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CPD EVENT for SUPPORTER TEACHERS of BEd 3 STUDENT TEACHERS. Promoting Excellence through CPD 28 February 2008. YOUR expectations for the day OUR expectations for the day Sharing information Allowing opportunities for understanding and clarification

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CPD EVENT for SUPPORTER TEACHERSof BEd 3 STUDENT TEACHERS

Promoting Excellence through CPD

28 February 2008


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YOUR expectations for the day

OUR expectations for the day

Sharing information

Allowing opportunities for understanding and clarification

Developing collaborative working models to support

learning together

Norms of working


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Norms

To make best use of everyone’s time

To ensure everyone who wishes can contribute within the time available

To enable thinking time

To encourage risk taking

To value all contributions

To ensure everyone feels comfortable by putting no-one on the spot

To value silence and the right to remain silent

To welcome opportunities to seek clarification

To provide an opportunity for reflection before final decisions are taken

To ensure the meeting ends at the designated time

To welcome interjections of humour


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Programme

Setting the Scene – Year 3, Term 2 Course Components

Activity 1

BEd3, Term 2 – enquiry week, 4-week block, research week

Activity 2

STNE Project – Research Strategy for Year 3

Learning together – PROPs; learning conversations

Activity 3

Formative/Summative assessment – supporting learning

Activity 4

Plenary and Evaluation



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Why Change?

21st Century Change

Profession demographics

Accountability

Policy

Research


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What Change?

Underpinning Principles of the BEd Programme

Learning:

is a lifelong process

through investigation

in collaboration with others

to value diversity

to communicate effectively



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Foundation Stage Years 1 & 2Knowledge & Understanding of Learning,

Personal & Professional Growth

ED1028 – Learning How to Learn (Self)

ED1528 – Learning How Others Learn (Children/Adults)

ED2044 – From Learning to Teaching (Personal & Professional

Identity)

ED2503 – Learning & Teaching In and Through the Curriculum

(Broadening / Deepening Definition)

THE BIG PICTURE; CHALLENGING ASSUMPTIONS, BELIEFS & VALUES; DEVELOPING CRITICAL ENQUIRY / INVESTIGATION


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Communication

Environment

Relationships

Social Conventions and Feelings

Communication

Environment

Relationships

Social Conventions and Feelings

Visible

Investigation of Learning, Teaching & Curriculum

Explicit

Implicit

Hidden


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Emergent Stage Years 3 & 4

Development of professional knowledge, understanding, skills and values in practice

ED3005 Learning and Teaching: The Emergent Professional 1ED3004 Learning and Teaching: School and Community 1

ED4016 Learning and Teaching: The Emergent Professional 2ED4017 Learning and Teaching: School and Community 2

CURRICULUM DISCRETE AREAS, CROSS CURRICULAR AREAS,

LEARNING & TEACHING, ACTION RESEARCH, SPECIALISM


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Field Experience Years 1 & 2 Field Experience Years 3 & 4

- 25 serial days - 24 weeks & 20 days

- pairs in each class, (groups in school) - individual in each class

- investigative approach in community - community investigation

- participant observation - full engagement / responsibility

- learning conversations - continued learning conversations

- peer support / peer assessment - class teacher / tutor assessment

- field notes, constructed questions - reflective journal & portfolio of

written reflections evidence (e-portfolio)

Preparatory & reflective tutorials Rehearsal Kids on Campus

Teacher as mentor / assessor) Tutor as mentor/assessor/translator


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Curriculum Knowledge & Pedagogy 3 & 4

Situated learning - meaningful purpose

‘Ready, Willing & Able’ (Carr, 2001)

A Curriculum for Excellence – 8 areas

Time Allocation: Discrete & Cross Curricular

- face to face teaching

- tutor directed activity

- personal study

School based study tasks (theory in practice)

Opportunity for situated learning projects

Arts as a Tool for Learning Across the Curriculum


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Changing Professional Roles and Responsibilities 3 & 4

Student Teacher

Teacher Supporter / Mentor & Assessor

Tutor Translator/Facilitator & Assessor


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Changing Approach to Learning 3 & 4

1.Observe/Participate

7.Evaluate & Review 2.Think Critically

6.Implement 3. Question

5.Make Decisions 4.Try & Test Out


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Key Learning Tool 3 & 4

‘Learning Conversation’


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Passive 3 & 4

Acceptor

Confident

Creative

Contributor

Personal

Identity

Professional

Identity


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BEd3 – TERM 2 3 & 4

On Campus Course

ED3005 Learning and Teaching: The Emergent Professional 1

An Overview


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On campus course aims (1) 3 & 4

To develop students’ knowledge and understanding of disciplinary contexts and skills across the range of disciplines within the school curriculum

To further develop conceptual understanding across a range of curricular contexts.

