Curriculum Development Assignment ( French Secondary PGCE) Essay

Curriculum Development Assignment ( French Secondary PGCE) - Essay ExampleIn this context, one would settle an authentic learning experience as one which would prepare students for real-life situations (using props, or realia, if necessary and available) in order to facilitate the learning process. Students, then, are not seen from the philosophical lens of being merely vessels to be filled with knowledge, as Paulo Freire top executive have argued. Nor are students coming to classroom with their minds a tabula rossa, a blank intend on which one must fill their heads with ideasas John Locke might very well have argued. Instead, students have knowledge already, prior knowledge that bear be tapped into and used in dramatic situations in order to facilitate new learning, weaving what they know in with what they dont know. Additionally, students have ideas already in their minds about the language they are learning and how exactly they might like to go about learning in their own mann erbut, peradventure outside of a drama-inspired French class, they might not receive as many opportunities to be creative in secondary school subjects as they might with a class designed like this one. Indeed, it is the students who make the classroom setting and the learning fun by adding their own knowledge or surprise grow to the subject matters material, if you will. ... In every truly good drama, there are always elements of serious academic study and research that go behind every academic project worthy of some undertaking. Drama is a way for students to use different kinds of intelligences as defined by Howard Gardners Theory Of Multiple Intelligences, which are common knowledge to educators everywherethe different intelligences being bodily-kinesthetic, interpersonal, intrapersonal, musical, verbal-linguistic, logical, spatial, and naturalist intelligences all combined. For example, students whitethorn use their interpersonal skills interacting with each new(prenominal) a s actors and actresses. Intrapersonalor extremely introverted studentsmay learn to be more outgoing and even have their own soliloquies. Musical students may involve to sing in their dramatic presentation, in French, as part of their particular project. Verbal-linguistic students might be interested in reciting long monologues or dialogues that they themselves have pen in French, and then perform them in a lively and witty verbal discourse. Students who are visual may use their spatial intelligence in order to draw or design temporary, movable scenery or provide visual imagery for the presentationwhich could include technology such as a PowerPoint or a presentation on a SmartBoard (if such technologies are available). Students with bodily-kinesthetic intelligence may be good with activities requiring movement and the proper post of ones presence on-stage. Students with naturalistic intelligence may incorporate nature and ethical treatment for animals into their dramatic presentat ions. As an additional bonus, some students may have high moral intelligence, which may lead them to produce a morality play, for