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PCET Practice of Teaching 2013 1

PGCE Post-Compulsory Education and Training

Practice of Teaching Workbook and Assignment Brief September 2013

This workbook is to be used for the modules: Introduction to Education and Training Introduction to Education and Training for Adult Literacy and ESOL


Tutor: Karen McGrath Attwood Building Room 103 [email protected] 0212 331 7341 Assignment brief Module Aims

This module marks the beginning of your learning and teaching journey to become a professional teacher in the Post-Compulsory Education and Training (PCET) sector and wider context It has a dual focus: to begin to develop your practical teaching skills and to begin to develop your skills of reflection, analysis and evaluation. As such, it is closely related to the work you will be starting to undertake on your placement.

• apply the necessary commitment, confidence and flexibility to teach, train and work in

a PCET environment that is characterised by diversity, complexity and change

Learning outcomes

1. Analyse your teaching in relation to your subject specific skills using academic literature and the Professional /Minimum Core standards to inform your work

2. Critically evaluate an aspect of teaching in your subject specialism 3. Critically evaluate your roles and responsibilities and professional relationships within

your learning and teaching context. 4. Collate and organise appropriate documentary evidence to support your claim to

meet Professional and Minimum Core standards required at this stage.

Content

The module is made up of face-to-face sessions, independent study, tutor directed tasks and (homework!!). All are of equal importance if you want to achieve professionalism in learning and teaching.

The sessions that make up this module will be highly participative and involve you in active and experiential learning. You will continue to make the essential links between theory and practice through tutor input, small and whole group discussions, short presentations, activities related to the chosen themes, analysis of ideas, concepts and experiences of yourself and others and through speaking and listening.

There is an expectation that you will take part in online discussions with peers via the forums on Moodle, our Virtual Learning Environment (VLE) and that you will undertake appropriate reading of a variety of media.


Assessment

Produce a series of tasks related to professional practice (3000 word equivalent). To be submitted online.

Information: See the Practice of Teaching Workbook Harvard Referencing

The Library guide includes detailed information on referencing, including how to cite unpublished material, secondary sources and internet resources. The referencing system used on this course is the Harvard Method. To find out about this, follow this link and click on the pink post-it on the right of the icity screen:

https://icity.bcu.ac.uk/library-and-learning-resources .

You can find out more about referencing in one of the sections on the Moodle page for Professional Development in Teaching Practice.

Full time

Assessment hand-in date: Monday 4th November 2013

Overview Date Content AM PM Thursday 3rd October

Introduction to The Practice of Teaching Workbook, the module and tasks KMc

Your teaching and learning philosophy KMc

Monday 7th October

Outstanding Teaching and Learning KMc

Using and Looking after your Voice KD

Part time year 1

Assessment hand-in date: Monday 6th January 2014 Overview Date Monday 11th November

Introduction to The Practice of Teaching Workbook 1, the module and tasks. Your teaching and learning philosophy KMc

Monday 18th November



Monday 25th November

Using and Looking after your Voice KD

Part time year 1 ESOL/Literacy

Assessment hand-in date: Friday 10th January 2014 Overview

Date WB Friday 15th November

Introduction to The Practice of Teaching Workbook, the module and tasks. Your teaching and learning philosophy

Friday 22nd November



Introduction to the Practice of Teaching Workbook Completion of the Practice of Teaching Workbook provides you with the opportunity to show how you have met the criteria for the Introduction to Education and Training module. The tasks are submitted on-line via Mahara and can be built up over a number of weeks. Presentation of the Mahara E Portfolio

A. Your teaching and learning philosophy (500 words in Mahara) B. A written reflection and analysis of your teaching so far. You will need to include an

analysis of the pedagogy you have developed for teaching your specialist subject. (1000 words)

C. An analysis of your roles and responsibilities (500 words in Mahara)

D. An analysis based on an observation of subject specialist lesson (500 words in

Mahara)

E. A justified action plan based upon your specialist subject audit (500 in Mahara)

F. Minimum Core Audit (in Moodle in Record of TP)

The total word count for the e-portfolio is 3000 words Appendices (to go in the ‘observation 1’ section on Moodle in Record of TP)

