+1 862 207 3288 • Next, from a Command Prompt enter ping www.microsoft.com
Was the command successful? Why do you think you received those results?
2. Subnetting Practice (20 pts)
Note – When asked for a valid subnet or broadcast address, you must put all octets of the address.
200.192.65.0 / 25
How many subnets does the chosen mask produce?
How many valid hosts per subnet are available?
What are the valid subnets?
What’s the broadcast address for each subnet?
What are the valid hosts in each subnet?
152.11.0.0 / 17
How many subnets does the chosen mask produce?
How many valid hosts per subnet are available?
What are the valid subnets?
What’s the broadcast address for each subnet?
What are the valid hosts in each subnet?
3. Classify IP addresses (15 pts)
For each IP address below, identify the class, determine if the IP address is public or private, and categorize if the address is a Host, Network or Broadcast address.
Each IP address is using the default subnet mask.
IP Address Class Public or Private? Host, Network, or Broadcast Address?
123.45.67.89
192.168.88.0
10.0.0.255
172.64.12.9
200.34.12.255
47.19.0.0
150.3.0.0
200.100.50.0
4. Determine the Network and Broadcast Address (20 pts)
For each IP address below, identify the class, the network address, the broadcast address and the default subnet mask.
IP Address Class Default Subnet Mask Network Address Broadcast Address
98.76.54.32
194.76.12.17
150.27.88.2
32.0.212.100
176.30.56.9
200.100.50.25
5. Devise a classful subnetting scheme (20 pts)
Suppose you work for a company that has changed internet service providers and needs to redesign the IP network. From your new ISP, you have leased 200.200.200.0/24.
You have been assigned the task of subnetting the network so that each department has the appropriate numbers of IP addresses, and you must use classful subnetting
because your router is using IGRP as a dynamic routing protocol, and IGRP does not support variable length subnetting.
What Class of address has the ISP given you?
What is the default subnet mask?
What is the network ID using the default subnet mask?
What is the network broadcast address using the default subnet mask?
How many IP addresses do you have available in this network?
You have been given the following information for how many IP addresses each department needs:
Subnet Department Minimum #
IP addresses
0 Accounting 4
1 Sales 25
2 Inventory 15
3 Management 5
4 Drivers/Loaders 7
Devise a classful subnetting scheme that accommodates these criteria and list the first five valid subnet ranges in the table below to give to the departments listed
above. Remember, the routing protocol being used is IGRP which does not support variable length subnetting.
Subnet ID Valid Host IP Range Broadcast Subnet mask
0
1
2
3
4
6. Design a VLSM scheme (20 pts)
Two years later, your company has changed ISPs again, and the new ISP gave the company a new IP range. You now must redesign the subnets to meet the needs of each
department. However, the routing protocol has recently changed and your router now uses OSPF, which supports VLSM. Your IP range is now 30.30.30.0/24, and the number
of needed IP addresses has changed as well.
What Class of address has the ISP given you?
What is the default subnet mask for that Class?
What subnet mask were you given to use?
Is your range a network unto itself, or a subnet of a larger network?
How many total IP addresses do you have available in the network given to you?
The company has experienced some growth, especially the Sales department. You’ve been given the following information for how many IP addresses each department now
needs:
Subnet Department # IP addresses
A Accounting 5
B Sales 55
D Inventory 20
E Management 5
F Drivers/Loaders 9
Using VLSM design, list the first five valid subnet ranges in the table below.
Subnet # IP addresses Subnet ID Subnet mask Valid Host IP Range
A 5
B 55
C 20
D 5
E 9
Student to Complete
Student Number 1 2 0 1 1 6 1 8 Assessment
Sequence No. 5
Student surname:
Borlase Student forename: Helen
Module Code:
2010 Word Count: 6132
?)
TICK BOX
DECLARATION: By ticking this box I confirm that the attached assessment item is all my own work. All sources are fully acknowledged and referenced appropriately. I
confirm that this work has not and will not be used in any other academic context. I agree to provide an electronic version of this work if requested for use with
plagiarism detection software Turnitin®UK (you may copy and use this tick ?)
Tutor to Complete
1 2 3 4 5 6 7 8 9 10
/ / /
This assignment assesses the following module learning outcomes
The following feedback explains how well you achieved the learning outcomes, relates this to the assessment criteria and provides advice on how you can improve your
future work
Helen
Thank you for submitting your assignment. You chose the subject of planning for your writing which would be an interesting topic for this assignment, if your focus
were science. You have certainly spent time in planning your work (a target from your last assignment) but you have not focussed on the subject of science in enough
detail. Your assignment has not addressed the first learning outcome for the course and has only partially addressed the second and third learning outcomes for 2010
and therefore your assignment cannot be passed.