To support students in taking responsibility for their own professional development

To equip students with the capacity for informed decision making through research and enquiry.


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On campus course aims (2) 3 & 4

To develop knowledge and understanding of the principles of educational inclusion and social justice in relation to pupil learning gains.

To facilitate students’ acquisition of a range of learning and teaching approaches which support pupil learning gains.

To facilitate students’ acquisition of approaches to assessment which support pupil learning gains.

To develop knowledge and understanding of the nature and purpose of parental partnership and interdisciplinary collaboration.


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On campus experiences include: 3 & 4

Arts as a Tool for Learning Across the Curriculum

(ATLAC)

Robbie’s Autumn Adventure -> P1-3 on campus classroom

RAINBOW Days (cross curricular)

Assessment in Practice – Maths and Language

(Aberdeen City)


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BEd3 – Term 2 3 & 4

ACTIVITY 1


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Activity 1 3 & 4

In table groups:

Discuss the content and approaches to the

on campus components of BEd3

Identify warms/cools


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BEd3 – TERM 2 3 & 4

Field Experience Course

ED3004 Learning and Teaching: School and Community 1

An Overview

Enquiry Week

4 Week Block

Research Week


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Field Experience Course Aims (1) 3 & 4

To develop knowledge and understanding of the school and community contexts for learning and to support the valuing and application of personal and professional investigation in such contexts.

Within a school setting students will:

deepen knowledge and understanding of discrete and integrated aspects of

all disciplinary contexts within the school curriculum.

further develop knowledge, understanding and confidence in discipline

related skills.

develop a range of professional skills and abilities through the planned

implementation, evaluation and review of learning and teaching experiences with

young learners in a school setting.

investigate and evaluate a range of learning & teaching approaches within

curricular


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Field Experience Course Aims (2) 3 & 4

apply assessment approaches which support pupil learning gains.

engage in genuine, meaningful and purposeful school based study

projects which connect theory to practice.

convey theoretical understanding of educational inclusion and social

justice in practical application

apply, research, and enhance professional knowledge, understanding & skills.

develop personal and professional confidence in their developing

roles and responsibilities as teachers of young learners.

develop collegiate working relationships with other professionals and pupil

support assistants.

develop communication and professional working relationships with parents.


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Key Components - 3 & 4 Enquiry week

Information gathering week + teaching along with your teacher and teach specific lessons.

Where students are new to the school, gather information about the community

and the school, in terms of:

The locality and physical environment of the school (community walk)

information about the school, to be recorded in portfolio

Policies

Management structure

School roll

Record keeping.

groups and grouping arrangement.

All students

Gather information about the transition from Nursery to P1


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Key Components - 3 & 4 Enquiry week

Information gathering week + teaching along with your teacher and teach specific lessons.

Gather information about the pupils and the running of the class in terms of:

where the pupils are in their learning in key curriculum areas

similarities and differences in learning

groups and grouping arrangement

how the teacher plans, assesses and records learning and teaching

how the teacher organises and manages the pace of the day

strategies in place to manage behaviour

deployment of support staff within the classroom

involvement with other agencies and the wider community.


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Key Components - 3 & 4 Enquiry week

Information gathering week + teaching along with your teacher and teach specific lessons.

Agree plans for your four week placement with your class teacher :

Identify a method of planning for 10 days continuous

establish which topic the class will be working on, so that you can select a sub-topic and plan a ‘storyline’.

identify aspects of numeracy and language that you will need to plan for that period and where cross-curricular links may occur

make a start to a ‘Big Book’ which will document some aspect of children’s learning over the 4 week placement. See http://www.mindstretchers.co.uk/cat/MP/Msttbook.html OR

http://www.ltscotland.org.uk/earlyyears/professionaldevelopment/events/LTSseminars/involvementseminar/index.asp

obtain a timetable, with as much detail as possible

Include all completed tasks in your portfolio.


