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TOPIC        : REFLECTIVE PRACTITIONER

                                                   

  

                  

SUBMITTED TO,                                                              SUBMITTED ON,                                   

DEEPTHY.C                                                                        3 OCTOBER 2015

DEPT. OF PHYSICAL SCIENCE                                      SUBMITTED BY,

                                                                                              SARANYA KRISHNAN

                                                                                              PHYSICAL SCIENCE

                                                                                              Reg NO :18214379018

INDEX

TOPIC	PAGE NUMBER
Introduction	4
Developing as a reflective practitioner	4-5
Teacher as a reflective practitioner	5-6
Conclusion	6
Reference	6

INTRODUCTION

           Reflective practice is the habitual and judicious use of communication, knowledge, technical skills, reasoning, emotions, values and reflection in daily practice for the benefits of the individuals’ communities being served. Reflective practice can be an important tool in practice based professional learning settings where individuals learning from their own professional experiences, rather than from formal teaching or knowledge transfer, may be the most important source of personal professional development and improvement.

           Every day teachers faces many challenges ongoing chores of caretaking and clean up, planning and providing and engaging curriculum, communicating with families and co-workers and responding to the ever growing pressures for outcomes, assessment and documentation to demonstrate children’s learning etc. These pressures complete for teacher’s attention, making it difficult to keep the joy of being with children at the heart of their work. Reflecting on teaching is frequently cited as a fundamental practice for personal and professional development. The process of reflection for teachers begins when they experience difficulty, troublesome event, or experience that cannot be immediately solved. Reflection commences when one inquires into his or her belief. It has the potential to enable to direct their activities with foresight and to plan according to ends in view.

           For reflective teachers, their work is an ongoing process of closely observing and studying the significance of children’s unfolding activities. Rather than just following preplanned lessons and techniques, reflective teachers consider what they know about the children in their group and about child development theory to better understand and delight in what happens in the classroom. Reflection allows teachers to make effective, meaningful decisions about how to respond to and plan for children. It keeps them excited about their work.

A reflective teacher must be,

·         Examines his or her own reactions to children or their actions to understand their source.

·         Is curious about children’s play and watches it closely.

·         Documents details of children’s conversations and activities.

·         Take time to study notes and photos to puzzle out what is significant.

·         Eagerly shares stories about children’s learning with families and co-workers.

·         Ask co-workers and children’s families for their insights.

·         Read professional literature to learn more.

·         Shows children photos and stories of themselves to hear their views.

·         Change the environment and materials to encourage new play and learning possibilities.

Developing as a reflective practitioner

           Reflective thinking is a learned behavior that requires time and practice to develop and improve. Starting this process during the teacher education process is vital if it is to become a part of daily routine. Some ways to ensure that a teacher in training, develop the habits and skills needed to become a reflective practitioner include,

1.      Take the time to reflect on all lessons that we already plan and teach. Keeping a reflective journal and write the thoughts after each lesson.

2.      Video or audio tape teaching aid will help to check the clarity of explanations and interaction responses with students. And help to avoid unnecessary repetitions and the responses of the students. And help to avoid unnecessary repetitions and the responses of the students. This goal is help to improve teaching in future lessons.

3.      Invite a colleague to come into your class to collect information about your lesson. This may be with a simple observation task or through note taking.

4.      Student feedback: Ask the students what they think about what goes on in the classroom. Their opinion and perceptions can add a different and valuable perspective. This can be done by simple questionnaires or teaching diaries.

                    Reflective teaching is a cylindrical process, because one you start to implement changes, then the reflective and evaluative cycle begins again.

Teacher as a reflective practitioner

                     A reflective practitioner is a person who looks back at the work they do, its process and how it can be improved at regular intervals. This can also be referred to as a person who reflects on the work they have done.

Characteristics of a teacher who is a reflective practitioner

1.      Reflective teachers are purposeful and active: Reflective teachers initiate instruction cognizant of the needs of the students as expresses through their experiences. Reflective teachers aim instruction towards actions or convictions that resolve the questions, tensions and perplexities that initiated the student’s process of inquiry.

2.      Reflective teachers are open to the individuality of students: Reflective teachers recognize that the social process of education is also personal and that it cannot be coerced from others but must be chosen by them.

3.      Reflective teachers are sympathetic to their interests, needs and insights of students: Reflective teachers enhance relationships with students by acknowledging student’s capacity as reflective thinkers. Reflective teachers take seriously student’s problems, hypothesis and conclusions.

4.      Reflective teachers are patient: Reflective teachers know that bit takes time for ideas to be developed. Delineated and evaluated.

5.      Reflective teachers are flexible: Reflective teachers allow for divergence and technological change. They seek to expand operations.

6.      Reflective teachers are tentative: They explore, investigate and grow. They are suspicious of their own conclusions because they know that they are learners.

7.      Reflective teachers are self-regarding: Reflective teachers take their own reasoning process as part of their field of inquiry. They are conscious of their own assumptions, logic, choices, priorities and conclusions.

8.      Reflective teachers look at ends as well as means: Reflective teachers ponder how their decisions will affect the lives of the children they teach.