Although you have explored what is needed to facilitate effective learning by pupils in an institution you have not examined the National Curriculum and how it might
impact on planning in a school setting. You have examined some of the requirements needed to create an atmosphere conducive to learning.
You are using an academic style but your writing is largely descriptive and you now need to develop a more analytical style. You need to be very careful with your
style of paraphrasing – too much is similar to the original source. Engaging with the viewpoints as described above will help you avoid this.
You are making some significant mistakes in referencing that should not still be occurring at this point in your studies. It is essential that you address these
errors as it is not always clear which are your words and which are those of others. I can see that you have tried to source your ideas by citing an author at the end
of a paragraph but this is not accurate convention.
Although you have a Portfolio heading I am uncertain of the evidence which shows what you did in your setting. I have included some items that could be included in
Comment 28. You have used a range of sources but you have not used the recommended course texts or any DfEE or National Curriculum documents.
You have included some conclusions but I am not sure how these relate to your setting. Did you make any recommendations for improvement?
I think that you need guidance before you resubmit your assignment and I would strongly advise you to make an appointment with your tutor or contact me for help.
In summary for your resubmission you need to:
1 make the aims of the assignment explicit at the start
2 ensure that you use correct referencing conventions.
3 paraphrase your reading and use varying viewpoints in each paragraph.
4. make reference to the National Curriculum for science and make use of the recommended texts.
5. compile a portfolio which should be annotated to support your Critical Review.
ITEM WEIGHT 100% ITEM GRADE E DATE TO ETM
FIRST MARKER SIGNATURE
Kim Taylor
SECOND MARKER SIGNATURE
Laura Osbourne
RESULTS ARE PROVISIONAL UNTIL AGREED BY THE BOARD OF EXAMINERS
SPECIFIC LEARNING DIFFICULTIES
Sensitive Marking Request Form Student Number:
By using this sheet I am making the following declaration:
I am registered with the Disability and Dyslexia Service (DDS) and have received its authorisation to use this cover sheet which indicates to the marking tutor the
need for sensitive marking as defined in the University’s policy (Policy, Procedures and Guidance on Assessment Arrangements for Disabled Students).
I understand that use of this form, if not registered with the DDS, will be considered an offence under the University’s cheating
procedures.________________________________________
A BUSY MARKER’S BRIEF SUMMARY OF GOOD PRACTICE GUIDELINES ON FEEDBACK TO STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES
• Unless spelling, grammar and punctuation is a competence standard (ie an essential learning outcome) then work should be marked on content only
• Make constructive and straightforward comments using the learning outcomes and assessment criteria for the assignment.
• Let the student know that marking is about the learning outcomes/assessment criteria.
• If marking also takes into account spelling, grammar and punctuation, differentiate the marking (eg by using two pens to annotate, one for ideas, the other for
English, or a system of annotation for correcting English).
• If the English is corrected, explain what is wrong with it and why the correction is better; do not correct everything.
• Be sensitive: many students have experienced negative reactions to their written work through lack of understanding in the past.
• Word process written feedback if possible.
• Make sure the Sensitive Marking Request form is signed – this lets the student know that the guidelines on good practice in marking the work of dyslexic
students have been noted.
Purposes and structures of planning for effective learning
One of the key mechanisms for facilitating effective teaching and learning of science within key stage 2 is reflective teaching and learning. Research studies have
potent with the fact that reflection is a day-to-day process on everyone’s life. Reflection entails every day’s situations and problems consisting of: What went well?
What didn’t? Why? How do I feel about it? Reflective practice in science teaching presents the most effective and efficient mechanism of passing across information to
pupils by engaging them in the process that entail the acquisition of knowledge (Ash, 2009 ).
It has been suggested that for effective teaching and learning, since learning ‘is a consequence of experience ,’ education and teaching should be focused on
development and creation of ‘appropriately nourishing experiences so that learning comes about naturally and inevitably’ and the focus by schools should be shifted
less on ‘talking about learning and teaching to more about doing.’ It should portray on what is done in classroom rather than theory and practice and should develop an
effective teacher model through the identification of the classroom activities of an effective teacher(Bayne, 2009 ).
As such, there are ten research supported procedures and purpose of focus of quality teaching and learning; focus on student achievement, pedagogical practices that
create caring, inclusive and cohesive learning, quality teaching is responsive to student learning processes, multiple tasks and contexts support learning cycles,
learning opportunities are effective and sufficient, effective links between school and the cultural context of the school, curriculum goals objectives aligned,
teachers and students engage constructively in goal-oriented assessment, pedagogy scaffolds feedback on students’ task engagement, pedagogy promotes learning
orientations, student self-regulation, metacognitive strategies and thoughtful student discourse (Bayne, 2009 ).