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What is Storyline? 3 & 4

Storyline provides a cross-curricular, topic based method of teaching that uses the

structure of a story to enable teachers and pupils to co-construct the curriculum.

Steve Bell has suggested that a good ‘storyline’ begins with a question, or

problem, and concludes with a celebration. Students will have the opportunity to plan a

‘mini storyline’ during their ‘MacRobert Classroom’ experience.

The following scenario will be one which is offered to students.

Initial questions, posed to children in their own settings. ‘What is a University?’ ‘What do students do?’

Children construct their own ‘student’ and bring it to the MacRobert Classroom.

Children name their ‘student’ (Name is constructed from letters of child’s own name (Morag … Ogma)

This ‘student’ experiences problems/events during the day, recorded in a ‘big book’.

The day culminates in a ‘graduation ceremony’ for the children. This ‘graduation’ would be part of a ‘review’ where children and students work together to evaluate what they have done, identify what they have learned.

Using this approach, students will have had first hand experience of a key aspect of ‘Storyline’ – the creation of key characters to inhabit the narrative and drive it forward.


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Key Components - 3 & 4 4 week block

During the placement and especially during your 10 days full responsibility, you should implement a

Storyline approach in developing your sub-topic. You should also continue to document children’s learning

and development in your chosen area, using a ‘Big Book’ or similar.

Expectations and Progression

Week 1

i) developing Teacher Identity

ii) establishing relationships with children, staff and parents/carers

iii) beginning to take on full responsibility in facilitating children’s learning

iv) employing and evaluating professional skills

Week 2

i) further developing Teacher Identity

ii) extending relationships with children, staff and parents/carers

iii) embracing full responsibility in facilitating children’s learning

iv) employing and evaluating professional skills


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Key Com 3 & 4 ponents -

Week 3

i) enhancing Teacher Identity

ii) consolidating relationships with children, staff and parents/carers

iii) beginning to take full leadership responsibility (10 days across 2+ weeks - to be negotiated)

iv) employing and evaluating professional skills

Week 4

i) emerging confidence in Teacher role

ii) emerging autonomy in relationships with children, staff and parents/carers

iii) employing full leadership responsibility (10 days across 2+ weeks - to be negotiated)

iv) employing and evaluating professional skills

+

School Based Enquiry Tasks are documented in the Field experience Booklet and should be completed regularly.


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ED3005 3 & 4

L&T – The Emerging Professional 1

Course Element : RESEARCH


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Nature of the Research Element 3 & 4

Group Research Project

Integrated Lectures and Workshops

Broad Area of Interest

Literature & Personal Interests

Focused Topic

Deepen knowledge about a focused area

(possibly focused on a particular school stage)

Investigate some pupil activity or attribute which can be observed

while pupils are involved in one of these activities

Possible link with capacities of a Curriculum for Excellence

Develop Detailed Project Plan

Formative & Summative Assessment


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Enquiry Week 3 & 4

Student discuss proposed project plans with

school management / personnel

Share data collection tools

Discuss ethical issues / requirements

Implementation - feasibility/practicability/approval

Pilot/trial/evaluate data collection tools


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Post Enquiry Week 3 & 4

Before Easter break

Students share investigation week experiences

Project presentation to tutorial group – formative assessment

Finalise project plan and data collection tools

Agree data recording and sharing strategies

Research in Schools Week and beyond

Data collection in accordance with agreed timeline

Data sharing within project group

Evaluative/reflective report – summative assessment

Feedback of findings to school


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Issues for Discussion 3 & 4

Access to digital cameras?

Parental permission needed?


