1st Solved assignment 8611 autumn 2019

1st Solved assignment 8611 aiou autumn 2019

Q: 1 How can critical thinking among teachers and students be helpful in improving education and society?

Ans:

Critical theory in education thus throws a critical eye upon the history, the development and practice of education and educational contextualization. It holds that education in the modem world is shaped by the ideologies and power structures that devolve from all previous and current schools of thought i.e. Socialism, Capitalism, and etc.

The critical theorists hold that the education in its current form serves to reproduce these conditions in ways which benefit the already-powerful. Critical Education Theory strives to promotes an ideology of education as an instrument of social transformation and as a means of attaining social, cultural, and economic equity. Initially, it did this from Marxist point of view, but gradually has adopted many of the doctrine and theories of Cultural Studies to reveal how cultural codes play a primary role in both curriculum development and classroom practices. The field of critical theory in education hence covers a wide range of Social and Educational issues — the Context, Curriculum, the pedagogy or teaching style, the role of the State, the influence of corporate powers, the as well as the issues of Cultural and Individual Identity etc.

1. ESSENTIAL ASPECT S OF CRITICAL THINKING

a) In order to help their students to develop critical-thinking skills and to take

Critical action, teachers need to:

1-have a sound knowledge base from which deeply into content

to support students as they delve more

2- To challenge by students, not representing selves as the

remain open

3-avoid offering 'how to do it' approaches

4-encourage students to be sensitive to the feelings of others

5-provlde opportunities for inquiry by giving students time for planning, processing,

and debriefing

6-structure lessons so that students can work safely and so-operatively and develop

creative forms of shared responsibility

7-encourage students to take critical action. When students learn to use democratic processes inside the classroom, they can transfer these to situations outside the classroom

b-For students, learning to think critically and to take critical action will include:

1.  learning to take responsibility for analyzing and evaluating information
2. giving each other feedback about their analyses, evaluations, and actions
3. · questioning and challenging each other's assumptions in a non-threatening manner
4. · learning to identify any inequalities and power relationships within contexts in health education, physical education, and home economics, focusing on how these positions are sometimes reinforced through organizational structures and through certain forms of language
5. · reflecting on people's assumptions, beliefs, and behaviours, taking into account a range of factors
6.  generating alternative solutions and accepting  them in a sensitive manner
7. developing the confidence to work with others in taking critical action

c-It is expected that by adopting this elaboration learning in education contexts, students can:

1.  think about and evaluate their own thinking and behavior on issues related to health
2. education, physical education, and home economics
3.  make reasonable and defensible decisions about issues community.
4. challenge and take action (individually and collectively) to economic, and po1itical‘inequalities
5. understand the role and significance of the movement culture and its influence on

d-1 fence as an outcome the learners will:

1. · become broad and adventurous thinkers
2. · generate innovative solutions
3. · use their reasoning skills to analyze and evaluate
4. · plan and think strategically

TEACHER AS A CRITICAL THINKER

One of the major goals of education is to enable the learners to understand ideas that are important, useful, and powerful. Another goal is to develop the appetite to think analytically and critically about what they are being presented with in the form of books and teaching. Third goal is to help them to use what they know to enhance their own lives and also to contribute to their society, culture and civilization as well as to the global community. 

Hence critical thinking is not an isolated goal unrelated to other important goal° in education. Rather, it is a seminal goal which, done well, simultaneously facilitates a rainbow of other ends. It is best conceived, therefore, as the hub around

These three goals work as a drive for education to promote critical thinking which is based on certain assumptions.

1-Brains are physiological while minds are developed.

2. Curriculum is a mind-grooming instrument.

3. Education should strive upon preparing learners for self-direction.

4. Graduates should be prepared for thinking their way through the challenging life

5. Careful analysis, clear thinking, and reasoned deliberation are fundamental democratic life.

to On the basis of these considerations the capacity for critical assessment and analysis  emerges as fundamental for enjoying a good quality of life. But to develop a deep understanding of the foundations of critical thinking involves a long-term approach .

Teacher needs to recognize that teaching in a critical manner is essential for:

1. · skilled reading, writing, speaking, and listening
2. · skilled reasoning within all subject areas
3. · Skilled decision-making and problem-solving
4. · skilled analysis and evaluation

Q:2 Which critical among all seems to be more relevant for Pakistan? Give specificexamples.

Ans:
SOCIAL CLASS THEORIES
As far as academics is concerned, it distinguishes social class and socio-economic Status, with the former referring to one’s relatively stable socio-cultural background and economic situation which is more changeable over time. the latter refering to one's current social an  Feudal distinctions of rank over  the new social groups that were developing are the commercial and industrial  urban working class in the new factories were defined mainly in economic terms, either by the ownership of capital or, conversely, by dependence on wages.