The scope of learning and teaching science in key stage 2 is characterized by the two extremes of the quests which deals with ‘focus on what you do’ and the detailed
analysis of the best evidence on quality teaching practice . ‘ Does teaching draw on both extremes and should the effective teacher be expected to follow one, or both
of these models and in the process perhaps fall short of either goal ? In an attempt to reach on a personal conclusion, one needs to endeavour to draw a path between
the two philosophical approaches so as to find a suitable road map that provides further direction in the quest for that ‘good teacher’ epitaph (Borko, 2007).
With these in mind, one need to focus on areas that he/she believes are most significant in the achievement of the desired objectives of learner satisfaction and
improved science oriented attitude. The creation of an effective learning environment , will be aided through the interaction of key factors that provide a good
teaching foundation such as: teacher knowledge, enthusiasm and responsibility for learning, assessment of activities that encourage learning through experience,
effective feedback that establishes the learning process in the classroom, classroom activities that encourage learning, effective interaction between the teacher and
the students, creating an environment that respects, encourages and stimulates learning through experience (Borko, 2007 ).
It has been shown by scientific studies that true reflective practice occurs when an individual is faced with a problem that behoves his/her action in order to solve
it in a rational manner. As such, when pupils are exposed to true reflective approach of learning at an early stage, they will develop the skills of an in-depth
analysis of various processes in learning that shall aid them in grasping the required outcome . This teaching and learning process entails the recognition of process
in learning such as; How we think, this helps in linking the reflection process of both the teacher and the pupil to the attributes of teaching and learning process.
There are numerous approaches applicable in teaching science in primary schools. The selection of a particular approach is a function of the objectives of teaching
pupils’ background and behaviour. Research findings have found that teachers who involve in science teaching often manage to master aspects of pedagogy skills .
Science teaching approaches therefore needs to target what is applicable in the setting of a classroom (Britzman, 2003).
A structure that guides a school community in its day-to-day activities, length and frequency of class periods, and groupings of teachers and pupils reflects on values
and beliefs of the school. Structure should bear the goal of promoting the greater equity among pupils in the access of to learning opportunities so that all pupils
can achieve high levels through a portfolio implementation (Britzman, 2003 ).
The alignment of structures in line with the underlying portfolio provisions fosters a positive collaboration in effective science teaching. The benefits of an
academic structure to a portfolio implementation include: Knowing students well; this notation often extend beyond classroom knowledge of pupils. Leadership sharing
and decision making; schools can team teachers to afford more access to leadership and shared decision making. The teacher’s role; teachers can play a broader role in
the lives of their pupils and school through taking on more decisions to adhere to the portfolio for the growth and development of the curriculum (Britzman, 2003 ).
The structure and purpose of learning entails the necessity for an ideal teacher to acquire the habit of reflection through the examination of the beliefs and theories
that are used in the instruction of their learners. This enables teachers to develop specific orientation of the structure towards teaching and learning processes such
as; responsibility, open-mindedness, and wholeheartedness. Use of reflective practice as a purpose for reflective teaching enables the teachers’ thinking in their
classrooms of practices that will make them effective in their delivery of work and hence making teaching science a success (Carter, 2000 ).
Reflection in action enables the embrace of procedures that entail certain matters in teaching and learning such as; “Are the group of learners engaged in the task at
hand? Are they bored? Should I move to anew topic?” as such, it entails a retrospective thinking. The elements of teaching and learning reflection in science entails
the cognitive elements concerning the knowledge needed by teachers in making decisions in and on the classroom situations. The critical elements here relate to social
justice and ethics in education together with the narrative element which is concerned with the teachers accounts of their own experiences in the classroom (Carter,
2000 ).
Factors which influence effective learning
Social psychologists and educationists have warned that schooling sometimes have a direct effect on children’s educational achievements, numeracy and scientific
knowledge, and acquisition of literacy. These basic skills are the fundamental elements upon which the foundations of later “subjects” such as physics, geography and
foreign language are built. It is widely accepted that formal learning is the key to a child’s acquisition of higher learning and also employment. Learning of
particular skills and knowledge has its influence from classroom teaching. However, school also posits certain influences on social cognition and feelings which are
critical in predicting the outcome of learning (Collins, 1999).
The indirect effects of school on learning are often not easy to capture since their mediation is through the motivators of children to learn or not to learn, the
understanding of themselves as pupils, and their attributions in the comprehension of success and failure. It has been noted through research studies that, cognitive
and motivational facilitators of indirect effects posits influence on the development of an individual outside and far beyond school. Several well designed
experimental studies have shown that there is a direct positive correlation between pre-school education and early school achievements in children (Collins, 1999 ).
Studies have revealed that pre-school teaching often gives children a head start with immediate positive effects on the cognitive ability of children. However, it has
been found that this only offers a short term positive outcomes which are no longer apparent after the second year of schooling. Head start is also found to give
children a positive effect on self-esteem, motivation and social behaviour, and scholastic achievement on a short term basis of up to the end of their third year of
schooling (Collins, 1999).