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ACTIVITY 2 3 & 4

Enquiry Week

4 week block

Research week


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Activity 2a – Enquiry Week 3 & 4

Individually read FE booklet

Read and discuss Enquiry Week tasks and

complete task grid with ideas/issues/views

Hold table group discussion

Note issues for plenary on flip chart


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Activity 2b – 4 Week Block 3 & 4

In table groups:

Read and discuss section on 4-week block and

discuss requirements and issues for

supporter/mentor

Hold table group discussion

Note issues for plenary on flip chart


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Activities 2a/b – Feedback 3 & 4

Group feedback

Open discussion


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BEd3 – TERM 2 3 & 4

Project Research Strategy


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Research 3 & 4 and Development Initiative

Research Impetus

Programme Evaluation and Development

Learning Projects

Action Research Initiatives



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Programme Evaluation and Development 3 & 4

BEd - Year 3

On-going

Course Evaluation Questionnaires

Longitudinal Study (group of 25) – focus groups and interviews

To be finalised

Field observation during placements

Evaluation questionnaire for teachers

Tutor perceptions - interviews


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Endpoint pupil measures 3 & 4

Baseline pupil measures

Training/support for A-R teachers

School based A-R projects

Control?

Teacher/B.Ed4 students

A-R conference

Baseline pupil

measures

Endpoint pupil

measures

CT, A-R teachers as tutors/participants in workshops

B.Ed3

B.Ed4

B.Ed3

A-R classes

B.Ed4

A-R project

Induction Year +

Action Research


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Developing Action Research Community 3 & 4

BEd(P) Years 3 and 4 students

Probationer Teachers in local authority partners

Action Research Scholars (funding available –

www.abdn.ac.uk/stne )

Focus on classrooms

Focus on pupil (learner) gains


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BEd3 – TERM 2 3 & 4

Student, teacher and tutor – supporting and learning together


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Developing Learning Conversations in School x 3 & 4

Learning conversation, week 1

The teacher talks about the high reading group a lot and then compares them to the lower ones in terms of skills. The students listen but do not contribute their observations to the conversation. The teacher suggests that they could focus on the higher group or the lower group for their focus pupils. The students nod but do not contribute their ideas [field notes, week 1]

Source : STNE Evaluative Research, BEd(P) Year 2 Fieldwork Observations


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Developing Learning Conversations in School x 3 & 4

Learning conversation, week 6

The teacher says that it would be good if they did more whole-class activities next time because they need to learn how to do that. The student says that she felt strange with the whole class and reading the book. The students talk about how to get pupils to behave more and the teacher shares some strategies, such as pointing out good behaviour and rewarding those who are ready to listen. [field notes, week 6]

Source : STNE Evaluative Research, BEd(P) Year 2 Fieldwork Observations


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Activity 3a – Learning Conversations 3 & 4

In table groups:

Discuss the exemplar conversations on the previous 2 slides; consider

implications for your role as supporter/mentor

Discuss and identify strategies/techniques to support and enable

effective learning conversations which provide opportunity for:

deepening understanding of differing perspectives;

supporting informed decision making of best practice

Note issues on a flip chart


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Activity 3b - PROP Forms 3 & 4

In table groups:

Discuss the PROP template and how you will use it as a focus for a learning conversation

Consider the 3 PROPs provided for an exemplar student – discuss content; progression etc


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BEd3 –TERM 2 3 & 4 Formative and Summative AssessmentSupporting Student Learning


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  • Formative Assessment 3 & 4

  • through on-going learning conversations

  • through issues arising from observation of practice

  • through engagement with professional portfolio/field experience

  • file

  • through weekly discussion using PROP form

  • through ‘cause for concern’ form


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  • Summative Assessment 3 & 4

  • Evidence eg

  • observations; learning conversations; planning documentation; photographs; examples of children’s work; school/field experience file;

  • professional portfolio; feedback from other colleagues

  • School report form – tutor (unannounced visit) + school

  • O Outstanding Progress

  • S Satisfactory Progress

  • U Unsatisfactory Progress


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ACTIVITY 4 3 & 4

Supporting Student Learning

Summative Reporting


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  • Activity 4 3 & 4

  • Individually read and reflect on the sample reports;

    discuss the comments

  • Identify ideas for shared language to reflect achievement

    descriptors – note these on flip chart

    Feedback from groups – general discussion



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PLENARY and EVALUATION 3 & 4 Other issues/questions?


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Evaluate the day please 3 & 4

Comments on flip chart as you leave

Structure

Opportunities for discussion/collaboration

Opportunities for clarification/exemplification

Ideas for next steps/changes to event format

Any other issues


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for your participation today 3 & 4 and for supporting our BEd3 students


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