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Reflective Writing Assignment Help

Reflective writing assignments are basically the creative practice where the writer explains the events either real or imaginary thought by including personal reflection on the meaning of that particular event. It is a practice where events, situations, personal experiences, memories are described by the writer in his own way of expression. A writer needs to do a lot of brainstorming in order to write a reflective assignment as it requires thoughts that are new and out of the box. A writer must have enough experience before writing a reflective essay or assignment as it relates deep thinking, beliefs, own experience, values etc. In Australia reflective assignments are practiced in numerous universities as part of their academic curricular. Reflective reports, reflective essays, notes etc. are the most common form of reflective assignments. This is not an easy task for a student to complete reflective writing as it requires a lot of extra work. First you need to find the deeper meaning of the event and justify actions for that event. Then you need to relate the assumptions, values and attitudes to the event. After that you need to revisit your experiences and transform it to your own words. This is why most of the students go for the online reflective assignment help. AssignmentHero offers you online reflective assignment help by professional writers.

Why do you need online reflective assignment help?

Reflective writing includes valuable insights that relate to the experience and the theme. To write a reflective assignment first consider the guideline of the course. Follow the academic writing style and arrange the writing with proper introduction and conclusion and with proper references. Reflective writing can be descriptive, interpretative or outcome based.

 Subtopics of reflective writing assignments:

  • Reflective writing guide
  • Movie Review Assignment
  • Reflection Assignment Help
  • Reflective Journal Assignment
  • Medical reflection Assignment
  • Dairy Entry Assignment Help
  • Journal Entry Assignment
  • Resume Writing Help
  • Online Admission Essays
  • Cover Letter Writing Help

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EARLY CHILDHOOD CARE AND EDUCATION ASSIGNMENT HELP

EARLY CHILDHOOD CARE AND EDUCATION

Section 1

Q4 Identify four (3) areas where you can research to evaluate current policy trends

Australia is one of the 37 countries in the list of OECD (Organization of Economic Development), which focuses on the socio economic development of these countries. Early Childhood Education and care Policy project, is one of the major research project of the OECD, which aims at providing education and basic childhood care to underprivileged children all across the globe (Kogan, 2018). As per survey reports, it has been seen that children aged between 0-6 years of age who dwell below the poverty line, form the most oppressed strata of the society. Minority children are growing at high rates due to high rates of fertility among the downtrodden strata of the society. Thus, the socio economic conditions of these families along with these children are suffering rapid downfall. In such a scenario, the CEO’s of these intergovernmental organizations have a major role to play.

  • Roles and responsibilities of the Board or Committee of Management:  The major role of the Board or Committee of Management is to identify the major areas that require maximum attention. These include the physical and mental health of these underprivileged children, the kind of nutrition they receive and the basic educational facilities that are available for these children.
  • Selection of CEO: The CEO of any organization is the leader and a major driving for the organization. The CEO should be extremely innovative and constantly work on improving the facilities that are provided to these children, so that they can avail the best nutrition and best education at the cheapest prices (Dror, 2017). They must also ensure that the workflow is properly maintained and children all over the nation receive equal importance and personal care is provided to each of them to best suit their needs.
  • Performing day-to-day activities: The day to day activities of the organization must target all the areas of concern in all the parts of the nation with equal importance and well trained individuals must be involved in the organization, who can design the diet charts for these downtrodden children in accordance with their nutritional requirements and provide them with the best education.
  • Strategic direction: The strategies for developing the education system and the care giving systems, must be such that they can best cater to the needs of the children and provide them with the best facilities at the cheapest prices (Shapiro. and Stefkovich, 2016).

Section 2

Q6. In what ways can you help manage resource requirements?

In order to provide the downtrodden children with the best educational, nutritional facilities and financial security, the organizations like OECD needs assistance, both financial and non-financial.

  • Financial resources: OECD countries like Australia have a very small percentage of their GDP, such as 6.1% dedicated for providing education to the children of the entire nation. Therefore, for providing basic education to the downtrodden strata, these intergovernmental organizations, require a lot of financial assistance both from the private and public sector. However, most of these funding come from the private sector and tax payed by the elites. In addition, these funds help in providing a nutritious diet to the children
  • Non-financial resources: This refers to the food, clothing and books, which are willingly provided free of cost by several nongovernmental organizations and the well-to-do citizens of a nation (Stoddart and Evans, 2017). Such assistances, help these organizations like OECD to provide a healthy diet, good education and therefore, contribute to a healthy lifestyle of these children

Section 5

Q3: Identify four (4) common issues with policy implementation plans and how can they be minimised

The main issues related to successful implementation of any policy in this educational and caring giving sector are listed as follows:

  • Improper Identification of the problem areas, which leads to wrong formulation of policies and hence an unsuccessful implementation of the same.
  • Lack of adequate financial and non-financial resources.
  • Lack of provision for alterations in the policies to best suit the needs of the target group, is often not present, leading to unsuccessful implementation of the policies.
  • Lack of communication between the policy makers and the target group of the policies.