The general goal of education has always been portrayed in many different ways. An educational psychologist point of view would potent to the general objective as
being the arrangement of conditions aimed at promoting effective learning and development of all human abilities nourishing wholesome affective characteristics. It has
been noted that factors affecting learning in pupils are numerous and diverse (Collins, 1999).
A useful conceptualization of classroom learning on these factors can be arrived at through the classification of variables into manageable categories. Some of these
factors can be arranged in terms of functions of motivational, personality, and cognitive factors which operates in different environmental situations. It has been
shown through research studies that different patterns of intellect, motivation, personality, and environment are functions of productive thinking in human beings
(Farrell, 2007 ).
Studies have revealed to the fact that, the effects of an inadequate environment on learning-teaching process can be overcome through motivation of learners and
teachers in that environment. As such, negative personality factors in learning and teaching can as well be overcome through a compensatory influence of a good
environment. A part from classroom learning, there are also factors that affect teaching-learning processes of science in key stage 2 in different behavioural settings
of learning. These factors are mainly six fold and consists of; teacher characteristics, learner and teacher behaviours, learner characteristics, group
characteristics, physical characteristics of behavioural setting, and outside forces and influences (Farrell, 2007 ).
The term behaviour has been referred to as the verbalizing, psychomotor, doing, feeling the entire range of cognitive and effective activities engaged in by learners
and teachers. These and many more formulations portray the complex interrelationships of variable factors affecting classroom learning in the key stage 2 science
teaching. Affective factors in the context of science teaching in key stage 2 refer to the personal-social-emotional behaviours of learners and teachers to the
influence of tone of the learning environment created through their interactions (Farrell, 2007 ).
Modern attempts to improve on these factors have been focused on cognitive processes. There have been numerous curriculum reforms based on cognitive approach on the
developmental nature and process of cognition. Different approaches have been employed including; differentiation of cognitive abilities, cognitive growth, and the
developmental nature and process of cognition. However, an exclusive concern with cognition has been does not mean that it is the only factor affecting learning of
science in key stage 2. As such, it has been found that the teachers’ awareness of these affective interactions with learners is fundamental in curriculum development
(Farrell, 2007).
However, it has been understood by research that reflective practice offers a more optimistic and realistic approach to school reform. Through the meaning
implementation of reflective practice approach, tangible changes can be achieved. At the same time, it has been found that it offers a parallel road map based on the
different sets of assumptions about organizational and personal change. For schools to change there must be change among educators (Farrell, 2007 ).
It has been shown through studies that teacher behaviour has a direct influence on pupils’ behaviour. Several studies on the affective dimensions of teacher behaviour
have great influence on fostering responsible productive learners’ behaviour and mental health. Teachers’ behaviour characteristic of warm and nurturing makes students
to react positively and perform better according to research conducted in a classroom setting. The kind of behaviour that teachers need to adopt for effective learning
therefore should be understanding and friendly, tolerant, considerate, and encouraging of some release of emotional feeling by learners (Ghaye, 2010 ).
Studies have found that teachers so characterized, have portray a favourable influence on the interests of students on science. It has been realized through research
that students with considerate and warm teachers often produce high levels of originality of creativity in both poetry and art . There exist strong positive
relationships between the assessment of productive pupils’ behaviour and patterns of teacher behaviour in terms of understanding, organization, friendly classroom
behaviour, and stimulating an original classroom behaviour. An exploratory study of teacher-learner relationships, has found that teachers warmth towards learners
significantly influence vocabulary, arithmetic, and science achievements of learners (Ghaye, 2010).
It has been established that for the continuation of productive learning of science in key stage 2, teachers need to maintain a sense of order and decorum in the
settings of a classroom. Some of the factors affecting effective learning are the failure by the schools to recognize the living quality of education. The boring
nature of repetitive tasks, dishonesty of teachers with themselves and with schooling, the limiting knowledge and the coercive nature of schooling portray great
influences in effective learning failure (Hauge, 2006 ).
The alignment of structures in line with the underlying portfolio provisions fosters a positive collaboration in effective science teaching. The benefits of an
academic structure to a portfolio implementation include: Knowing students well; this notation often extend beyond classroom knowledge of pupils. Leadership sharing
and decision making; schools can team teachers to afford more access to leadership and shared decision making. The teacher’s role; teachers can play a broader role in
the lives of their pupils and school through taking on more decisions to adhere to the portfolio for the growth and development of the curriculum (Hauge, 2006).
The need for the creation of classroom reflective of the teacher’s knowledge, enthusiasm, and the creation of an effective learning environment cannot be over
emphasized. Such an environment effectively helps nurture the desire of students to learning and accepting challenges of inquiry and thinking thro-ugh what they have
achieved through reflective learning. The achievement of such an environment is still prejudiced by the systems of education and as such the teachers need to adjust
their thinking on the teaching nature. Environment of the classroom need to reflect on the teachers’ reflective practices central to the achieving goals and objectives
of reflective learning environment (Jeannie, 1998).