1. Early Theories of Class

Theories of social class were fully elaborated only in the 19th century as the modem
social sciences. I he issues of social stratification and inequalities were discussed by political philosophers such as Thomas,Hobbys, ohn Lock , and Jean. when the mode of production itself is changing as a result of developments in technology and in the utilization of labour, such conflicts become extreme and a new class challenges the dominance of the existing rulers of society. The dominant class, according to Marx, controls not only material production but also the production of ideas; it thus establishes a particular cultural style and a dominant political doctrine, and its control over society is consolidated in a particular type of political system. Rising classes that gain strength and influence as a result of changes in the mode of production generate political doctrines and  movements in opposition to the ruling class. The theory of class is at the centre of Marx’s  social theory, for it is the social classes formed within a particular mode of production

2. Contemporary Theories of Class

Majority of theories of class are chiefly concerned with revising, refuting, or providing an alternative to Marxism. Early in the 20th century, German sociologist Max Weber questioned the importance of social classes in the political development of modern societies, pointing out that religious patterns, nationalism, and other factors played significant roles.
Weber proposed limiting the concept of class to impersonal income distinctions between groups, thereby distinguishing class from social status, collectivities, or political hierarchies.
Bourdieu’s social reproduction thesis fcoused research on the re!ation between educationn; family, and social classes. Bourdieu argued that education plays an important role in aiding and abetting the reproduction of social inequality and social exclusion. Cultural capital holds central cultural capital  importance in the process of social reproduction because in reflect inequalities in social’ class. But the reproduction of then‘ inequalities is facilitated in schools where teachers’ pedagogic actions promote the cultural capital of the dominant class by rewarding students who possess such capital and by penalizing others who do not. 

Thus, the school becomes one of the central agents of social exclusion and reproduction. Bourdieu argues that schools and teachers aid and assist this family based reproduction process by rewarding possession of elite cultural capital in students and by setting up elitist standards rigged class children and exclude others.
To favor upper and middle For Bourdieu, the education systems of developed societies are functioning in such a way that they justify class inequailties. Success in the education system supported by the possession of ‘cultural capital’ and of upper class habits. Lower general have these traits, so the failure of the majority of these class students do not in students is unavoidable.
This explains class inequalities in educational achievement. However, success and failure in the education system is seen as due to individual gifts or the lacking them.
Bourdieu states that Cultural Capital consists of familiarity with the dominant culture in a society, and especially the ability to understand and use 'educated' language. It is
evident that the possession of cultural capital varies with social class. This makes it very
difficult for lower class pupils to succeed in the educational system. Bourdieu asserts
that, since the education system assumes the possession of students in fact possess, there is a great deal of inefficiency cultural capital, which few in 'pedagogic transmission' i.e. teaching. This is Trying to get across.
because students simply do not understand what their teachers are For Bourdieu, this is particularly apparent in the universities, where students are afraid of revealing the extent of their ignorance. Despite the fact that lower-
class pupils are seriously disadvantaged in the competition for educational credentials, the results of this competition are seen as meritocratic and therefore as legitimate. In addition, Bourdieu claims that social inequalities are legitimated by the educational credentials held by those in dominant positions. This means that the education system has a key role in maintaining the status quo. However, Bourdieu's emphasis remained on the non-material resources possessed by the higher-class household yet we have evidence
that the dramatic fall in the material costs to families of education due to educational
reforms, such as the universal provision of  free and compulsory secondary education, have not diminish ed the degree of  association between class origins and educational attainment. This suggests that the educational advantage and disadvantage which parents pass on to their children may not be entirely caused or resolved by economic factors and that the notion of cultural capital is therefor e worthy of serious attention.

Q: 3 Elaborate the classroom interaction among students strategies of developing critical and between teachers and students?

