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Writing at M level

This is an introduction to writing at M level and the expectations for this.
by

Paul Hopkins

on 26 September 2016

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Transcript of Writing at M level

It has evidence not anecdotes or assertions - and the evidence should be referenced or appended
Working at M level
Writing at M level is a step up academically and is characterized by the phase "the critically reflective practitioner"
M level writing on the course
You will get support from your tutors, from the university support mechanisms and in working with colleagues
You will be able, and are encouraged, to submit outlines / abstracts for comment
Support Available
The rough guide to writing at M level
The pages on the support website
your tutors (and me!)
http://libguides.hull.ac.uk/skills
D
: Describe with accuracy and clarity the background, context and situation
DARE to achieve - level 6 to level 7
A
: Analyse relevant and current literature from a range of academic sources
R
: Reflect on how the literature effects and is effected by the situation and context
E
: Evaluate systematically and critically the evidence
All this within the framework of a coherent and logical structure, correctly referenced and proof read.
Artificial - conforming to the accepted style - do not use casual language, like, or over complex language.
Key characteristics of level 7 writing
Literate - nah spellin miztaxs or bad grammar innit
Addresses the outcomes of the assignment
It is critical - which is not the same as criticising, and be aware of strengths and limitations of evidence and method.
It should address the question - not solve the world's problems.
It should have structure, narrative and coherence - a beginning, a middle and an end!
It should be personal and give something of yourself.
Academic Books or chapters
Types of evidence
Journal Articles
Published research studies
Examples from Practice
Policies or other documentation
Children's work
Newspaper Articles
Radio, TV, Web*
Questions via padlet or via SMS.
www.padlet.com
07760 117979
It is widely believed by many people that the behavior of children is in their bones and blood. Others think that its socially conditioned. Dave Jones (2011) considers that the actions of the child in the classrooms are a combination of these factors; they're are many things to be included when looking at behaviour.

The area of behavior management and modification comes under the umbrella term "behaviour for learning". In the rest of this section I shall look at the theories of learning which underpin behavior and some people who talk about this at some case studies of strategies used in local schools and the socio-cultural influences of the development of the individual.

Its important that we also consider the childrens views so we'll take a gander at some research in this area including the work of Smith and that of Blenkisop (1976).
What would you critique in the following?
Citation in the body of the article
(Smith 2009:12)
Referencing at the end of the article
Humphries, C. (2003)
Essentials: Really Simple English Grammar
. Slough: Foulsham
Shields, G. and Walton, G. (2001)
Cite Them Right: How to Organise Bibliographical References, [online]
, Newcastle: University of Northumbria at Newcastle. Available: http://www.unn.ac.uk/central/isd/cite/ [Accessed 25 February 2012]
Citing and Referencing
Key Questions

1. What contribution(s) to knowledge is(are) claimed?

2. What conceptual frameworks / theories are quoted as a research starting point?

3. What methodology underpinned the research?

4. Was the collection of data as reported suitable, appropriate, sufficient, ethical?

(a) Does the author have a vested [commercial] interest in the results of the study?