Education process has been found to be a professional activity that requires constancy in decision making by teachers. Teachers’ needs to provide opportunities and
experiences in science teaching that are influential to pupils’ perception as something interrelated to their environment. Teaching science incorporates imagination
and decision-making skill and creativity. Among decisions involved are teaching strategies and content of lesson. One of the primary objectives of teaching science in
primary schools is to ensure that pupils are fascinated by the delivery of content (Jeannie, 1998 ).
An effective classroom structure should portray a model of reflective professionalism that includes the key words such as participation, learning, collaboration, co-
operation, and activism. Portfolio implementation on reflective learning facilitates the evaluation of structures which enables the pupils to access rigorous learning
opportunities. These ideas should be kept as touchstone by effective teachers for their practice. Teachers can enjoy their effective role through sharing knowledge and
creation of reflective classroom (Lyons, 1998 ).
Self-efficacy on children has been seen as a factor in effective learning as those of the virtue tend to opt for higher academic goals. This theory is observed to fuse
both self-cognitions with self-regulation of behaviour. Recent studies have shown that children have high beliefs in their own self efficacy which influences their
academic goals at the beginning of the year. There is a positive relationship between school attainment and social adjustment which also determines the degree of
effective learning.
Social responsibility defined as the ‘adherence to social rules and expectations’ has been found to play an important role in the acquisition of academic knowledge and
skills. It makes two major contributions to learning; responsible behaviour which aids ion learning by interaction promotions between learners and teachers. Through
student’s goals to be responsible and compliant which can constrain and enhance the learning process through learners striving to complete their homework and
assignments given at school. The rules and norms that define the learner’s role in the classroom are most significant in this factor (Parkes, 2010 ).
The role of peers in transition to school also posits a factor to effective learning. Research studies on the beginning of schooling by children have found that the
reputations children establish and the view they develop of themselves as ‘’pupils’’ influences their later process of learning in primary school. The study has
revealed that children with high levels of pre-school aggression often have difficulties in adjusting to kindergarten and are not well linked by peers. Functional and
dysfunctional cognitions and goals; learners motivational orientations and school work engagements on cognitive abilities have been studied over a long period of time.
This has led to the proposition of several goal orientations including: mastery versus ability, task versus ego involvement, and learning versus performance. The set
of goals differed primarily on whether learning is perceived as an end in itself or as a means of external end such as grades, teacher approval, or the prevention of
negative evaluations by others (Parkes, 2010).
How planning leads to pupils learning and evaluation of outcomes
As part of daily professional work, teachers do reflect on the work and the learning achieved by their pupils. In the identification process of what is working and
what needs to be improved on, teachers and school’s management boards have depended on the use of school development planning process. School self-evaluation has
proven to be away through which the process of reflection, improvement and development takes place in a more systematic manner (Ruddell, 1997 ).
Planning and self-evaluation places a greater emphasize on collection, examination, and sharing evidence on teachers roles and the work of school when making decisions
on what areas to be improved and developed. Planning focuses on the: teaching and learning in school, management and leadership in the school, and supports for pupils
in the school. Planning improves pupil’s learning by enabling teachers on reflecting on their own practice regularly. This is achieved when the main focus of school
self-evaluation is based on the classroom activities and not on the paperwork (Ruddell, 1997).
Planning supports ongoing improvement and development. It provides teachers with evidence to affirm their practice aspects that are working accordingly. This also
helps teachers in identifying strengths and priorities for development of their working towards the achievement of a common goal that is geared towards the benefit of
the learners. Effective planning often involves the entire school community through information gathering from pupils and parents as well as teachers. This also
involves the attainment of information from pupils’ engagement in and contribution to the well-being of their school.
Studies have revealed that when special efforts on planning are put in the implementation of science syllabus in primary schools. The continued need for moral and
material support that goes beyond the implementation phase is necessary. Schools that have good performance in science should be identified and used as examples of
good practice in the adoption and delivery of science syllabus. This calls for the Department of Education and Science to appoint resource teachers who have specific
knowledge in science syllabus to conduct their operations from the Education Centres in support of science teaching in primary schools (Ruddell, 1997 ).
Effective planning empowers learners and the school at large to tell their own stories with regard to their teaching and learning achievements obtained overtime. It
helps create the knowledge of each school’s and pupils’ circumstances and their unique work. It enables the learners and schools to affirm what they are doing to
decide on changes that may help improve their circumstances .