The above-mentioned problems can be minimized in the following ways:

  • The formulation of blue print of any policy, must involve the group, for whose benefit the policies are being framed. This helps in proper understanding of the problem areas, thus the framed policies can target those factors, and hence the implementation of these policies will truly benefit the target group.
  • In addition the target group of the underprivileged families would feel that their voices are being heard and they are an important part of the policy making process.
  • The major constraint for the successful implementation of any policy is the lack of proper financial resources and well-trained individuals to provide the facilities. Hence, before proceeding with the implementation process  of any policy, the organizations must arrange for sufficient financial and non financial resources , from both the private and the public sector
  • Provision should always be there, to make slight alterations in the implemented policies to best suit the needs of the target group.

The leaders and the managers of these intergovernmental organizations must always try and develop better ways to make the basic livelihood facilities such as food, clothing and education to the downtrodden strata of the society in the cheapest possible way. They must also ensure that regular meetings and discussions are being conducted, in order to keep an account of the problem areas that need development and the feedback on the implemented policies from the target group. This will help them to better understand and address the problems of the children dwelling below the poverty line.

Q6: What are the key features of a good evaluation plan?

The key features of a good evaluation plan are as follows:

Effective monitoring: A good evaluation plan must ensure that, the implemented policies are in accordance with the objectives of the project. A regular intervention of the implemented plan, gives an idea about the loopholes of the policies and the satisfaction generated among the target group on implementation of the policy. Hence, effective monitoring of any policy is a key step of a good evaluation plan.

Understand the loopholes of the project: A well-designed evaluation plan helps the policy makers to have a clear idea about the loopholes of the project, and thus they can further make the required alterations to best suit the needs of target group.

Efficiency of the employees: An evaluation must also ensure that the individuals involved in the process of providing the facilities to the target group are well trained and well aware of all the policies framed by the organization (Gaynor et al., 2017). This will ensure a proper workflow is maintained and the target group is benefitted to the best of the organizations capabilities.

Comparative evaluation: A good evaluation pan always compares the implemented policies with a base line or with other implemented policies or preferably both. This helps the policy makers to assess the effectiveness of the implemented policies much better and improve on them as and when required to cater to the needs of the target group.

Section 6

Q4: How does your service policies relate to statement of Philosophy of service?

The philosophy of the intergovernmental organizations such as OECD is to serve the society to the best of its capabilities. The aim is to provide nutritious food, a healthy lifestyle and good education to the underprivileged children and thus contribute to their compete well-being (Roski et al., 2014).

The service policies of the organization aim to provide the following benefits:

  • Taking financial assistance from both private and public sectors.
  • Considering non financial assistance from nongovernmental organizations
  • Personally visiting the underprivileged families, and interacting with them
  • Regular monitoring of the implemented policies and gathering feedbacks from the target groups
  • Alterations of the policies if and when needed
  • Conducting regular discussions and meetings with the employees and the target groups, to understand the loopholes of the policies and improving on them

Such service policies enable the organization to best fulfil its framed aims and objectives. Hence, it can be concluded that the service policies are well aligned with the philosophy of the organization.

Q9: After developing an understanding of the service’s process of updating or designing policy and procedures you are to ready to attempt question 9.In question 9 you have two options:

References:

Kogan, M., 2018. Educational policy-making: A study of interest groups and parliament. Routledge.

Dror, Y., 2017. Public policy making reexamined. Routledge.

Shapiro, J.P. and Stefkovich, J.A., 2016. Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge.

Stoddart, G.L. and Evans, R.G., 2017. Producing health, consuming health care. In Why are some people healthy and others not? (pp. 27-64). Routledge.

Gaynor, M., Mostashari, F. and Ginsburg, P.B., 2017. Making health care markets work: competition policy for health care. Jama317(13), pp.1313-1314.

Roski, J., Bo-Linn, G.W. and Andrews, T.A., 2014. Creating value in health care through big data: opportunities and policy implications. Health affairs33(7), pp.1115-1122.

