Practicum exhibition
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Practicum Exhibition. Kat Elliott. Allow Jenny to explain through interpretive dance. Overview. Pathway to teaching Goals VIT Standards Artefacts Teaching philosophy. Pathway to teaching. Family of teachers English & Drama student Social Worker Eating Disorders Child Protection

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Practicum Exhibition

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Practicum exhibition

Practicum Exhibition

Kat Elliott


Allow jenny to explain through interpretive dance

Allow Jenny to explain through interpretive dance...


Overview

Overview

  • Pathway to teaching

  • Goals

    • VIT Standards

    • Artefacts

  • Teaching philosophy


Pathway to teaching

Pathway to teaching

  • Family of teachers

  • English & Drama student

  • Social Worker

    • Eating Disorders

    • Child Protection

  • Master of Teaching


Goals

Goals

  • Assisting young people to develop and define their identity (VIT 3).

  • Using creative exploration to engage students in content (VIT 6).

  • Becoming critically reflective and self-aware as a professional (VIT 7).


Assisting young people to develop and define their identity

Assisting young people to develop and define their identity.

VIT Standard 3: Teachers know their students.

  • Dad’s advice

  • My experience as average


Assisting young people to develop and define their identity1

Assisting young people to develop and define their identity.

Early Experiences

  • The dominant voices in the classroom

  • Wanting to controla class

  • Wanting to be liked

    ...as always, Father knows best!


Assisting young people to develop and define their identity2

Assisting young people to develop and define their identity.

Professional Growth

  • Teaching is about relationships.

  • Relationships are about learning to appreciate the person in front of you, to recognise their strengths and their weaknesses and to seek to grow alongside them.


Assisting young people to develop and define their identity3

Assisting young people to develop and define their identity.

Artefact: “Student of the Week”

  • Not arbitrary or frivolous

  • All students must receive one at some stage

  • Teacher must seek out student strengths

  • Strengths are reinforced through acknowledgement

  • Example: Sean


Using creative exploration to engage students in content

Using creative exploration to engage students in content.

VIT Standard 6: Teachers use a range of teaching practices and resources to engage students in effective learning.

  • Personally valuing creativity.

  • Personally benefiting from constant stimulation.


Using creative exploration to engage students in content1

Using creative exploration to engage students in content.

Early Experiences

  • Strength in lesson planning

  • Physical exhaustion


Using creative exploration to engage students in content2

Using creative exploration to engage students in content.

Professional Growth

  • Use of consistent structure

  • Clear goal setting for each lesson and task

  • Allowing students to direct their own work


Using creative exploration to engage students in content3

Using creative exploration to engage students in content.

Artefact: Lesson Plans

  • Early lesson plans show intensely structured teacher driven activities.

  • Later plans are more flexible and provide structured opportunities for students to direct their own activities.

  • Allows the teacher to observe more and take a break from constant direction.

  • Simplifies lesson so that students can follow more easily.

  • Capitalises on my own strength of organisation without overdoing it – simplicity and clarity.


Becoming critically reflective and self aware as a professional

Becoming critically reflective and self-aware as a professional.

VIT Standard 7: Teachers reflect on, evaluate and improve their professional knowledge and practice.

  • Awareness of burn-out

  • Ongoing intellectual engagement and challenge

  • Positive experiences from Social Work placements.


Becoming critically reflective and self aware as a professional1

Becoming critically reflective and self-aware as a professional.

Early Experiences

  • Strict journal keeping, lesson by lesson.

  • Chronological

  • Free-flowing.


Becoming self critical and self aware as a professional

Becoming self-critical and self-aware as a professional.

Professional Growth

  • Action research projects in academic studies

  • Entries have become more focussed

  • Outcomes are more concrete

  • Free-flowing is structured in!

    Artefact: Reflective Journal


Teaching philosophy

Teaching Philosophy

As teachers, we are in the unique position to play a part in the lives of young people as their understandings of themselves and of the world are still being shaped.

I believe in helping them to learn who they are.

I believe in helping them to learn who their classmates are.

I believe in helping them to be curious.

I believe in helping them to be brave.


Practicum exhibition

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