Ans:
Cooperative teaching and learning has been a popular area in educational circles for more
than a decade. This area gained its strength with the emergence of two major schools of thought one is “Constructivism and the other is “Connectivism”. Researchers and practitioners have found
that students working in small cooperative groups can develop the type of intellect ual exchange that fosters critical and creative thinkin•p, and productive problem solving. Cooperative teaching is a successful strateqv in which small teams, each Student.s have always congregated together to perform  and learn. Rat there is a growing recognition that combined with whole group instruction and individual learning, cooperative learning should be a customary part of the classroom instruction. Student communication makes cooperative learning meaningful. To accomplish their group’s task, students must exchange ideas, make plans, and propose solutions. Thinking through an idea and presenting it collectively can be very helpful and understood by others in a better way. Such interaction promotes intellectual growth.
The exchange of different ideas and viewpoints can enhance the growth and inspire broader thinking. It is the teacher’s job to persuade such exchanges and organize the students’ work so their communication is on-task and creative. In addition to academic growth, cooperative learning helps in students’ social development.
Students’ lives are full of interactions with friends and family members and their futures
will find them in jobs that require cooperation. The skills that are essential for productive
group work in the classroom are relevant for today and the future. Cooperative learning is a successful teaching strategy in which small groups, with students of different ability levels, use a variety of learning activities to improve their understanding. Each member of a team feels responsible
for learning what is being taught and also for helping group fellows thus creating an atmosphere of achievement.
Cooperative classroom activities result in students striving for mutual uplift so that all group members:

1. · benefit from each other's efforts.
2. · recognize that all group members share a common goal.
3. · realize that one's performance is mutually caused by oneself and one's team members.
4. · jointly celebrate when a group member is recognized for achievement.

Relative to .students taught individually; cooperatively taught students to show higher academic achievement, determination, better high-level reasoning lower anxiety and stress, greatest
motivation, grgater ability to view .

CRITICAL QUESTION-ANSWE R FORUMS

Articles on the subject of classroom questioning often begin by invoking Socrates. Researchers and other writers concerned with questioning techniques seem to want to '‘ remind us that questioning has a long and venerable history as an educational strategy.
And indeed, the Socratic method of questions and answers to challenge assumptions, expose contradictions, and lead to new knowledge and wisdom is an undeniably powerful teaching approach.
In addition to its long history and demonstrated effectiveness, questioning is also of interest to researchers and practitioners because of its widespread use as a contemporary teaching technique. Research indicates that questioning is second only to lecturing in popularity as a teaching method and that classroom teachers spend anywhere from thirty- five to fifty percent of their instructional time conducting questioning sessions.
A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it.
The present review focuses on the relationship between teachers' classroom questioning behaviors and a variety of student outcomes, including achievement, retention, and level of student participation.
This means that certain other subtopics within the general area of questioning are excluded from the present analysis. It does not deal, for example, with the effects of textual questions or test questions, and it is only incidentally concerned with methods used to impart study skills, including questioning strategies, to students. Questioning plays a critical role in the way instructors structure the class environment, organize the content of the course and has deep implications in the way that students assimilate the information that is presented and discussed in class. Given that questioning can be a tremendously effective way to teach, and recognizing that teachers are willing to engage in the process of asking questions while instructing.
Numerous researches indicate that teachers largely have been asking the wrong questions.
The focus has been primarily on questions regarding the specific information students
In such an investigation
l) one asks questions to identify the reason or reasons for the investigation
2. questions are asked to direct been discovered the search for information and to synthesize what has
3. The conclusions resulting from investigations are evaluated vs questions.

Q.4  Write a personal note on reflect a daily life.Write down reflection day spent in school teaching school managing activity .Develop the reflective the report on using Gibb model.

Ans:
we have the opportunity to build a blueprint, a moral compass by which we live and how we treat others. If job: writing helps us become better communicators, how do we get started?
1. Begin with a gracious heart:

 writing for ourselves is not about being the best writer, having the correct spec and grammar, or even having the nicest handwriting. Letting go of what we think we should write about require courage and can lead to boundless creative possibilities. A journal is a safe place for us to work things out, exp innermost feelings and engage with our own thoughts.
2. Set the tone: 

Carve out a special lime and place to write. We each have a time of day when we are more productive. For some, writing in the mornings is more productive and helps face the day while others prefer wi the evening to help process the day’s events. Whether in a quiet area of the house, or in a bustling coffee shop.

3. Decide what type of journal to begin: 

Gratitude journals focus on life’s blessings, prayer record life moments or pop(e in need prayer, and personal development journals tuck career goals..

b) Stream of consciousness wrlHng: 

Based on Julia Cameron’s The Artists Way. write down whatever comes to mind for three minutes. Punning un-edited thoughts the payer is an excellent meditative practice for our busy lives.

c) Write a letter to yourself': Rocco d your goals, what you want your life to look like in a year’s time, and ways you can accept to achieve it. deal it and open it in six months la see how you arc doing.

d) Pick B memento: Chock an object and write about when. where and from who iwas received. Discuss its importance and meaning. Objects have the power to open floodgates to meaningful memories

Seek out community resources: 

Look for focal writers’ groups either a the library or community center, local creative arts classes that have writing components, or even swap ideas with friends and family mind yourself there is not a right or wrong way to write reflectively a "space for questions that may not have answer. a place for thoughts that may otherwise not have a home and a sac container formations

Hey Student Teaching Experience:

The student teaching experience allows you to put everything That you've learned about education and your subject matter into action. You go! to test the watch under the supervision of on experienced teacher who cases guide you along and help you become ld. kind of teacher that you wait to be. If you cambric the opportunity. you can learn a lot from the experience. In fact, here are some things that I learned during my time as a Indent teacher.