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Article “Patients’ experience of identifying and managing, exacerbations in COPD: a qualitative study”

Article “Patients’ experience of identifying and managing, exacerbations in COPD: a qualitative study”

1. Background of the study

This study is focusing on chronic obstructive pulmonary disease (COPD), people should be careful about these dieses in the early stage. Effective self-management is necessary for reducing the hospital admissions and for getting quality service in care organization. The number of COPD patients is increasing in UK and this number can be reduced by making people aware about the effective self-management (Healthcare, 2016). People’s contribution is necessary for getting a desire outcome and ensuring better health care. People’s poor knowledge about this disease is responsible; they fail to identify the diseases in the very beginning. Patients seek medical point when they reach at a critical point, so this kind of situation can be changed by making people aware about self-management.

b. Results from previous studies shows what are the basic measurement of this disease, what are the symptoms. Visible symptoms are cough and sputum and invisible symptoms are chest sensations and bodily knowledge (Effing, 2012). Most of the people experience the combination of these symptoms and these symptoms has impact on the wellbeing of an individual. During that time patients have used self-management treatment during exacerbation, they took medicines like anti-biotic and wait for recovery. People normally contract with health care workers when the situation gets worse and they cannot manage themselves. .

C. the significance of the study is to discuss about the importance of identifying exacerbations and the importance of proper self-management knowledge. People should have clear knowledge for dealing with this different health issues including COPD in home. People feels better and safe in home, so for taking right treatment in home they should have clear knowledge about the requirements.

2. Overview of Research Design:

A. Aim of the research:

This research will focus on patient’s current knowledge and experience regarding the management and identifying COPD exacerbations at home in the early stage.

B. Research design:

This is a qualitative, interview-based study; this is conducted in patients home. The interview has been recorded and then translated and analysed with the help of grounded theory approach.

C. The main characteristics of the research design is this is made for giving a general and realistic information. Information has been collected in primary research method, so relevant and ethical information has been collected (aylor, 2016). This will give a clear idea about the importance of clear and right knowledge for taking treatment at home during COPD exacerbations.

D. the aim of the study is giving an inside about the negative affect of taking wrong treatment at home during COPD. Most of the patient visit in health care p0orgessional when they come in a critical stage. So at that stage people suffer a lot, so for ensuring own betterment people should gather knowledge and experience for managing this kind of health issues. People will get an idea about measuring and managing COPD in early stage with the help of this study. People should take proper initiative at home as this helps to getting the situation worse.

3. Sampling tools

This research has been conducted on forty-four patients among them 17 women, 27 men; age range 55–85 years. This people are selected on a trial sample and the study has been conducted over 12 months. Patients have been recruited from the hospital admission record. Pulmonary rehabilitation programmers and general practice by a respiratory research nurse.

This article is a inclusion criteria of the sample, as all the analysis has been done in detail and a detail description has been given on the topic (Polit, 2012). Reader will get a clear idea about the topic as proper description has been provided, so the aim of the study has been achieved successfully.

Identifying the criteria before starting the recruitment is necessary as data should be collected from right sources. For this study patients has been recruited very carefully and information has been collected through interview process. Recruitment has been done in trial sample and purposeful sampling strategies have been used. Patients have been identified form different background and lots of factors have been considered during that time. Like such as age, gender, COPD severity, length of diagnosis, frequency and number of exacerbations.

This survey has been conducted in trial sampling method. Recruitment has been done in a systematic method and after collecting the information that have been analyzed in grounded theory approach. Along with this constant comparative method, open, axial and selective coding and memo-writing has been used for creating proper link among the data. For ensuring accurate coding process, two interviews have been coded by an experienced qualitative researcher.

Trail sampling method has been used for this study; this helps to get expected result by recruiting patients on trial basic. This is totally unpredictable that researcher will get the desire data from this survey in this data collection method. People do not have enough knowledge and experience about the self-management process and treatment of COPD.

4. Data collection:

Data has been collected in an in-depth interviews, this interview has conducted in patients home. Interview has been conducted by the first author as he is expert in qualitative research method.  A semi structured topic has been used and that focuses on how a patient deal with, manage and experience COPD at home. That interview lasts for 20-55 minute and that is recoded. Data has been collected only in primary data collection method.

Research has been done in qualitative method and face to face interview has been taken, this method id most accepted for getting most relevant information. During the interview six participants and their family members of spouse was present (Moule, 2012).

The aim of the research is to giving idea about the self-management techniques and its importance for dealing with COPD exacerbations at home. The data collection method is perfect for achieving the objectives as right people have been recruited for the interview and they can give the most accurate information.  

Primary data collection method has been chosen and information will be collected in interview process. The advantage of this process is this gives the most authentic and reliable information, so the success rate of an study is highest in this method. On the other hand the disadvantages are it is a time consuming process and for completing this study the team required 12 months.