CONCLUSION

             Remember that changes take time. Most of us won’t change our teaching. Practice overnight. We have been trying to implement our ideas for several years and still have the old show-them-hoe-to-do-it tendencies. Also, we won’t want or need to change everything about our teaching. Some of what we are doing is working. If a teacher usually makes effective use of wait time, keep that technique. If we usually ask students to justify their comments, both right and wrong, continue to ask. Look for the positive in our teaching. The greatest reward of become a reflective practitioner is that become aware of how insightful and capable students were molded. Teaching becomes a positive and rewarding experience from which we learn every day.

REFERENCES

·         Bruner, J. (1960).The process of education. Cambridge, MA: Harvard University Press.

·         Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process (Rev. Ed.). Lexington, MA: D.C. Health.

·         Bracken, M., & Bryan, A. (2010). The reflective practitioner model as a means of evaluating development education practice: Post-primary teacher’s self-reflections of “doing” development education. Monitoring and Evaluation (11), 17-21.

·         Dewey, J., Kilpatrick, W., Hartmann, G., & Mel by, E. (1937). The teacher and society. New York: Appleton-Century.

·         Glad well, M. (2008, December 15). Most likely to succeed. The New Yorker, 16-18.           

                           

Large Hadron Collider

The Large Hadron Collider (LHC) is the world's largest and most powerful particle collider, the largest, most complex experimental facility ever built, and the largest single machine in the world.[1] It was built by the European Organization for Nuclear Research (CERN) between 1998 and 2008 in collaboration with over 10,000 scientists and engineers from over 100 countries, as well as hundreds of universities and laboratories.[2] It lies in a tunnel 27 kilometres (17 mi) in circumference, as deep as 175 metres (574 ft) beneath the France–Switzerland border near Geneva, Switzerland. Its first research run took place from 30 March 2010 to 13 February 2013 at an initial energy of 3.5 teraelectronvolts (TeV) per beam (7 TeV total), almost 4 times more than the previous world record for a collider,[3] rising to 4 TeV per beam (8 TeV total) from 2012. On 13 February 2013 the LHC's first run officially ended, and it was shut down for planned upgrades. 'Test' collisions restarted in the upgraded collider on 5 April 2015, reaching 6.5 TeV per beam on 20 May 2015 (13 TeV total, the current world record for particle collisions). Its second research run commenced on schedule, on 3 June 2015.

Background

The term hadron refers to composite particles composed of quarks held together by the strong force (as atoms and molecules are held together by the electromagnetic force). The best-known hadrons are the baryons protons and neutrons; hadrons also include mesons such as the pion and kaon, which were discovered during cosmic ray experiments in the late 1940s and early 1950s.

A collider is a type of a particle accelerator with two directed beams of particles. In particle physics colliders are used as a research tool: they accelerate particles to very high kinetic energies and let them impact other particles. Analysis of the byproducts of these collisions gives scientists good evidence of the structure of the subatomic world and the laws of nature governing it. Many of these byproducts are produced only by high energy collisions, and they decay after very short periods of time. Thus many of them are hard or near impossible to study in other ways.

Purpose

Physicists hope that the LHC will help answer some of the fundamental open questions in physics, concerning the basic laws governing the interactions and forces among the elementary objects, the deep structure of space and time, and in particular the interrelation between quantum mechanics and general relativity, where current theories and knowledge are unclear or break down altogether. Data is also needed from high energy particle experiments to suggest which versions of current scientific models are more likely to be correct – in particular to choose between the Standard Model and Higgsless models and to validate their predictions and allow further theoretical development. Many theorists expect new physics beyond the Standard Model to emerge at the TeV energy level, as the Standard Model appears to be unsatisfactory. Issues possibly to be explored by LHC collisions include:

v   Are the masses of elementary particles actually generated by the Higgs mechanism via electroweak symmetry breaking? It is expected that the collider will either demonstrate or rule out the existence of the elusive Higgs boson, thereby allowing physicists to consider whether the Standard Model or its Higgsless alternatives are more likely to be correct.

v   Is supersymmetry, an extension of the Standard Model and Poincaré symmetry, realized in nature, implying that all known particles have supersymmetric partners?

v   Are there extra dimensions, as predicted by various models based on string theory, and can we detect them?

v   What is the nature of the dark matter that appears to account for 27% of the mass-energy of the universe?

Other open questions that may be explored using high energy particle collisions:

v   It is already known that electromagnetism and the weak nuclear force are different manifestations of a single force called the electroweak force. The LHC may clarify whether the electroweak force and the strong nuclear force are similarly just different manifestations of one universal unified force, as predicted by various Grand Unification Theories.

v   Why is the fourth fundamental force (gravity) so many orders of magnitude weaker than the other three fundamental forces? See also Hierarchy problem.

v   Are there additional sources of quark flavour mixing, beyond those already present within the Standard Model?

v   Why are there apparent violations of the symmetry between matter and antimatter? See also CP violation.

v   What are the nature and properties of quark–gluon plasma, thought to have existed in the early universe and in certain compact and strange astronomical objects today? This will be investigated by heavy ion collisions, mainly in ALICE, but also in CMS and ATLAS. Findings published in 2012 confirmed the phenomenon of jet quenching in heavy-ion collisions, and was first observed in 2010

MANGALYAAN:INDIAs MISSION TO MARS

The Mars Orbiter Mission (MOM), informally called Mangalyaan, is a Mars orbiter that was successfully launched into Earth orbit on 5 November 2013 by the Indian Space Research Organization (ISRO)

FIRST PICTURE TAKEN BY MANGALYAAN

FLYING GLASS EXPERIMENT