in-service certificate in education/pgce/pgdipe: session 1
TRANSCRIPT
In-Service Certificate in Education/PGCE/PGDipE:
Session 1
starter activityO What are your expectations of the course? Write
down your thoughts on a post-it note.
Introductions
ONameOSpecialist subject / areaOCurrent role
“More important to learners than individuals’ variations in teaching role or teachers’ styles are the fundamental ethical and moral questions learners ask concerning their teachers: Can I trust this person? What does this person stand for? Is it worth my while being in this person’s presence?”
Brookfield, S. (1986) Understanding and Facilitating Adult Learning. San Francisco: Jossey-Bass, p.122
Aims and learning objectives:Trainees will …
O Introduce themselves and their specialist areaO Consider their expectations of the courseO Receive an induction to Leeds City CollegeO Participate in an ice-breaker activity O Reflect upon their learning styles / preferencesO Consider perceptions of good teaching
welcome to teacher educationWe hope that your time with us is positive and productive; that you receive the appropriate level of challenge and support with your studies.
It is our intention to allow you to develop in an environment that is safe and inclusive.
consider the statement below:“Students do not come to teaching collectively. They arrive as individuals with particular personal histories, understandings about teaching and learning, and decision paths that led them to choose to study to be teachers. This is the kind of deep knowledge that can guide their decisions about pedagogic practices they will attend to in teacher education”.
Pinnegar, S., Mangelson, J., Reed, M., Groves, S. (2011) “Exploring preservice teachers’ metaphor plotlines”, Teaching and Teacher Education, Vol.27, pp.639-47, p.639.
Having read this, share one aspect of your personal learning history with your partner.
Thinking about ice-breakers …O What is your experience of ice-breaker activities?O Consider successful as well as unsuccessful
examples … !O What have you used / would consider using with
your own students?
supporting you in your studiesO https://
www.youtube.com/watch?v=9lllcgaoEpg
additional learning supportO Support may include one to one sessions, small group work,
adapted materials (for example large print or taped notes), communication support workers, learning support workers, assistive technology (such as large keyboards) and assistance with mobility.
O If you wish to talk about any adjustments you require, please contact:
Martin Hall, Learning Support Manager – Foundation Levelt: 0113 386 1770
positive behaviourO positive behaviour within the collegeO order and fairness O a culture of mutual respect, tolerance and shared
expectationsO a safe learning environment for all members of the
college community free from physical risks, bullying or harassment
O an environment that is welcoming, friendly and supportive
O good attendance, punctuality and student progress
safeguarding O You have the right to feel and be safe at college.
O You have a responsibility not to hurt others:O Not being looked after properlyO Being hurt physically/sexually/emotionallyO Being bullied or harassedO Being made to do something you don’t want to
(including through internet/texting)
safeguarding O Professional counsellors on site (at every campus):
O Drop in facility or email [email protected] to make an appointment
O You can also ring 07852665410 (confidential)O Telephone counselling is also available
bullying & harassmentO Bullying is behaviour that may be repeated over
time that intentionally hurts another individual or group, physically or emotionally
O One person or a group can bully others
O Can also occur via social media such as Facebook, texting or the internet
equality & diversityCommitments to equality will be applied regardless of: O age O disability/learning difficulties O gender reassignmentO marriage and civil partnershipO pregnancy and maternityO raceO religion or beliefO sexO sexual orientation
complaints and compliments
Dr. Nena SkrbicCurriculum Area Manager
[email protected] 0113 308 796807826934394
every teacher needs inspiration
http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
Honey & Mumford questionnaireOYou were asked to complete this
questionnaire which was sent to via emailOShare your findings in pairsOCan you identify any patterns in your
preferred / dominant style and the way you teach?
learning stylesO “Once we realise that every learning group contains a
configuration of idiosyncratic personalities, all with differing past experiences and current orientations, all at different levels of readiness for learning, and all possessing individually developed learning styles, we will become extremely wary of prescribing any standardised approach to facilitating learning, however, is one that is sufficiently complex and challenging as to make us suspicious of any pre-packaged collections of practice injunctions.”
O Brookfield, S. (1986) Understanding and Facilitating Adult Learning. San Francisco: Jossey-Bass, p.122
locales to be shown at break
OFire exitOToiletsOCanteenOLibraryOStudent Advice Hub
teaching practiceO In-Service course: working as a teacher whilst studying for your
qualificationO 4 observations: 3 by your tutor and 1 by your mentorO You are observed for 1 hour and given verbal feedback afterO Mentor meetings: once a month (to be documented on a
PDP6)O Use the lesson plan proforma and include any resources /
materials usedO TP1: to be completed before sessionO TP2: your tutor’s/mentor’s report on the sessionO TP3: to be completed after the session
SPECIALIST VOCABULARY ALERT!
OMeta-pedagogy:
OTalking about the science of teaching; including its art, methodology
talking meta-pedagogically…O What have you experienced as a learner today /
observed as a teacher?
O Which strategies have you found enjoyable or effective?
strategies for sessionsO Using activities related to teachers’ working lives, such
as evaluating published resources, devising materials or activities.
O Including learning activities which can be used, or perhaps adapted, for your own students, such as sorting activities or revision games.
O Modelling strategies for instruction-giving, checking understanding, using different interaction patterns and feedback techniques.
modulesO DFA7130: Teaching, Learning & Assessment
(30 credits)Final submission: Part 1 08 01 15
Part 2 21 05 15
O DFD7130: Personal Development Practitioner File(30 credits)
Final submission: Part 1 04 06 15
final submissionO Pass or fail
• Only PASS or REFER marks are awarded.• Late submissions must be negotiated.• Non-submission is a FAIL.
O Extenuating Circumstances
• Extension to hand in date request• Suspension of Studies• Withdrawal from course
Education is not an exact science but a complex human process, and we, the trainers, do not have all the answers. Our role is to raise questions, to elicit responses and to suggest positive ways forward.
Hughes, N., Paton, A. And Schwab, I. (2005) “Theory, practice and professionalism in teacher education”, Reflect, Issue 4, pp.8-9, p.8.
independent studyO All modules are based on the assumption that trainees
will spend around 300 hours on their studies for each 30 credit module.
O All modules are 30 credit points and therefore around 300 hours of investment will be required for the 30 credit modules.
O These average study times include the tutor input and group meetings.
O You will frequently be asked to demonstrate how theory relates to your practice or to your other professional duties.
independent readingO Reading is an essential part of the learning process
and therefore you will be expected to read widely in the discipline of education and training.
O Although much of this reading could be in the form of books and journal articles, remember that the educational newspapers, such as the Times Educational Supplement (TES), or Higher Education Supplement (published on Fridays) and the Guardian (published on Tuesdays) are a rich source of articles and features, particularly in relation to national policy.
yammerO https://www.yammer.com/leedscityco
llege.ac.uk/#/threads/inGroup?type=in_group&feedId=4734845
Urgent
Not urgent,
but important
Urgent and not
important
Not urgent and not
important
S. Covey’s Time Management Matrix
legislationYou will need to research the legislation allocated to you and respond to the following 3 points:
1. What it is2. Why it matters3. How it relates to your role / setting
This is to be presented in any way you wish – handouts / pp / lecture / activity and should not exceed 10 mins
presentations 23/10/2014O The Equality Act 2010: Harry & AndyO Data Protection Act: Lauren & CarlaO Education & Inspection Act 2006: Emily & NafeezaO Freedom of Information Act: EthelO NVQ Code of Practice 2006: Helen & JennyO Safeguarding – Children’s Act: Fozia & Peter 06/11