Just thought I'd mention that it had been said on the OU forum ( by Norma Powell) that because the ECA is marked by someone who hasn't read your TMA's, even if you've explained for example ZPD to the nth degree before, you have to explain it again in the ECA so that the marker knows you understand it. She says that previously people have clearly written good ECA's but not explained enough and I suppose this is where they may lower their mark. Any comment on this from previous E111ers? In the ECA feedback is there anything you think we would benefit from knowing!? Incidently what was the common choice for previous E111ers doing the ECA. For now I'm definitely doing the PSHE choice but not 100% sure what to do for the other. Was thinking of maybe the 'in and out of the classroom' choice but I'm concerned I don't have enough 'practical' examples to draw on. Anyway, sorry to waffle.....thanks guys for lending your ears!

Our tutor mentioned that we have to realise the person reading the ECA will have no idea what we have written in TMAs. We do need to explain things such as ZPD to show that we understand them.

Starting to get lots of ideas together for the PSE choice, however, the only bit I'm having some difficulty with is how my practice has (or could have) linked with the interests of parents and carers My school PSE policy says they see parents as a vital part of a 'whole school' approach to PSE. The school informs parents of the weekly PSHE focus in the newsletter. Parents are encouraged to be involved in the life of the school either helping in class, with extra curricular activities and even fund raising. Is this the type of thing they are asking for here? Any responses are very much welcomed! Thanks

As this is a reflection of what you have learned in the course I don't think you would need to explain ZPD; instead just be explicit in your main text why you have used this concept ggeni.

I wrote this more as a way to say don't waste space putting it in the appendix; it is possible to explain ZPD within your explanation of an activity. Here is something that I wrote about Piaget in my ECA as an example; I hope it helps.

Piaget (1926, cited in Study Topic 3, p. 20) suggested that learners construct knowledge by interacting with their environment; J seemed to be an active participant in his learning (Study Topic 3, p. 22), during the play, creativity and ICT based activities.

Good luck

I would agree with veggie that explaining concepts/definitions should be explained within the text and then linked with an experience [to show how you have learnt about the idea]

With regards to feedback from ECA I got the comment back that I could have used more examples of learning 'inside the classroom.

i wrote about a class visit outside then some art work [inside the classroom linked to the visit. So not entirely clear what the comment meant. [ maybe they were looking for a variety of examples???

Another thing they will be VERY picky on is your referencing. be very careful that you are consistent with this and don't switch to different ways within the reference page.

Good Luck to you all. It's nearly over

Hi there. Has anyone got any ideas as to what I should include in the PSE choice. So far I've written about PSE policy, Convention on the rights of the child....saying children have a right to have their views listened to. Have talked about how the PSE focus is delivered each week with a whole school assembly by a 'frog' puppet! Talked about circle time being an opportunity to discuss freely and also have touched on sex/drugs education. Have mentioned Gardening Club which allows parents to join in activities thus contributing to the 'whole school approach' to PSE. Going to talk a little bit about a 'nurture group' at the school which offers extra help to those with social and emotional difficulties. Anything else??? I'm wondering if I'm not focused enough!! Any suggestions are much appreciated.

Can anyone help as I am at a lose how to start ECA. I am doing the bilingual option, would I start with breif a pen portrait of the child she is EAL, then go on to the ways I support her, her parents involvement, inclusion and activities I do with her. Social/emotional support, all backed up by theroies and references.

Second option is learning outside class where we went to local Cathedral to look at art, stained glass, carving, ceiling ect, then back to school for art lessons/ activities. In this section should I again concentrate on one child or do I need to talk about a group of children. I was working as a 1:1 for this trip but could expand if needed.
Thanks for any ideas

You could always put your pen portrait in your appendix if you feel this would leave you more words to play with in the main body.
Don't forget to use previous learning from earlier TMAs and apply them to what you are working with in the ECA.

I would think you both have the PSE covered well.


I also did a class trip and art lesson, for the trip I used my involvement by talking about the children in general as a whole and then in a small group.

For the art work I used a small group scenario because that way I could talk about children helping each other in their own learning too. if you write about an individual child you could always incorporate other children within the class or at the same table.

I did the parental collaboration one and learning outside the classroom. I can't find my ECA feedback which is annoying as I have all the tmas! One bit I included in the outdoor bit (adventure days with overnight stay) was:


In another activity the children had to crawl through a crack in a rock and climb up. Some of the children were understandably nervous but the more experienced pupils took on the role of encouragers and guides. The less confident children were working within the ‘zone of proximal development’, an idea from Vygotsky’s research, (Study Topic 3, page 28). The more experienced children scaffolded them.

Don't know if that helps?

Jaydee,
Just had a look at your web site.
What a fantastic place to live, and wonderful pictures. I feel very jealous.
Lucky girl

Havng real problems linking some of the ideas together! I seem to jump from one bit to another (if that makes sense).

Am doing Behaviour and Learning outside the classroom.

have been writing and researching most of the weekend , now I'm stressed! and had enough!

will pick it up in a couple of days - she says with enthusiasm

anyone else feeling the same?

luv
GT.xx

i have the role and contribution down but am now fully stuck,do i refer back to tmas for info here and study topics(sos im being really thick )

i have the role and contribution down but am now fully stuck,do i refer back to tmas for info here and study topics(sos im being really thick )

did you been for your two choices?

I referered back to my tmas and study topics in the first bit. Not many times as hard to fit in!

Hope that helps! and if i've done it right! xx

HI all. Just finished writing ECA, exactly 3000 words.
I have my last tutorial tomorrow so hope to get some feed back from my tutor before I dare post it. What a relief to get it finished at last.
Good luck to all E111.

Just been looking on the OU forum and there is a discussion about whether to put ST or Study Topic in the ECA. Can we put Study Topic (ST) then put ST for the rest of the ECA? Did anyone get pulled up on this last year? Thanks.