Prepare for the Unexpected while Student Teaching

During my student teaching experience. I1 worked hard to research deterrent ways to present the information. I looked for activities that my students would enjoy, and I mode sure that I had all of the ma\erials and other things that I needed before class started.

Make Friends

Teaching is difficult. You are going to have rough days. and you’re going to need help sometimes. Introduce yourself to the libranian. Cafeteria staff, administrators, custodians. secretaries. and other teachers. As I talked to other teachers a out lessons that I was working on, they had plenty of suggestions for activities that I could use. I loved getting ideas for tried and true activities or my students.

INTRODUCTION 

The following reflective writing essay will centre on a particular event that I witnessed. 1 will be using Gibbs’ model of  reflection, from Gibbs, G. (1988). For confidentiality purposes, I will name my family remember as Estelita who is a fifty five year old female.

DESCRIPTION

Estelita was experiencing shortness of breath and chest pain. She called an ambulance, whereby a FRU car arrived, followed by a backup ambulance crew. The FRU responder performed a primary survey on Estelita, after which she was transported to the nearest hospital by the backup crew who made her walk to the ambulance at the start of the journey and on her arrival at A&E.

FEELINGS

My initial feelings towards the Von Essen ( 1994) opposed the view fat patients placed interpersonal aspects of caring as more important than care tasks. Interestingly, patients made raw comments about technical excellence of health care professionals. HaIdorsdottir and Harman’s (1997) study found that patients emphasised the importance of professional competence over interpersonal aspects of care’. I tinny fat as patients or family members, we automatically assume our health career’s are technically competent and I felt that a mop humanistic approach would not have exacerbated an already distressing situation. Thorne 1988) reported that patients perceived that communication with health care professionals was important in enhancing care equality.

CONCLUSION

The doctor found Estelita 's symptoms to be attributed to her condition Fibromyalgia which Wallace, Daniel J. (2003) states is a form of soft tissue rheumatism. A complaint was sent to the ambulance Service regarding the crew’s conduct and a letter of apology was received.

ACTION PLAN

” In my future paramedic career, I will adhere to the HPC standard of conduct at all times and try to continue the chain of care until I handover my patient. Unlike ice backup crew. I will try to remain professional at all limes even though I might be faced by time, social and work pressures. 

Q. 5: Use Gibbs model and write a reflection report of and event in a government private school environment e. g. Iqbal day Quaid’s Day.

A colorful and inspiring ceremony was organized by North Naziabad Primary IV, to mark the 143th birth anniversary of Dr A llama Muhammd Iqbal. Young be aconites of Class I paid homage to the great philosopher by performing a tableau on “parade ki frayed”. However, students of class IV and V participated in Bait Baize and captivated the audience by their exquisite verses.

 Speeches were also delivered by the students to highlight Iqbal’s message for the youth. At the end, the school choir sang his famous poem. Iqbal Day was celebrated on 6th November, 2019 in the school premises. The celebration started with the recitation of the Holy Quran and introduction of our great poet Dr. Allama Iqbal.

 The program was followed by a tableau, performed by class I where the students delivered a great message of the poetry “Parinday Ki Faryad”. Later, a quiz competition was arranged for the students of class IV where they were asked questions about the life of Allama Iqbal. It was followed by a ‘Mushahira Competition’ where the students of class V recited the poetry of the great poet. It was an enthusiastic event for the students where they were reminded of the great personality of Dr. Allama Iqbal.
Iqbal day is commemorated on 9 November to tribute Dr. Muhammad Iqbal, the “Poet of the East” every year. Allama Iqbal is considered as the most important figure in the Urdu literature. The students of North Nazimabad Primary
IV celebrated Iqbal Day on Friday, 8th November, 2013; to pay homage to the great philosopher and our national poet. Students of Class IV organized a Mushaira and recited his Kalam exquisitely. Class
V Students shared some of the glorious parts of his life in a speech and presented beautiful performances. Later, a quiz was structured (for Class VI students) based on general knowledge questions related to Iqbal’s history. At the end, they enjoyed Kalaam-e-Iqbal sung by school choir.

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