Planning helps in the realization of under-resourced Educational Centres should be funded to a level that would enable them to acquire equipment and educational
materials for their effective teaching and learning in their catchment areas. There are further initiatives to make science and technology teacher co-coordinators to
visit schools to assist primary school teachers in the delivery of science and technology syllabus content. The responsibilities of such coordinators would include
among other things, the formal and informal assistance to teachers, keeping up to date with the available resources, networking with other schools, encouraging
participation by community members, and initiating parental involvement in science and technology education (Ruddell, 1997).
Through planning, schools have been able to support the implementation of the National Literacy and Numeracy Strategy. It has enabled the teachers and learners to
examine and improve on teaching and learning processes. This has enabled the support of systematic means that affirms the good practice and improves literacy and
numeracy among learners. As teachers and learners gain valuable outcomes of effective planning, the implementation and monitoring of plans examines and improve further
aspects of the positive outcomes (Zeichner, 2001).
Research finding have shown that there is a continuing long term need for effective planning and implementation of teaching in primary schools to develop skills and
knowledge in the teaching of science. This can be achieved through the pre-service and in-service learning programs provided to teachers. The planning of such programs
should begin immediately in order to help strengthen the science elements in the establishment of teacher training courses. Some proposals have been made with regard
to extending the teacher training in the universities and colleges. This will aid in bringing teachers into line with the norm for primary degree courses. Sciences
graduates should be considered as candidates for short courses in teaching science in order to become primary school science teachers.
Figure 1 provides details on six steps in planning and self-evaluation process. These steps provide an examination of the report on improved aspects of evaluation in a
symmetrical way. When evaluating aspects of teaching and learning, the teachers views pupils’ work and records to ascertain their progress (Zeichner, 1996 ).
Figure 1: A six-step school self-evaluation and planning process
Step 1 Gathering evidence Outcomes Learning Teaching
Step 2 Analysis evidence Attainment Knowledge Skills Attitudes Progress Active Collaborative Challenging Motivating Purposeful Pace Approaches
Differentiation Assessment
Step 3 Draw Conclusions Significant Strengths Weaknesses outweigh strengths Significant weaknesses
Step 4 SSE report Focus of evaluation Context Findings Strengths Areas for improvement Legislative requirements
Step 5 Improvement plan Targets Actions Responsibility Timeframe Measurable outcomes Review date
Step 6 Implement and monitor Actions at class level Actions at school level Progress on targets Change
The question of ‘how well are we doing?’ gives a good starting point for the teacher evaluation. Teachers can start to reflect on the effectiveness of their teaching
through the outcomes of their learners. This often leads them to reflect on their teaching effectiveness and the effective learning practices and experiences they
provide to their pupils (Zeichner, 1996).
For effective planning and teaching, common practices should be ensured by the teacher in order to be able deliver on the subject matter. These teaching practices are
guided by the following activities: Ensuring that the classroom environment represents the identity of the children; this will make them feel good about who they are.
This may be achieved through giving pupils different classroom duties for which they are responsible such as, collecting and distributing books, noting attendance, and
sanitation of the classroom. This will enhance in the development of pupil’s leadership qualities and skills. Communication of positive beliefs and expectations and
foster positive engagements towards pupils; Pupils will feel valued when they realize that their teacher loves and cares for them. The teacher should help pupils to
establish their goals and expectations appropriate for their respective capacities, and help them reach their goals; pupils are better able to monitor their progress
when they have reading goals. This will help in motivating pupils that they are capable of doing better in their school work. This helps in enhancing their beliefs on
their abilities and their self-expectations. Positive self-evaluations increase ones belief and sustain motivation (Zeichner, 1996 ).
Evaluation criterion and statement of quality so portrayed enables teachers to review their learners’ outcomes, learner’s experiences, and teachers’ practice. This is
emphasized through their description of what good practice is meant to them. Such criterion is often used as benchmarks that should assist schools determine the
effectiveness of their practice. It is necessary for schools to deal with themes that are learner outcome oriented. This will enable them examine the learning
experiences and teachers’ practices leading to the effective learner outcome(Zeichner, 1996).
Figure 2: Teaching and Learning Planning Framework
Learner outcomes Learning experiences Teachers’ practice
• Attainment of curriculum objectives • Learning environment
• Engagement in learning
• Learning to learn • Preparation for teaching
• Teaching approaches
• Management of pupils
• Assessment
Schools need to have an improvement plan in [order to be concise and in the areas targeted for improvement. Targets should be set that focus on learner outcomes which
are specific and measurable in the improvement plan. The plan should illustrate the actions to be taken, those who bear the responsibility for the actions and
monitoring the effectiveness of the actions. The plan should bear clear steps of implementing the actions for the improvement of the actions for classroom improvements
and in other learning settings.