G. Evidence of one observation of your teaching practice teaching session

• lesson plan and rationale • all resources for the lesson • completed observer feedback forms and post observation targets • your self evaluation of the lesson with targets for development


The Role of the Mentor Introduction Trainees on the post-compulsory teacher training course at Birmingham City University are required to undertake at least 150 hours of teaching across the year in a “placement” as well as attending sessions at the University. For part-time students this will be spread across two years. The mentor plays a vital role in this placement, supporting, advising and assessing the student. Specifically, the mentor performs the following tasks: Observation and Feedback During the placement, the mentor observes the trainee, completes a University Observation Form, and decides if the trainee is meeting the Professional Standards for the stage of the course. Training in completing this form and in matching performance to standards is given at Birmingham City University. After the lesson, the mentor and trainee discuss the lesson and set targets for the next observation. The regulatory body requires trainees’ teaching to be observed on at least eight occasions during their course (ten for ESOL/Literacy Language). Observations Although the majority of observations should normally be carried out when the trainee is teaching groups of students, one-to-one tuition/tutorials are part of many teachers’ responsibilities and so can, when appropriate, contribute to the observation schedule.

e: /mb/JH/PGCE PCET Practice of Teaching/ 2013 5

How to teach an Outstanding Lesson Promoting learning through effective teaching. Ask yourself… When planning the lesson have you…

• Provided a detailed and effective scheme of work and lesson plan appropriate for the learning needs of the group and the demands of the subject?

• Organised the room layout and resources to maximise learning opportunities?

• Planned for individual learning needs?

• Provided an appropriate pack for an observer – scheme, lesson plan, ILPs,

group/individual profiles, assignment records, evaluation of previous lessons in this scheme, to enable the observer to understand why you have chosen particular strategies etc. (Select as appropriate; do not overdo as this can be counter-productive)

At the start of the lesson do you…

• Take the register within the first few minutes and record and challenge lateness appropriately?

• Start with a re-cap of the previous lesson and involve learners in this to consolidate

and reinforce learning?

• Record clear learning objectives or outcomes of the lesson and share these with learners? (They should know what they are there for)

During the lesson do you…

• Vary teaching and learning activities to: o Hold learners’ interests o Meet a range of learning styles and abilities o Actively engage learners in the learning process

• Ensure that learners are given clear information and guidance throughout the lesson.

(Tell them if you want them to do something such as take notes)

• Show interest and enthusiasm for the subject and create a positive and constructive atmosphere for learning? (Your manner and approach will inspire or disengage learners)

• Ensure that the pace of activities is appropriate for:

o Subject level o Stage of course o Individual learning needs

: /mb/JH/PGCE PCET Practice of Teaching 2013 6

• Manage different learning needs in the group? (Through extension activities, differentiated resources, structured group work activities, varied levels of support etc)

• Use appropriate teaching and learning resources – including ILT – effectively and

creatively to support and promote learning? (Remember, of all the senses, sight has the most impact on learning)

• Link learning content to previous learning and experience and use topical and

vocationally relevant examples to explain and clarify the lesson content?

• Use effective questioning skills and appropriate assessment activities to regularly review and check learning throughout the lesson? (All learners not just some)

• Ensure all learners are actively involved in the learning tasks and are working

productively and co-operatively on them?

• Provide clear feedback on progress – written or verbal (as appropriate) – within the lesson?

• Demonstrate highly effective communication and group management skills

appropriate to the age of the learners and level of the qualification?

• Ensure that all language, resources and learning approaches used, positively promote an inclusive learning atmosphere based on respect for difference and diversity? (see below)

Do you check…

• Language and terminology – in course material, in what you say and in what the learners do and say?

• Stereotypical attitudes – oral and written?

• Gender or racial bias in the organisation or balance of learner contribution?

• Breadth and appropriateness of assessment activities to ensure that they reflect a

diversity of approach to learning?

• The physical environment and how this might impact on learning?

• Access and support for learners available within your institution? At the end of the lesson do you…

• Review aims/objectives/activities completed?

• Ask and check what learners have learnt? (Could use a learning diary for this)


• Check to see if any elements are still outstanding and need to be carried over to the next lesson?

• Ensure that any homework set is given out? (With written instructions where appropriate)

• End with a forward look to the next lesson so that learners can see the links and are

motivated to attend?

