, 26(2), 195-210.
O’Rourke, E., Haimovitz, K., Ballweber, C., Dweck, C., & Popovi?, Z. (2014, April). Brain points: a growth mindset incentive structure boosts persistence in an educational game. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 3339-3348). ACM.
Vandewalle, D. (2012). A growth and fixed mindset exposition of the value of conceptual clarity. Industrial and Organizational Psychology, 5(3), 301-305.
Waters, L. (2014). Balancing the curriculum: Teaching gratitude, hope and resilience. A love of Ideas, 117-124.
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