Teachers should ensure that they provide an educational environment that can facilitate the development of underdeveloped factors in a child. This can be achieved
through the provision of an environment of learning that is capable of nurturing the child’s intellect, emotional development, and interests. It is important for
teachers to understand that learners do not attain their maturity at the same time and as such teacher’s indulgence is of critical importance. This variability among
learners when properly exploited can itself be a critical source of motivational in the learning process of children.
Studies have revealed that there are five general stages of development in reading that teachers should be aware of in order to know what is required at each stage.
The knowledge of these stages will assist in knowing what is required at each stage of development. It has been determined by psychologists that the mastery of
different stages by children does occur at different ages. As such, the ability to read and comprehend by children depends on the learning environment and whether the
language spoken at school and at home is the same as they both determine the length of time a child will take to develop in of the stages (Collins, 1999 ).
An effective plan should be based on the management of change within classrooms. Such a plan should entail a cycle composed of review, planning, implementing and
evaluation. An effective plan should be reframed to give a focus on the analysis of evidence and judging quality. Planning has been found to be an integral management
function included in the list of items for which addition time resources are used to ensure that it is effectively and functionally operational (Collins, 1999 ).
The teaching review of the current planning and practice has provided exemplars that cover the identity of the topic of investigation, description of relevant expected
outcomes, background information, description of relevant experiments, and a list of suggested methods and required resources for a successful delivery of science
teaching in primary school. The topics that are covered by the portfolio during a science lesson include: science in the primary curriculum; school planning for
science; the content of the science curriculum, approaches and methodologies as well as classroom planning for science (Collins, 1999).
These guidelines for planning science teaching provide an intimate concern in the teacher’s commitment to the development of knowledge and understanding of science in
primary school. Primary science teachers potent with the fact that primary science is mainly based on nature study and environmental studies which provides physical
interactive lessons to the pupils. The main focus of guideline used by teachers is to help them build on the foundation of basic primary curriculum delivery .
It is important for schools to review their cycles of planning for improvement and should implement plans that are based on robust self-evaluation with targets of
improvements which are specific and measurable. Schools that are still in the early stages of teaching and learning planning should ensure a review of their current
practices so that their action plans are based on the robust self-evaluation (Collins, 1999).
Conclusion
Through the use of interviews and discussions with various stakeholders including the staff , pupils and attendance of various lessons and scrutiny of documentations,
planning is found to lead to pupils’ positive learning outcome. It helps in building basic primary science curriculum that can be implemented within the stipulated
time period for effective science teaching and learning .
This enables teachers to build on the foundation of basic primary curriculum delivery that ensures a review of their current practices so that their action plans are
based on the robust self-evaluation. This provides an intimate concern in the teacher’s commitment to the development of knowledge and understanding of science in
primary school.
Planning enables an outcome of a strong sense of core educational values that helps in driving decision making in the schools aimed at the pupils needs and desired
outcomes at the centre. It enables the teacher and learners to focus on the development on capacity and resources. It ensures that no resources remain underdeveloped.
This is notable in relation to the staff teams in the development of learning and teaching (Carter, 2000).
The learners’ outcome focuses on development of capacity and resources hence reducing reliance on external expertise. Planning ensures that there is no
underdevelopment in relation to the staff teams. It ensures careful planning of curriculum initiatives to ensure the achievement of targeted. Pupils outcome are
tracked in careful manner to provide an outcome of extensive use of pupils.
Studies have revealed that there are five general stages of development in reading that teachers should be aware of in order to know what is required at each stage.
The knowledge of these stages will assist in knowing what is required at each stage of development. It has been determined by psychologists that the mastery of
different stages by children does occur at different ages. As such, the ability to read and comprehend by children depends on the learning environment and whether the
language spoken at school and at home is the same as they both determine the length of time a child will take to develop in of the stages .
Extensive use of pupils’ views help shape the details of developments in provision at the planning stage and effective plan should be based on the management of change
within classrooms. Such a plan should entail a cycle composed of review, planning, implementing and evaluation. An effective plan should be reframed to give a focus on
the analysis of evidence and judging quality.
Planning has been found to be an integral management function included in the list of items for which addition time resources are used to ensure that it is effectively
and functionally operational. As such, effective planning outcomes results into evidence used to inform the judgments. The emphasize on planning has led to teaching
emphasize based on a restricted set of aims that can in turn lead to expectations that emerging from a constructive and creative use of curriculum documents. Planning
has drawn much attraction due to its effective nature in encouraging the outcome of recommended practice in the science teaching the key stage 2 (Parkes, 2010).
Science teaching and learning within the key stage 2 as presented through planning has provided an outcome that aims at the objectives and goals on one hand and the
methods and strategies on the other hand.
Part B: Portfolio, Review of the current practice
The self-assessment descriptors
The self-assessment descriptors indicate the competencies that teachers of science should have. The descriptors may be regarded as the set of core competencies that
any teacher of science should strive by every means to possess in order to perform effectively in the science teaching process.