Researchers can issue observation method as an alternative data collection method. In this method researchers can visit the patients in different care organization and can collect information regarding the treatment and self-management technique for COPD. Observation is a very useful tool for primary data collection; this research is basically a primary data collection method based research so observation technique is highly recommended as an alternative technique.

5. Data analysis:

The interview is audio-recorded and after that for analyzing the information has been transcribed verbatim and anonymised transcripts were imported into NVIVO 10. In this method organization analysis the method and after the analysis grounded theory approach has been used.

Qualitative research gives description of different situation and problems. In this method numerical and statically data is collected. So the recoded version of data will help to get descriptive data and based on that a solution on the situation can be given. Most of the problems have different solutions so choosing appropriate data collection method is most important for getting an expected outcome. Among all the information most reliable and authentic information will be used for giving a description.

Rigour of the analysis gives right example in different type of situation. This is used for getting a right evaluation method. In this method organization uses different real life situation and relevant information is given based on the issue. Different cased is presented for giving an appropriate analysis. In these method researchers also gives proper justification.

The finding of this study is the symptoms that patients get which is relayed with the exacerbation of COPD. The visible symptom is sputum, cough and temperature. All or some of the symptoms will be present or visible. In this stage patient’s condition will become worse, so clinical assessment is required. People get limited physical ability during COPD. Along with this visible symptoms there are some visible symptoms, those are chest sensations, such as heaviness, tightness and soreness of the chest and were perceived as that body is telling patient that an exacerbation is developing. This knowledge about the symptoms can help a patient to take appropriate self-management initiative.

This finding can be transferred kin education setting as people should know about this so that they can help other when they are in critical situation. The more people will know about the symptoms, the more managing this kind of issue become easier.

Reference:

Healthcare Commission Clearing the Air: A National Study of Chronic Obstructive Pulmonary Disease. Commission for Healthcare Audit and Inspection: London, UK, 2016.

Effing T, Monninkhof E, Van der Valk P, Van der Palen J, Van Herwaarden C, Partidge M et al. Self-management education for patients with chronic obstructive pulmonary disease. Cochrane Database Syst Rev 2012: (4); CD002990.

aylor, B. and Roberts, K. (2016). Reviewing the literature. In: B. Taylor, ed., Research in Nursing and Health Care: Evidence for Practice, 3rd ed. Australia: Cengage Learning, p.86.

Polit, D. and Beck, C. (2012). Nursing research: Generating and assessing evidence for nursing practice, 8th edition. 8th ed. Philadelphia: Wolters Kluwer Health/lippincott Williams & Wilkins, p.72.

Moule, P. and Goodman, M. (2012). Nursing Research: An Introduction. London: SAGE publications ltd, p.127.

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VICTORIAN CURRICULUM Assignment Help by Assignment Hero

VICTORIAN CURRICULUMApril 172018

Table of Contents

Victorian Curriculum 2

Introduction 2

Part 1: Victorian Curriculum 2

1.1: Introduction of the Victorian Curriculum 2

1.2 Summary of rationale and aims 3

Rationale 3

Aims 3

Scope and Sequence 4

Strands 4

Part 2: Australian Professional Standards for Teachers 4

2.1 Introduction of the Australian professional standards for teachers 4

1st Video 5

2nd Video 5

2.2 Significance of these standards 6

Part 3: Cultural and Ethnic diversity 6

Part 4: Formative and summative assessment 7

Conclusion 8

References 9

Victorian Curriculum F-10

Introduction

The Victorian Curriculum F-10 does portray a set of complete logical content description along with achievement standards. The core purpose behind this curriculum is to enable the teachers with the ability to plan, supervise, evaluate and then finally report over the academic progress of every student. As far as the fundamental outline is concerned, there is a major similarity among the “Australian Curriculum F-10” and the “Victorian Curriculum F-10”; however the Vic Curriculum does differ in certain respects. The most important element is, “the curriculum has been represented as the range of structural and learning design”, which is planned for ensuring continuous growth with effective monitoring of the learners.

Part 1: Victorian Curriculum

1.1: Introduction of the Victorian Curriculum

To prepare the Australian future generations with solid foundation, the Victorian government came up with the idea to introduce a new Curriculum, during late 2015 (September). This isn’t the first time the state is being responsive to the educational requirements of the future generation. The state officials have always been enthusiastic towards making innovation to the state curriculum. The summary underneath makes a clear projection of the commitment that the state showed towards continuous reformation to enhance the learning experience for the learners/students (Ambrosetti, 2014).

