Knowing and Learning Clinical Interview Interview

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¶ … Learning Clinical Interview Revision

How would you accommodate the different learning styles of the students in your secondary school mathematics or science classes?

The zone of proximal development (ZPD) had been a theory put forward by Vygotsky. The theory basically revolves around the comparison of the potential intellectual growth of an individual when (1) he is amongst peers with a higher caliber and when (2) he/she is his/her with peers who have similar intellectual skills. He concludes that students learn more from those who are intellectually advanced (as referenced in Biehler, 2010).

Vygotsky believes that all intelligence growth is a direct result of all social dealings and associations, which plainly means that the students with time will grow accustomed to using the tools needed to communicate in a group and then with the passage of time they will grow comfortable with the entire communication structure and principles (as referenced in Biehler, 2010).

Using this theory of zone of proximal development (ZPD), I will use the scaffolding instruction where student participation is highly encouraged. Using different scaffolding techniques like scaffolding formulated discussions, group assignments, writing and drawing supplies, etc., I will be able to assess the intelligence level of students. This will help me pair the good students with the weak ones.

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There was a very efficient design of scaffolding instruction for science subjects. This design had been made with the help of Hogan and Pressley's (1997) eight fundamental factors. These factors had been founded on the theory of ZPD. These eight factors are:

1.

Initial appointment with the students and the course before the application of scaffolding;

2.

Understanding and determining a group objective;

3.

Consistently identifying and catering to the requirements of the students;

4.

Facilitating customized support;

5.

Interview on Knowing and Learning Clinical Interview Revision Assignment

Preserving the primary objective throughout the entire assignment;

6.

Transferring and understanding all responses;

7.

Implement risk and stress management techniques;

8.

Supporting the growth of self-determination and overview or connecting all problems and views in different scenarios (Hogan & Pressley, 1997).

I will be using these factors to accommodate the different learning styles of the students in my secondary school science classes. My main task will be to understand and recognize the extent of the knowledge and abilities of the students and then incorporate the necessary scaffolds into the class course. Similarly using technology as a tool for learning has also shown tremendous results. When one applies the notion of Internet technology to Vygotsky theory of ZPD, students may learn more effectively when they interact with peers and experts on the Internet.

Jones and Bilal carried out studies in 2002 and both confirmed that most students found it easy to study science subjects in an online inquiry setting, especially when their teacher was around to help them (Jones, 2002; Bilal, 2002). Both these studies confirmed that not all students were capable of working the ins/outs and the technicalities of the Internet without supervision. This is one of the main reasons that I as a teacher may be required to do, i.e. analyze the capabilities of the students as one unit and then incorporate the scaffold that would be most successful. I will also emphasize on my role in preserving the primary objectives and in making the students understand with clarity what the objective signified. Also, I will try to be well prepared for all potential troubles that students might face when first working under the online inquiry setup.

7. Students will come from diverse backgrounds and have diverse needs. Describe how you plan to create and inclusive and assessable learning environment for students from various backgrounds who have different interests, ability levels, genders, students from whom English is not a first language, or students who legally require accommodations and/or modifications?

The intellectual growth of an individual is believed to be highly assisted by the communication, cooperation and association between peers as suggested in the Piaget cognition theory. The other elements that helped in the intellectual growth of an individual apart from cooperation include creating a balance, the ability to adapt and integrate. Piaget explained that all problems or hurdles were solved based upon an individual's stored knowledge as well as all that he/she learned from his contemporaries in different situations and settings. This simply means that a problem creates an imbalance and an individual creates the balance by adapting and integrating his prior knowledge. It is important to not here that creating balance is the key for any intellectual growth (as referenced in Biehler, 2010).

Using this theory in a multi-cultural class where student requirements are also diverse, the most important part will be giving timely assistance. This will ensure that the students understand the intricate parts of the course that they are having difficulty with. I feel that by providing timely assistance, all the personal abilities like concentration span, recollection of known facts, etc. will all be utilized efficiently and straightforwardly. Furthermore, timely assistance will also mean that the students will not get distracted from their main goal.

The give and take of responses, especially constructive responses during debates, is very important to boost the overall instruction and teaching. This simply means that the intelligent and innovative steps taken by the students must be encouraged and I must allow all students the chance to assess not only their own work but also the work of their peers. The main idea behind implementing this scaffolding technique is to make them more self-assured and give them the chance to explore the different ways an individual can approach a particular concept.

Rogers and Swan (2004) in their study also highlighted some of the ways that the overall student performance after the implementation of the inquiry setup can be tested. These ways are: (a) documenting the different techniques that the students employed to complete an assignment successfully (b) one-on-one or small group debates and reflections (c) talk-aloud activities. Since all of these are time-consuming, therefore, I will choose the method that best fits the objective of the course.

8. A student is doing poorly in your secondary school mathematics or science class: what would you do? Note the tasks, plans, background information, or knowledge you will consider in helping this student.

Using Piaget cognition theory, one can use the Internet to conduct various forms of debates and discussions amongst peers. This form of collaborative learning is highly encouraged by other contemporary educational psychologists as well (Biehler, 2010).

I will be using the argumentation template for students who are weak in my science class. The argumentation template is yet another writing structure which, as Nussbaum in his study explains, basically aims to help the students in formulating and managing concepts. It also helps him/her expand his/her thought processes by debating and discussing in a more lucid and precise fashion (Nussbaum, 2002). Cho & Jonassen assert that the significance of relating the Internet resources to previously acquired knowledge is crucial if the teachers and students want the online inquiry structure to have a positive impact on the overall student performance (Cho & Jonassen, 2002).

Also, Toth (2000) in his research supported the concept of argumentation template. He basically investigated the effect on the thought process and filtration techniques of the 73 ninth graders in the faculty of science and concluded that the overall effect was constructive and promotive. Cho and Jonassen (2002) also carried out a study where they researched a sample of 60 undergraduate economic students particularly their debating skills and problem solving abilities under the software of argumentation template. The results showed that the use of the software increased the ratio of students who were willing to put forward different solutions and debate on the best situational solution.

One of the advantages that the argumentation template may give my weak science students is that they can use the structure to search, sort and represent all the data according to their own individual understanding. Throughout my lessons I will be using a pre-determined structure of the argumentation template, based on the nature of the assignment that may allow students to observe and analyze the various characteristics and outlooks of the assignment.

If students find it difficult to get accustomed to online inquiry, I may design and use different scaffolds, which is in line with Vygotsky's theory of ZPD. I can pair students into groups in accordance with the different levels of ZPD. Puntambekar and Kolodner (2005) in their study gave this designing a new terminology: "distributed scaffolding." By distributed scaffolding, they basically meant that the scaffolds could be combined in three different designs which are:

1) Differentiated scaffolds which mean that each task or assignment has a separate and designated scaffold for its completion.

2) Redundant scaffolds which mean that there are a number of scaffolds that can fulfill the requirements of a singular task or assignment cyclically.

3) Synergistic scaffolds which mean that the various cyclic scaffolds are complementary to each other.

In addition, I will make sure that I use relevant and connected scaffolds throughout my lessons. This is… [END OF PREVIEW] . . . READ MORE

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