Creating An Enjoyable And Stimulating Learning Environment Case Study

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Theme 1: Creating an enjoyable and stimulating learning environment for all
One major area where my philosophy didn’t quite match up with my experience on placement was creating an enjoyable and stimulating learning environment for all due to the various aspects that feed into teaching and learning. There have been a number of incidences that have stood out, both for positive and negative reasons. My critical reflection (appendix b) related to low level disruption and drew upon one particular incident to highlight the issue. But for the purpose of this essay I will focus on a different issue. Within placement the year eleven sit their GCSE RE exam a year early so have already completed a GCSE course. This is a topic of debate that has continued
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Creating an enjoyable and simulating environment becomes impossible when students as a mass disengage. Teaching strategies used lower down the school that have been highly effective however, those same strategies thus far have not produced the desired outcome. The scheme of work followed is based heavily in enquiry based learning. Holt notes that in both the 2010 and 2013 Ofsted report that “enquiry based learning is the way forward for RE” as it “engages pupils in a voyage of discovery” (Holt, 2015, 134). If GCSE schemes were not constrained by assessment outcomes and allowed for more exploration, it would provide young people with an opportunity to apply those skills learnt throughout their study of RE to current affairs and would demonstrate the variety of skills that are learnt through the study of RE. As mentioned in my personal philosophy (appendix A) having activity based learning that is centred round the learner is one of, if not my highest goal. Through my reading Bruner is a theorist that has provided some interesting concepts that resonate with the way in which I want to teach, his ideas surrounding discovery and inquiry based learning are similar to those expressed in Holt (2015). Both …show more content…
Vygotsky’s ideas about providing students with scaffolding that builds knowledge, building those structure properly means knowledge can be transferred and explored by students. Bruner mentioned “…education is not to impart knowledge, but instead to facilitate a child 's thinking and problem solving skills” (1961, cited in McLeod, 2012a). This process of facilitating a child’s thinking and problem solving skills can only be strengthened by the study of a topic across a number of subjects. Subjects that appear to work well with RE and religious topics in general are drama, where stories can be explored; this approach has a massive benefit for those kinesics learners. History; which can give historical context and English; which can help students understand why and how stories and accounts can be recorded and the effect language can have (Holt, 2015, 131). One example of this cross-curricular approach to teaching witnessed within placement A was a poem competition run by Chester Cathedral where student across all key stages were asked to write a poem relating to Christian teaching. The competition was led by the English department and the poems and art work were completed within English lessons, with the support of the RE

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