The video link for the Vicorian Curriculum is: https://www.youtube.com/watch?v=5ZARZjPsilI

There are eight different learning areas of Victorian curriculum that are mentioned underneath:

Learning AreasDisciplines
ArtsDance, Drama, Media Arts, Music, Visual Arts, Visual Communication Design
English
Health and Physical Education
The HumanitiesCivics and Citizenship, Economics and Business, Geography History
Languages
Mathematics
Science
TechnologiesDesign and TechnologiesDigital Technologies

1.2 Summary of rationale and aims

Rationale

Science does have a unique way for providing solution to every possible query that learners can come up with regarding technological, physical and biological world. Humans have been trying to explore numerous facts, mysteries and predictions for a long time; science provides the necessary ways to sort every possible problem that one can come across. The world has witnessed and is still witnessing some major scientific inventions that helped the mankind to refine its knowledge. Students being at the doorstep to explore the unexplored or gain knowledge about various aspects of interest or facets of knowledge can utilize science to design definitions with new perspective. Students will be introduced to the different levels and achievement standards in order to help the teachers understand the degree of effort students must give. For example: “Foundation to Level 2”- The emphasis would entirely be upon self awareness along with the local world. Students would be introduced to different changes irrespective of the size; they would explore different properties of such changes and be familiar with it. While on the other hand, there is achievement standard for each level; by the end of this level- every student should be able to define or present examples about science can be useful in daily lives.

Aims

The aim of the curriculum is to equip students with:

Knowledge to explore every corner of their curiosity about things they aren’t familiar with. They would be able to ask questions and provide answer as well. Once familiar with the scientific knowledge and understanding, students would be able to build their own perspective about things they haven’t come across so far. They would as well be able to discover facts and information about different facets of nature, the entire globe, its position and many more. The scientific knowledge basically would enable the students to develop their knowledge base and be effective with their ability to be more effective.

Scope and Sequence

The scope and sequence is a form of chart that has been designed to assist the teachers with their professional obligation of being aware about student progress. Teachers are expected to follow the scope and sequence in order to design and develop the teaching and learning programs, which would ultimately help in meeting the diverse requirements of students.

Strands

Strands include- rationale and aims, structure, learning in sciene, scope and sequence, resources and glossary. While going through the curriculum, the strand would help the students to familiarize with the content they can view simultaneously. Students can select a subject and the level, when selected the strand will appear on the left side of the page, where the learner can view the above mentioned menus.

Part 2: Australian Professional Standards for Teachers

2.1 Introduction of the Australian professional standards for teachers

The Australian professional standards for teachers as defined by the “AITSL” involve seven fundamental standards, which outline the professional obligation for the teachers along with their fundamental duty. All of these seven standards are interdependent, overlapping and interconnected with one another (Mockler, 2012). The professional standards have been sorted into three different domains of coaching including- “Professional knowledge”, “Professional practice” and “Professional engagement”.

As far as the videos are concerned, the below section would incorporate a discussion over two different videos. However, it is important to understand the fundamental reason behind teacher behaving in that particular manner; students in that classroom are either physically or psychologically disable. Some of the students in the classroom are experiencing different forms of “Autism”, speech impairment or academically poor. Using the visuals, engaging with each student with special need is the best way possible to ensure better learning of the children. The teachers and their teaching style would be discussed of these videos:

1st Video

The teacher Annalise McCoy, is very profound in terms of connecting with each one of the student in her classroom. I liked the manner she prefers selecting the visual language for communicating with the students. This helps her in maintaining the classroom along with communicating with students even if there is a disability factor among some of the students (Oakley et.al, 2014). She emphasizes over using pictorial signs in order to convey or communicate with her students. She also believes in using the ICT (information and communication technology), in order to expand learning opportunities for the students. She also uses “Interactive Black Board” that is often helpful for engaging with students that are interested in using such technologies. Some of the students that do not find the “interactive black board” to be interesting enough or hard to understand, they learn through the use of models or stories. Miss Annalise has also been effective in terms of paying individual attention to every student; a girl child does struggle academically, therefore Annalise understands the need to pay extra attention to this girl child. The most preferable way for teaching such children is to learn their abilities to catch content being thrown away at them and then planning about teaching strategies (Schleicher, 2012). It is important to establish a connection with the learners/students/children in order to have their confidence to engage them with learning process. The teacher also emphasizes over allowing substantial space to the children in order to get rid of their emotional state as that might act as a barrier to the learning process. The major emphasis is over combining physical activities along with learning in order to create the ideal environment for the students to learn effectively (Simoncini et.al, 2014).

Miss McCoy prefers using visuals instead verbal language, because there are students that find English tough to understand. Visuals or pictorial presentations are helpful to communicate in a better manner.