Portfolio’s efficiency and effectiveness can further be evaluated through the employment of class activities for children. Some of the activities that can be employed
include: Research paper; here the pupils will be guided to conduct an interview with community members with science experience concerning their topics of interests.
Creating a board game; pupils will construct a board game and play with their friends or group members. In this case they will learn to take notes and gather
information, eventually they write a report.
The descriptors in portfolio are grouped into seven main categories represented by the areas in which teachers should lay more emphasize and need in the decision
making process related to teaching. Each topic has been categorized as indicated here in:
Figure 3: Self-assessment table
CONTEXT
A. Curriculum
B. Aims and needs
C. The role of the language teacher
D. Institutional resources and constraints METHODOLOGY
A. Speaking/spoken interaction
B. Writing
C. Listening
D. Reading
E. Grammar
F. Vocabulary
G. Culture RESOURCES
LESSON PLANNING
A. Identification of learning objectives
B. Lesson content
C. Organization
CONDUCTING A LESSON
A. Using lesson plans
B. Content
C. Interaction with Learners
D. Classroom management
E. Classroom language
Each description in this self-assessment scale is meant to help visualize and chart one’s own competencies. On completion of the teacher education program one may have
may produce a bar with certain features. This can further be done through the creation of personal statements which may aid in the reflection on aspects of effective
teaching of science within key stage 2. At the end of this section, one can read some comments on the value and roles on reflection that potent to the desired
objectives and goals.
1. As a learner of science in former years, one already has had a lot of contact with teaching. The aspects-teacher qualities and practices. As such, on one’s own
experience may have an influence on how he/she teaches.
Experiences of being teaching
Positive
Negative
(Here one tries to analyse the reasons why some points became unsuccessful and consider the steps that should be taken in the improvement of the points noticed)
2. a) What teaching aspects is one looking forward to?
b) What teaching aspects is one least looking forward to?
3. Expectations of the teacher education course
a) What is expected most from teaching science?
b) What is wanted most from the objectives of this lesson?
c) What do you think the pupils expect from you in the classroom?
4. How important do you consider these science teaching methodologies.
How important?
Not __ very important
a) Cooperation with other teachers
b) Good organizational skills
c) Explanatory ability of the lesson presentation
LESSON PLAN- Mr. Godfrey Smith
The attainment of the planned objectives through the use of a lesson plan is an indication of proven growth in the rubric area of science teaching an evidence based
pupils’ performance. While the condition of “needs revision” in a lesson outcome is an indication that the plan has achieved little it reflects on little growth that
is not sufficient to generate the desired outcomes. Specifically in this case there is the need to receive an improved performance for the consideration of such a
portfolio
Lesson plan provides one with an important analysis of the instrument used by teachers in the effective delivery of the planned teaching for the achievement of goals
and objectives. It is characterized by the name of the teacher, level of the class being taught (grade), objectives of the lesson, skills to be taught, activities in
teaching process, and evaluation of the outcome.
LESSON PLAN
READING
Topic: Living Things
Grade: 4
Reader: L.M.W. Series (Living and Non-living Things)
Lesson: Living Things
Aim
To enable pupils to distinguish between ling and Non-living Things
Objectives
At the end of the lesson pupils should be able to:
• Distinguish between living and non-living things
• Identify from pictures and group them into living and non-living
• Give a list of examples of living and non-living things
Skills
Identifying and distinguishing between Living and Non-living Things
Attitude
Cooperation
Materials
Charts and pictures
Presentation
• Teacher reads an article that describes Living and Non-living Things
• Pupils mention some of the examples of Living and Non-living Things they have heard from the reading
• Pupils identify examples of Living and Non-living Things from a mixed chart
• Teacher and pupils discusses the key characteristics of living and non-living things to bring out the understanding of the lesson
• Pupils make notes on living and non-living things.
Evaluation
Pupils will participate in oral presentation of the examples of ling and non-living things .
In conclusion, effective planning on teaching and learning in science in primary school and critical reflection in teaching has become dependent on portfolio design
and implementation. The modern learning-teaching encompasses of whole range of activities and practices aimed at making science an interesting subject to learners. It
therefore behoves curriculum designers to provide accessible and flexible syllabus that caters for both the student and the teacher demands in learning and teaching.
Therefore, there is a need for making connections between the disciplines such as science and arts in language to be taught through conceptualized themes like the
weather or inventors (Britzman, 2003).
Ethical checklist
In separate attachment, but all guidelines have been used thought the whole process of this assignment (Bera ,2011 ).
List of References
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Bera (2011). Ethical Guidelines for Educational Research 2011. {Available on line}. http://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf
(Assessed on 14/05/2014)
Borko, H., Liston, D., & Whitcomb, J. A. (2007). Genres of empirical research in teacher education. Journal of Teacher Education, 58(1), 3-11.
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