Hannah lees BAPP

 On Tuesday 23rd we had a module 3 Zoom, titled “what are we doing?”  I was intrigued to see what this call would be about as obviously we know what we are doing but hearing the broad scope of inquiry topics we have throughout module 3 I defiantly gained more curiosity with all students in the call.  After we had talked through our inquiry and told the class what we was up to within the research. We then had the opportunity to start using more academic research vocabulary to ensure we are introducing our inquiry correctly.  Key vocabulary that came up was; Inquiry = the research that we are doing to gain information. Method = the way you collect the data: for myself this is, desk based research, interviews and a reflection journal.  Methodology = the way we are actually doing the research. For example; non positivist, positivist, qualitative, quantitative. Ethical considerations = any harm or issues that may happen because of research being taken place. Ethical protocols = the steps yo

Creativity and Data Sources.  Tonight's zoom call was an interesting discussion to a view from all modules and everyone's inside thoughts of where they are up to with understanding their practice. One of the first discussion points that came up was, areas of learning. It was nice to think back and to see how far I have come throughout studying this course.  When I first started this course I remember not understanding what my areas of learning was or how to even start unpicking them.  The key way I did this was looking at my transferable skills and where I can take my creativity and performing arts skills into other areas of work, which could and would broaden my practice in the future. Other comments that students made about this was, thinking about what your practice has taught you. Thinking of significant moments within your practice that has influenced you. This was an amazing one for me and I was even unaware of it happening. I possibly wouldn't of realised it either w

I have had a little bit of a whirlwind of a start to module 3.  It started of by me sending off my Teacher Training UCAS application. I got 2 interviews the following day after sending it! for the next week! which happened to be the same week we started back... Juggling all the prep, lesson tasks and academic assessments that I had to do for that along with trying to get a start on module 3 interview questions and feedback form, my brain felt like mush!  HOWEVER... I am happy to announce that come September I will be starting my teacher training on a school direct program, studying primary with SEN!!I am so happy I could burst.  If anyone interested in teaching I found the get into teaching page very useful. https://getintoteaching.education.gov.uk/explore-my-options/teacher-training-routes/school-led-training/school-direct-salaried?gclid=2f0476d8bb851985802616f5b446e102&gclsrc=3p.ds&msclkid=2f0476d8bb851985802616f5b446e102 Now on to module 3 I plan to start to put my interview

  While reading through the hand book for Module 3, I came across a TED talk around the subject of seeing scenarios from different perspectives. The TED talk was titled “The danger of a single story”.  It was a woman form a middle class family in Nigeria. She talks about how she gained assumptions off people from a young age from reading books from British and American author’s. She believed that people like herself didn’t exist outside her country because there wasn’t books about African women and what they looked like and their back grounds. She also mentioned of her university roommate in America was shocked that she could speak English as she automatically assumed from what she knew of Africa and that she wouldn’t speak English.  She said that “as humans we are very impressionable of what we see, hear and read.” Especially children. What they witness growing up could have an impact of how they see the world as they are older.  I think this is a really interesting point. What though

  It’s been some time since I have written a blog.  I seemed to have gotten caught up with the whirlwind of research and writing up module 2. I have really enjoyed this module and the information and data I am collecting and I am only just scratching the surface.  I found that through reading and analysing texts that others have written. I found myself questioning my practice more than ever and feel I have learnt from it. My reflection journal which started off more as bullet points of things happening that I wanted to look back on, has turned into a diary my thought processes around my practice and questions upon question of protocol and ethic topics of discussion that I encounter every day both in work and life. With how much it has benefited me I hope to carry it on pass this course.  Even though I have really enjoyed the research side of this module. I did find getting it down on paper extremely difficult. I found that I had so much information and topic points of discussions. I di

  After attending yesterday’s Skype with Peter. I learnt a lot of useful techniques and resources to use for my academic writing.  The key part I have found while doing the BAPP course is, organising, I can find all the information, quotes, principles, books and so on, about the topic. However I find that then getting all my information structuring it into correct sections and where it all needs to go, what is important and what could be left out is the hard part to do.  Peter talked about a few tips. The first, which is what I’m going to attempt to use while writing my literature review and possibly also my proposal too is... writing backwards. By this he meant starting from the exact point I want to talk about. So for me this will be along the lines of “creative and performing arts for children with ASD.” After this I will then look at what I have to broaden the topic of discussion, question myself with what can be linked with it and work backwards, that way I will finally get to my