2nd Video

The teacher here is “Rebecca Cramp” that is accountable for teaching junior. I like the manner she emphasizes over paying individual attention to every student with learning problem/disability. Rebecca also mentioned that it is necessary for the children to be allowed with substantial time to understand the content/question they have been asked with. The teaching process in this scenario has also been over visuals; students are being given with English alphabets that are big enough to read clearly. Students can easily view the letter and even write over it, which is the way they can practice their writing skills. The use of interactive board has also been emphasized in this video, which is a better way for connecting and helping students learn (Van Driel & Berry, 2012). The students are also given with the iPads that they can learn about technology and their curriculum studies.

Similar to the teaching technique as Miss McCoy, Miss Cramp has also been emphasizing over using visuals than being verbal for communicating anything. Then there are students that have short memory conditions; Rebecca involves with these students frequently helping them remember things for a longer period.

2.2 Significance of these standards

The “Australian professional standards for teachers” have been approved and acknowledged by the “New South Wales” Ministry of Education during mid 2012. The application or implementation of these standards began under “Ministerial Council for Education, Early Childhood Development and Youth Affairs” during 2009. The standards clearly portray the significance of being connected with the learners and students in order to ensure they learn in the best possible manner. One of the major professional obligations of teachers is to be familiar with the manner students tend to capture whatever is being taught (Santoro et.al, 2012). It also is the quality of a great teacher to be aware about every student; as it isn’t possible for every student to be brilliant. Teachers must also be aware about the content they are to teach their students; they must plan for a teaching style that is appropriate while the teacher is interacting with the students. Teachers must as well maintain safer environment for their students to learn effectively; being supportive is a blessing to the students.

Feedback is of paramount importance; students and their parents have to be aware about the child’s growth, providing feedback is the best solution for this (Schleicher, 2012). Similarly, being professional with colleagues, parents and community would certainly be as much effective for the teacher to extract best possible result.

Part 3: Cultural and Ethnic diversity

In the week 5 video 3 video that includes “Jamie Humphrey” the foundation teacher that is accountable for teaching students that belong to culturally diverse backgrounds. Jamie tries to connect with every student in her class with visuals in order to keep any probable confusion. She has also been respectful to the diverse cultural backgrounds; every Wednesday Jamie conducts story telling from different cultural background. Recently the class was told about a story from Afghani cultural story. Every student is being introduced and taught about different language and cultural background. They have also been effective in terms of portraying stories about indigenous stories in the class; the basic idea is to make the children aware of different cultural backgrounds and making them tolerant about the need of different students from different cultural backgrounds. Jamie also emphasize over teaching with verbal and non-verbal way to communicate with the children. For example: there is a “get-ready song” and a “pack-up song”, which allows students to prepare their mindset with the manner they are supposed to respond.

Jamie has been enthusiastic towards helping children learn about the cultural diversity. For example: every Wednesday Jamie engages with the children with a story belonging to different cultural background. One of the latest stories that Jamie mentioned was about Afghani culture and religion. This helps students to be aware about the diversity; Jamie has also been engaged with the parents to help their child learn their cultural language and customs.

Part 4: Formative and summative assessment

Teachers often engage in the process of assessing the growth of their students, which might either be summative or formative. Both of these terms have different meaning,

Formative assessment: Formative Assessment can be defined as a tool that can be used for continuous assessment of the students. Teachers engage in formative assessment in order to evaluate “how effective the students have been throughout an entire year. Assessing students at the end of the curriculum or course can draw extra effort; teachers might have to pay extra attention at the end period (Van Driel & Berry, 2012). Formative assessment looks after the learning needs of the students during the learning process. This evaluates the academic progress, learning and comprehensive needs of the student in the middle of a lesson. Assessing students during their learning period would help the teacher to gather the information about students and particular points at the lesson that need immediate consideration. Teachers are expected to engage with the students on a more personal level in order to assess if they are being effective with learning process. The teacher would have to come up with the appropriate solution in case there are students with additional need. The process of “formative assessment” is the best possible way to elevate the student’s knowledge and skills (Tomlinson, 2014).

Example: Miss McCoy has been engaged with Jordan, a child that is partially disabled and experiencing autism (less concentration, isolation, less social). She has been engaged with Jordan continuously to help him remember things and objects that he just learnt about. Miss McCoy comes along with Jordan multiple times and ask him questions about the lesson. This clearly is the formative assessment technique, where Jordan clearly showed improvement.

