CLASS 6



Reflections 6
Introduction
I am an educator at the Sherwood Park centre institute for academic development in children and young adults. The aim of the institution is to educate leaners to think independently critically deductively and creatively in all sciences in its objective and subjective ideas of, learning paradigms. The objective is to change the conceptual frame work of how we learn and what we, learn and how we research. The methodology is what perspectives we are using to change the learning outcomes and how we evaluate the learner. The mission is to create the energy that will change the learning pattern in order to form agency of constructed social change.  The vision to create a new paradigm for learning in the sense of educating human beings as an extension of the whole as Mannheim purports the sum is equal to the whole and Bruloff suggest that ‘’it is just when you have made your last dot on your painting it is just there where you must begin, thus we are not disposing of a module but educating a human being. The purpose is to create the paradigm shift (Kuhn) of how we live with other human beings and understanding that information and knowledge is fundamental to human beings in relation to the cosmos.
1. The topic:Theorist and scientist on scientific knowledge
Subject: scientific development
Theme: showing relationship between old and new theorist on a relative paradigm of the topic and the theorist.
Specific aims: at the end of this lesson learners should understand the concept of scientific knowledge recognise theorist acknowledge provokes theorist and not only known theorist on scientific knowledge.
Describe the relationship between old theorist and new one and the time frame it has had been mentioned in its relativity and it causality.
Construct patterns and values and explain how scientific knowledge relates to normal pattern of, life.
The inquiry procedure (progression)
Creating a lesson plan for research as an inquiry
Assessment strategy (knowledge, skills and values)
Questions on; learners regarding scientific knowledge and the understanding of scientific knowledge. Completion of worksheets and take home tasks. Research patterns on real life occurrences
Teaching methodology (justification of using research methods)
Research contributes to social change includes values and assumptions for research understanding new theories and test existing theories.
What is understood by research as inquiry?
It is iterative and reiterative comprise of the complexity of a research paradigm and the modifications. Authorities on research finds the research basic also, ambiguity, arbitration and falsification of a theory either accept it or reject it.
Activity 1
Assembly explain the purpose of the assembly
Greeting in all forms (language identity)
Explain the theme and why we choose this theme a form of scientific nature
Explain the topic (subject) in this case scenario science perpetuating relevant resources moving away from unwanted theories searching credibility. Finding the possibility and probability of relevance in its appropriate form and of a conceptual framework. Showing different possibilities through whiteboard and how to use internet sources including YouTube. Learner answers proposed questions and recap.

Teaching methods (research tool)
Teacher-classroom situation
Question and answers
Group discussions
Activity 2
Teacher reintroduces the topic scientific phenomenon/science/theorist
Expand on the research topic
Firstly reiterate the research question
Wait for possible answers
Answer complex questions (guidelines)
Summarise complex question
Introduce group work and class [re]presentations
Focus on expansion improvements and restrictions
Create class room discussion, debate argue the research question e.g.; positive negative neutral.
Discuss relevancy of research topic what critical impact it brings on the learner family society and country what is the relevancy of scientific knowledge. Create hypothetical and theoretical questions and answers. Open ended questions
Exhaust all possible resources to prove a maintenance and end result transferring to activity 3. Terms found in the theme has had been discussed example of theme worksheet on research systems will be handed to all learners.
Tools: writing board markers screen projector (10-MINUTES)
Evidence of assessment
Teacher continuously asking questions
Completion of worksheets/tasks
Homework
Take home examination
Learner -Fulfilling of tasks and exercises totally engaged in answering the questions.
Activity 3
Teacher poses an example of scientific paradigms and patterns refer to what theorist purports on scientific issues e.g. relativity moving at the speed of light, particles moving faster than the speed of light.
The learner can explain the concepts and frame works of scientific knowledge which is testable and scientifically determined in it theoretical paradigm relative to its theorist research is conducted through observations research methodologies and methods transmitted within scientific magazines, newspapers science bulletins journal articles, books jstor slideshare and other internet [re]sources focusing on the quantified and qualitative scientific topic.
[Re] construct ideas from varying sources through analysis synthesise collation collection than submit as a researched task on provided worksheets.
Tools: paper pens pencils board markers whiteboard blackboard chalk (30 Minutes)
Conclusions
Recap of lessons and exercises revise and summarise terminologies for improvement on research methods and methodologies
Learning outcomes
Leaner understand the development of scientific knowledge
Can explain the concept of information
Execute the application of core ideas
Design and conduct programmes
Group presentations
Construct lesson plans
Outcomes support learning objective
Cognitive development through scientific knowledge practical and scientifically
Activities are conducive for positive outcomes and desired outcomes
Critically evaluate source of information
Resolve conflicting information
Synchronise, synthesise, analyse conceptualise understanding of core ideas, themes, subjects and topics.
Findings: activity 1
Finding reliable resources without redundant theories and unwanted theories only practical as an agency for social change. Showing different possibilities through whiteboard and how to use internet sources including YouTube. Playing with content, background. Learning theories concepts and the framework.
Activity 2
Purpose a supposed scientific hypothesis finding the probability and possibility of a research argument. Activate existent knowledge and find new information. Evaluate the paradigms founded on the research frame. Using different schools of scientific thought.
Activity 3
The research paradigm needs to be exhausted therefore forensic and investigative research is necessary as later findings might find previous findings redundant arbitrary or false as discovered that the earth does not orbit the sun or the moon but runs parallel scientifically computed without transgressions of each other’s (raum) space or magnetic field.
Differentiation of activities support and enrichment addressing problems and barriers.
1.       During group work give time to each group to observe direction of discussion, progress and development
2.       Guide the group who needs extra attention bringing all groups on the same level.
3.       If enough time is allocated address problems and difficulties
4.       reemphasise and reiterate the research question
5.       Always start if what is the concept of in this case science what is the concept of scientific research or what propose a scientific environment?
6.       Propose group action
Learning theories
1.Cedibility of information meaning who dispose these information who agrees it  is valid who is the scientific educative theorist like albert Einstein Isaac newton Avicenna and others, who has placed them amongst the credible group of theorist does these theorist within connection of the educator signifies critical thinking ,independent thinking, deductive thinking, inductive and scientific thinking.
2. Solving complications is not only temperamental to the topic but finding the relativity and causality of the research in its designation within its own research paradigm in science truth is a measuring standard which is axiomatic (self-evident). How the cosmos moves is unexplainable it needs a mover, mover of a phenomenon (contextual).
3. Universal perspectives are relevant to the research paradigm within its framework filtering out reiterative unwanted topics and patterns of theories repeating its objective and subjective research question is it contextual and contentual and how relevant is it to the framework in these days.


Scientific laws and theories




Research as an inquiry


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