The day began with a prayer service for Grades led by the Principal and Coordinators.
In other words, we needed somehow to capture this kaleidoscopic process holistically rather than in parts. As we did so, we drew on theoretical concepts from a number of strands of research in Applied Linguistics, which we outline in the following section.
Initially, our approach was informed primarily by research into teacher cognition, and to a lesser extent research into classroom discourse. Our project was also informed by research on classroom discourse, which has become well-established and generated a rich body of empirical work e.
Some of this research has connected with the work of sociologists such as Bernstein and Bourdieu, describing ways in which discursive patterns of action and interaction and the social roles of teacher and learner are both reflective and constitutive of the larger the learning centre unsw reflective writing assignment of the curriculum, and social structures where patterns of wealth and social class are systematically related to educational resources and opportunities e.
Much of this socially-oriented classroom-based research is strongly grounded in the discursive tradition described above. Work by scholars who have taken a social and cultural view of classrooms e. Researchers who approach classrooms as multifaceted and organic sites of social activity draw on a range of paradigms, including those already discussed, and take what have become known as ecological perspectives on classrooms see Kramsch, b; van Lier, By embracing an ecological perspective they do not intend to replace existing metaphors.
Instead, … they seek new ways of conceptualizing the nature of the relationship between the dancer and the dance. The features of complex adaptive systems that we focus on here are interaction, emergence, non-linearity, and nestedness.
Complex adaptive systems language classrooms in the case of this paper consist of multiple variables that are constantly in interaction. Thus, it is unproductive to isolate individual variables as a way of describing a system.
Rather, the trajectory of complex adaptive systems can be best mapped by the description of emergent patterns of behaviour. Emergent behaviour cannot be predicted by looking at what parts of a system do in isolation, nor by identifying cause and effect relationships between variables.
Another feature of complex adaptive systems is that they develop in a dialectic manner that is sensitive to initial conditions, and changes in systems are non-linear and aperiodic. While there may be periods of relative stability, there will also be times when the system becomes disturbed by the appearance of new, typically external, influences, which can push the system in various unpredictable directions.
Finally, complex adaptive systems are nested. The various systems are themselves dynamic and are in continuous interaction with each other. For example, classrooms are subsystems within a whole school system, which in turn is a subsystem of a state or national educational system.
We found that viewing classrooms as complex adaptive systems was at once consistent with the research in Applied Linguistics on which we had drawn, and helpful in furthering our understanding of classrooms as relational. Table 2 describes classrooms as complex adaptive systems. Classrooms are sets of interacting variables.
In many complex systems, the outcome of development over time cannot be predicted … because the variables that interact keep changing over time. In many classrooms, the outcome of development over time cannot be predicted … because the variables that interact keep changing over time.
Dynamic systems are always part of another system, going from submolecular particles to the universe. Classrooms are always part of another system, going from classroom, to institution, to an entire society.
Classrooms develop through iterations of simple procedures that are applied over and over again, with the output of preceding iterations as the input of latter ones.
The development of a dynamic system appears to be highly dependent on its beginning state. Minor differences at the beginning can have dramatic consequences in the long run. In classrooms, changes in one variable have an impact on all other variables that are part of the class: In natural systems, development is dependent on resources: In classrooms, development is dependent on resources: Systems develop through interaction with their environment and through internal self-reorganisation.
Classrooms develop through interaction with their environment and through internal self-reorganisation. Because systems are constantly in flow, they will show variation, which makes them sensitive to specific input at a given point in time and some other input at another point in time.
Because classrooms are constantly in flow, they will show variation, which makes them sensitive to specific input at a given point in time and some other input at another point in time. Modelling the dynamism of the classroom Throughout the process of our research project, we were faced with a number of factors, some predictable, some unexpected, some difficult to account for.
In our first observation with each teacher coincidentally the last lesson in the first of two courses each taught respectively during the researchneither applied any of the principles of SFL in their grammar instruction.
In later lessons, they did so increasingly. There were a number of factors related to the process of change in teaching approaches we observed. For one of the teachers, the difference in the syllabus of the courses she taught was an important factor: We had like a plan already designed for us [in the first course].
So you can teach things that are included there but there are so many things that you can decide when to do it, why to do it and how to do it. In a post-lesson interview, one of the teachers commented:Business Studies - Reflective Journal on a Group Assignment/Activity Here you are being asked to critique in a constructive way your group participation and those of your group members.
Although there is no suggestion that you need to draw on scholarly texts to support your thinking, there is an emphasis on applying the theoretical and practice-based concepts you are learning.
Published: Thu, 18 May CLASS AND STRATIFICATION ‘Marx believed that our society was in a state of continual conflict between the working class and upper class; evaluate the Marxist theory of social class using Functionalism and Postmodernism theories of class’.
In relation to your learning as a student at Curtin, your reflective writing exercises and assignments have a particular purpose. They will include different pieces of information, knowledge, emotions and insights as to how you are experiencing and responding to your life as both a student and individual outside of Curtin.
Reflective thinking as a process Reflection is a form of personal response to experiences, situations, events or new information. It is a ‘processing’ phase where thinking and learning take place (Brodie, ).
There is neither a right nor a wrong way of reflective thinking; there are just questions to explore. Jan 16, · Writing is an art form created by past experiences, future hopes, fantasies, and limitless imagination. It brings feelings, knowledge, adventure, mystery, and foreign times and places to life.
UNSW staff who would like to know how The Learning Centre can assist their students to develop their academic skills can find examples of how our staff work collaboratively with colleagues in Schools and Faculties.
You can also find out about Learning Centre staff.