Summative assessment: Unlike the formative assessment, this term deals with student assessment at the end of the curriculum to check on the preparation. The students are checked on their learning, the skills they have acquired during the course, their academic achievements by the semester or the school year end. This is comparatively low on success meter as the teachers have to face a lot of trouble about student preparation if the summative assessment shows an undesired result about student growth (Vivian et.al, 2014). Summative assessment as mentioned earlier would help teachers to assess the learning needs of their students; however this method deals with the students at the end of their semester, course or year. It isn’t possible for every student to be brilliant; summative assessment for this type of students isn’t a better idea (Lederman et.al, 2014).

Example: The video titled “Diverse Abilities, Foundation Primary School” clearly makes a projection of how Miss Jamie has been involved with her students in order to help them learn. Miss Jamie prefers teaching completely and then assessing the students if they have been effective in learning.

Conclusion

The Victorian government has always been enthusiastic towards making continuous innovation to the curriculum, in order to enhance the quality of education for the learners. The study above has been focused over the Victorian Curriculum that has been introduced during late 2015. The core purpose behind the introduction of the curriculum was to enable the teachers to ensure students and learners are kept under continuous monitoring in order to ensure their effective learning.

References

AITSL 2011, Australian Professional Standards for Teachers, retrieved 3 March 2018 (or your date of retrieval) , <http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list>

Ambrosetti, A. (2014). Are you ready to be a mentor? Preparing teachers for mentoring pre-service teachers. Australian Journal of Teacher Education39(6), 3.

Evans, L. (2014). Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge journal of education44(2), 179-198.

Gannon, S. (2012). Changing lives and standardising teachers: The possibilities and limits of professional standards. English Teaching11(3), 59.

Hammond, J. (2014). An Australian Perspective on Standards‐Based Education, Teacher Knowledge, and Students of English as an Additional Language. TESOL Quarterly48(3), 507-532.

Hunter, M. C. (1982). Mastery teaching. Thousand Oaks, CA: Corwin Press.

Kemmis, S., Heikkinen, H. L., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and teacher education43, 154-164.

Leonard, S. N. (2012). Professional conversations: mentor teachers’ theories-in-use using the australian National professional standards for teachers. Australian Journal of Teacher Education (Online)37(12), 78.

Mayer, D. (2014). Forty years of teacher education in Australia: 1974–2014. Journal of education for teaching40(5), 461-473.

Moats, L. (2014). What teachers don’t know and why they aren’t learning it: addressing the need for content and pedagogy in teacher education. Australian Journal of learning difficulties19(2), 75-91.

Mockler, N. (2012). Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity. Australian Journal of Teacher Education38(10), n10.

Oakley, G., Pegrum, M., & Johnston, S. (2014). Introducing e-portfolios to pre-service teachers as tools for reflection and growth: Lessons learnt. Asia-Pacific Journal of Teacher Education42(1), 36-50.

Santoro, N., Reid, J. A., Mayer, D., & Singh, M. (2012). Producing ‘quality’teachers: the role of teacher professional standards.

Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France.

Simoncini, K. M., Lasen, M., & Rocco, S. (2014). Professional dialogue, reflective practice and teacher research: Engaging early childhood pre-service teachers in collegial dialogue about curriculum innovation. Australian Journal of Teacher Education (Online)39(1), 27.

Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational researcher41(1), 26-28.

Victorian Curriculum and Assessment Authority 2017, Victorian Curriculum F-10, VCAA, retrieved 3 March 2018

Vivian, R., Falkner, K., & Falkner, N. (2014). Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development. Research in Learning Technology22(1), 24691.

Tomlinson, C.A., 2014. The differentiated classroom: Responding to the needs of all learners. Ascd.

Lederman, J.S., Lederman, N.G., Bartos, S.A., Bartels, S.L., Meyer, A.A. and Schwartz, R.S., 2014. Meaningful assessment of learners’ understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching51(1), pp.65-83.

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Assessment : Individual Reflective Journal Assignment Help

Assessment : Individual Reflective Journal  

Table of Contents

Introduction and Scope of Reflective Journal 2

Learning Reflections and Learning Analysis. 2

Conclusion. 3

 

Introduction and Scope of Reflective Journal

This individual reflective journal will describe the learning experiences in terms of learning throughout the 12 weeks learning process, especially during the completion of assessment one and assessment two. This would answer to questions related to usefulness and effectiveness of the learning experience in terms of course, program, future career, and life generally.  

Learning Reflections and Learning Analysis

The best thing which I have learned while doing the previous two assessments is the huge difference reviewing a book and developing research reports by you. Even though I took time to learn how to write a proper report in shape of literature review in assessment one or doing a research proposal in assessment two but it is really valuable for my future life. Especially, as I have finished my course I have learnt about the correct layout of formulating a proper report. It has enabled me to write proper reports. By completing the course I have learnt a lot about the research works conducted in academic field like learning about research objectives, research questions, research problem, research methodology, population, sampling, data collection techniques, data analysis techniques, etc.

