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With reference to classroom practice, discuss the ways in which developmental theories have shaped, or could shape, the ways in which education works with the attitudes and attributions of its learners
3000 words title: With reference to classroom practice, discuss the ways in which developmental theories have shaped, or could shape, the ways in which education works with the attitudes and attributions of its learners.
critically discuss the major psychological models of development and their relationships with education and the classroom.
give you an opportunity to explore further your understanding of the key developmental theories that we will cover in Semester 1 and how those relate both to practice and each other. You should evidence your reading beyond the lecture content.
The essay should offers you a format that aims to help you clarify you’re understanding of the theoretical points that complement and contrast each lens. Writing style should be treated as an essay in terms of content and convention. Although web links and videos are commonly seen as a key part of a Wiki in this instance these should not be overused as these too often prevent you from evidencing your own levels of understanding. Your essay must include a full reference list. Video, written and exemplar support for essay construction will be provided in week one.
The pages required are: 1. Title2. Contents3. Concept 1: Behaviourism4. The Behaviourist Classroom5. Concept 2: Constructivism6. The Constructivist Classroom7. Behaviourism and Constructivism: Comparisons, Coherence & Conflict8. Conclusion
Concept 1: Behaviourism- MUST Talk about these theorist in behaviourism: John Locke, Ivan Pavlov, John B Watson, and Bandura Skinner.
(SHOW HOW THEY ALL CARRY JOHN LOCKES PERSPECTIVES)
Concept 2: Constructivism- MUST Talk about these theorist in constructivism: Jean Piaget, Lev Vygotsky, and Jerome Bruner.
(do include other theorist to support for example Dweck). ALSO DO NOT NEED LONG DISCRIPTIONS OF THESE THEORIST. REMEMBER TO ANSWER THE TITLE. INCLUDE THEM BY CRITIQUEING, COMPARING AND CONTRASTING ASWELL ETC.
critically discuss the major psychological models of development and their relationships with education and the classroom
assignments call for academic critical discussion, and not descriptive writing. Therefore, your discussion should be underpinned by academic evidence, existing research and crucially, learning and development theory.
Assessment Criteria for all written submissions
The following outline of the marking criteria may prove useful as a checklist to ensure your work is covering all the areas it should.
You must demonstrate your depth of knowledge and understanding through engagement with key concepts and thinkers. You should use the materials introduced throughout the module as your framework and then go beyond these resources and undertake your own research, the depth of which will support your demonstrated knowledge and understanding. Your ability to critically evaluate, interpret, discuss and challenge ideas will also denote your level of knowledge and understanding.
You need to show that you have read widely and that you can use the evidence from your reading to support your arguments and claims. Make use of class materials and reading lists, as well as your own independent research to provide support for your work. Evidence may come from academic books, but also from journal articles, and perhaps resources such as TES and the Education edition of The Guardian. Distinguish between primary texts; written by the educational theorists, and secondary texts; written about those theories and theorists, those which summarise theories and make judgements on them. Try to use a range of evidence, and try to ensure research and data is contemporary; since 2010. Most importantly, ensure you are using evidence effectively to develop, evaluate and support your argument.
This is about the extent that you can engage critically with the material you read and present. You need to develop a coherent argument that is supported with evidence. Consider alternative arguments and justify why your position is more convincing or valid. When using evidence, think about the strengths and limitations of the claims made and try to reflect on the success of the arguments that have been employed. Try to be critical rather than taking these claims as fact. The most sophisticated evaluations will offer some synthesis; evidence that you have taken ideas and done something with them to produce an independent and, to some extent, original piece of work.
This is communicating effectively through the written word. In written work this includes spelling, grammar, punctuation, layout, sentence structure, use of words, and, most importantly, fluency; the narrative flow. Quotes should be used to support claims and should be presented in an accurate manner. Use of sentences, paragraphs, introductions and conclusions are essential to a well-presented piece of writing.
You must ensure that you acknowledge any work that you paraphrase or quote directly using the appropriate Harvard referencing system. It is important that you do this accurately and thoroughly in order to demonstrate a piece of high quality academic work. Plagiarism is totally unacceptable and will be detected via Turnitin.