5. Was the analysis of data as reported suitable, appropriate, sufficient, ethical?

6. Does the evidence substantiate the claim to new knowledge?

7. Is the presentation of the paper such as to allow these questions to be answered?

8. Does the author(s) have any conflict of interest associated with the data/claims?

Adapted from Bassey (1990) cited in Hitchcok G; Hughs, (1989) A qualitative introduction to school based research (2nd Ed.), London, Routledge.
So always stop and think .....
So three golden rules about research / writing
correlation is not (necc) causality
it's almost certainly more complicated than it looks ....
we've probably been here before ....
it's probably more complicated than you think ...
Scientific
Ethical
Historical
Context
Intervention
RCT
http://www.mmiweb.org.uk/hull/site/wider/neuroscience.html
https://www.cam.ac.uk/research/news/use-of-tv-internet-and-computer-games-associated-with-poorer-gcse-grades
Questions?
http://www.hullpgce.org.uk
Who is the author?
Do they have a vested interest?
- i.e. political motive?
- financial motive?
- professional motive?
http://universityofhullscitts.org.uk/scitts/ass_supp_secondary/assessment_sec.html
http://universityofhullscitts.org.uk/scitts/ass_supp_primary/assessment_prim.html
For SCITTs
For Hull based
http://mmiweb.org.uk/hull/1_hullpgce/assessment/ass_supp_secondary/assessment_sec.html
http://mmiweb.org.uk/hull/1_hullpgce/assessment/ass_supp_primary/assessment_prim.html
Critical Reading
= assess the extent to which adequate justifction has been provided for the claims made. This depends on the author's argument and on your own knowledge, experience & understanding.
Critical Writing
= convince your audience (tutor) of your argument by adequate reasons and evidence.
?
Pratchett, T (2008:41) Jingo
Pupils in seven out of ten of England's top State schools wear blazers and ties, research revealed last night.
Figures published by the Tories show that the majority of the 100 comprehensives and grammars with the best results impose a traditional uniform policy.
Education spokesman Michael Gove said it provides compelling evidence that a smart dress code leads to academic success - as well as helping teachers enforce discipline.
"The plural of anecdote is not data"
attributed to Frank Kotsonis or to Roger Brinner
http://www.tylervigen.com/spurious-correlations
How do we interpret the data?
Things we know we know ....
What figures what you put on the following?

What percentage of teenagers get pregnant?
Is violent crime worse now than the 50s?
Who costs the country more jobseekers or pensioners?
How much in each £ of benefit is claimed fraudulently?
How much of govt. expenditure makes up foreign aid?
What percentage of the UK population are Muslim?
What percentage of the UK population are immigrants?
What percentage of the population are over 65?
What percentage of the population voted in the last election?
What saves most money benefit capping, raising pension age or removing child benefit from higher earners?

http://www.ipsos-mori.com/researchpublications/researcharchive/3188/Perceptions-are-not-reality-the-top-10-we-get-wrong.aspx
http://www.slideshare.net/IpsosMORI/perils-of-perception-global
Discuss why these ideas seem to make sense - and why the data might not support what they appear to be concluding.
SCITTS: Primary Assignments

Ass. 1a: Essay focussing on an issue of inclusion that has been researched as part of teaching and learning module (1500 words)
Ass. 1b: Reflective report focussing on trainees' behaviour management experiences based on the trainees' experiences in the autumn term (2500 words)

Ass. 2: Applying reflective practice to teaching and learning 3-7 and 5-11 years. A report of trainee’s reflections on improving an aspect of their teaching with a MATHS or ENGLISH focus** (evidence will be collected during the spring term) (4000 words)

Ass. 3: Assessing for teaching and learning 3-7 and 5-11 years. A critical review of assessment for teaching and learning with a MATHS or ENGLISH focus** (4000 words)
SCITTS: Secondary Assignments

Ass. 1: How do teachers help pupils to learn? (5,000 words)

Ass. 2: What are the key factors in raising achievement in schools? Exploring this through a selected lens (5,000 words)

Ass. 3: What are the key issues around effective formative assessment with reference to your subject? (5,000 words)
Hull PGCE: Primary Assignments

Ass. 1a: Essay focussing on an issue of inclusion that has been researched as part of teaching and learning module (Presentation)
Ass. 1b: Reflective report focussing on trainees' behaviour management experiences based on the trainees' experiences in the autumn term (2500 words)

Ass. 2: Applying reflective practice to teaching and learning 3-7 and 5-11 years. A report of trainee’s reflections on improving an aspect of their teaching with a MATHS or ENGLISH focus** (evidence will be collected during the spring term) (4000 words)

Ass. 3: Assessing for teaching and learning 3-7 and 5-11 years. A critical review of assessment for teaching and learning with a MATHS or ENGLISH focus** (4000 words)
Hull PGCE: Secondary Assignments

Ass. 1: How do teachers help pupils to learn? (5,000 words)

Ass. 2: What are the key factors in raising achievement in schools? Exploring this through a selected lens (Group Presentation and 2,500 words assignment)

Ass. 3: Method focus set by subject tutor
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