Before taking the course I used to love memorising academic ideas and concepts. This course has made me to love mentally challenged as it encourages think about patterns and discover concepts quickly. This technique is now helping me retain maximum information. The 12 weeks learning has provided opportunity to me to use different viewpoints to discuss or analyze a particular problem such as research question.

This course was really helpful and interesting as it used research as well as visual aids for learning process. I also have gained from the course that by studying and later on discussing it with the others improves learning. The learning on occasions became fascinated when I learnt new things related to research. During the course I have learnt that when we write things with speaking improves learning process as memorising of concepts becomes relatively easy. Since taking this course, I have learnt a lot about different aspects and components of research as it has helped me in constructing and combining of different components of research. Moreover, both previous assignments helped in understanding how appropriate information can be found and included in the reports. I have found the course book very informative and interesting and would recommend others to improve their learning in terms of conducting a proper research.

I am fast at finding new ideas and I effectively surrender since I attempt to do my best to display the best type of work. I decline to be known as a disappointment since I generally need to attempt over and over and I want to see others exceed expectations in their work. When picking articles, I want to pick intense inquiries instead of basic ones. I appreciate finding new thoughts for myself. I think that its energizing to compose book reports and surveys and furthermore perusing scholarly books separated from the Bible. My composed work is frequently sorted out and I additionally attempt to make it intriguing and diverse. My unique intrigue is to examine on various topics, particularly matters to do with chapel history, world history and social history. I am perpetually discontent until I discover some new information from that subject I am looking into on.

I once in a while battle to comprehend what the question is about in a paper. I likewise stir up the implications of specific words. I effectively overlook what starts things out in a book reference or commentary. I regularly need the instructor to give me a case before I can endeavour to do it without anyone’s help. I think that its difficult to place cites in my work unless in the event that I am aided by somebody who knows how to place cites in their papers. I get disappointed, with a subject that I don’t appear to comprehend or take after. I some of the time, focus more on one subject and disregard alternate ones. My sources are regularly restricted on the grounds that I don’t extend my exploration and I never attempt to consider approaches to look for them.

The course as well as the previous two assessments has given me a number of lessons. I learnt that I should use same format throughout my work. For each assessment in future I would use correct and relevant information. First of all I would have to select a catchy topic for research to work with. I have learnt that I should analyse a particular research question with the help of different sources and viewpoints. If there has been a new word introduced in the research then it must be defined. Whoever we quote must be referenced properly to give proper credit for the work. Moreover, I have learnt that special care must be given when it comes to selection of working methodology. There also must not be repeat of a particular statement. Furthermore, the resource must be updated and recent. Both assessment has gave me lessons that spellings should be checked before submission; sentences must be continues and connected properly; there must be use of headings as well as of sub-headings, and before submission it must be reviewed to the respected teacher.  One of the key learning from the course and completion of previous two assessments for my academic, professional, and social life is that in order to get better results and improved performance we should follow a systematic approach, moreover before working on a real project we should have some sort of homework.

Conclusion

The course has provided a really good strategy to conduct basic research and formulate reports accordingly. The learning experience has given me a lesson to conduct research and formulate reports in a systematic view and the information must not be mixed. In future if I have to conduct a research report then I would take on such a topic for which information can be accessed easily and is available in bulk. The learning process has introduced me with different sources to find relevant information to the topic such as internet, journals, books, newspapers, magazines, etc. Moreover, the selected topic would be interesting so that the markers or the readers are attracted towards the topic. I will ensure that all the sources used in the research work are relevant to the topic. Moreover, whatever I am writing, it is under stable for me. For my life in future, I have learnt a number of lessons from the course as well as from the previous two assessments. First of all whatever I am doing attracts me and others in positive way. More importantly, everything I do has a system and I will do it step by step. I will work on projects with die heart in order to get best results from the project whatever I take in my life in future. Time has great value which I have learnt on number of occasions during the course and especially during the assessments when I was running out of time for submission of due assessment. For my future academic and ordinary life I have learnt that whatever I do it should start as well as close on or before the due time.

Overall, the assessments and the course have really helped me learning how to write interesting research report or work with deep heart. One of my priorities for the life is to improve my research related skills. The skills and lessons learnt throughout the learning period would be really helpful in my future life especially in future course related to research work. Having a written plan for a project is one of the key learning for me which would not only help in my academic life but more in upcoming professional life.  

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