• Bring the lesson to a clear close? The role of the teacher is to promote learning .


PGCE PCET Rationale

Name: Time:

Venue: Full/Part time

Observed Session:

1 Describe the context of the tea ching and the needs of your learners 2 List the qualities and constraints of the learning environment in which the session is to take place 3 Give reasons for the selection of the learning outc omes


4 State why selected teaching/learning methods are approp riate to this session 5 Which learning theories are relevant to this lesson ? 6 Explain how you will use ICT and other resources in your lesson


7 Describe how you will assess your students’ learnin g? 8 What methods will you use to gain feedback from you r learners in order to evaluate the success of the session?

9 Describe how you will address the targets set in your previous lesson observation.

Signature: Date:


PGCE PCET Lesson Plan

Date

Year/Group Standards & Minimum Core

Context of Lesson (Why are you teaching this element? How does it fit into the scheme of work?)

Asse ssment Strategy (How will you know if the learning has been success ful? How will you measure this learning?)

Resources (How will you use ICT (create resources/Powerpoint/Sma rtboard); what other resources will you use?)

Learning Objectives

How will you differentiate?

Shared Time Activities (e.g. group work, learner centred activities, indivi dual/pair work, differentiated activities?)

Literacy, Numeracy , ESOL and ICT Support

Plenary (How will you open/begin/conclude/ summarise your lesson?)

Anticipated Problems/Solutions

Review of targets from previous observation: List:

• • • •

Actions taken in this lesson to address these targets:

• • • •


STRATEGY

Stage and Timing

Learning and teaching activities

Learning objectives Aids and Equipment

Assessment of learning

outcomes

Professional & Minimum Core

Standards

Observation of Teaching and Learning: Underpinning Grading Standards


Name of Trainee:……………………………… Date:………………… Mentor………………………………………… PDT……………………………….

Stage: 1 2 3 Areas selected for observation: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 (Circle as appropriate) PGCE PCET/DPS PCET

Performance Indicator Outstanding Stage 1: Exceptional Achievement Stage 2: Outstanding Achievement Stage 3: Very Good Professional Achievement

Good Stage 1: Outstanding Achievement Stage 2: Good Achievement Stage 3: Secure Professional Achievement

Satisfactory Stage 1: Good Achievement Stage 2: Expected Achievement but needs developing Stage 3: Minimum Achievement

Inadequate Stage 1:Beginning to Achieve Stage 2:Needs Attention Stage 3: Failing to Achieve

Grade 1 2 3 4 1. Scheme of work

Comprehensive scheme includes course aims/objectives and sequenced teaching and learning activities, methods, resources and planned assessment. Detailed information which provides excellent insight into planned learning and progress.

Good scheme, which clearly records sequenced teaching and learning activities, methods, resources and planned assessment. Provides a very clear insight into planned structure of learning and progress.

Brief scheme lacking in some detail, but sufficient information to gauge planned outline of teaching and learning activities, resources and assessment.

Very brief or no scheme of work available. Little more than a list of topics.

2. Lesson Plan Highly detailed – timing, structure and method. Excellent range of activities planned to meet different learning style/needs. Excellent links to scheme. Detailed & informative rationale.

Good, clear structure – identifies resources, and activities linked to different learning styles/needs. Clear contextual links to scheme. Strong rationale.

Acceptable outline of teaching method, student activity and achievement. Some links to scheme of work evident. Rationale completed.

Sketchy with minimum detail. Insufficient teaching and learning activities or little relationship to scheme. Incomplete rationale (Sketchy).

3. Learning Environment Learning environment fully exploited to enhance learning. Learning environment exploited to some extent to enhance learning.

Some consideration into how best to exploit the environment to enhance learning.

No consideration given to exploit the environment to enhance learning.

4. Introduction, aims and objectives

Comprehensive introduction – aims and objectives explained, shared and displayed. Learners demonstrate very clear understanding about learning purposes.

Clear aims and objectives shared with learners at beginning of the session. Learners clear about learning purpose.

Brief, general introduction. Learning aims/objectives basic but realistic in lesson context. Learners generally know what they will be doing.

Little if any introduction. No clear aims and objectives stated or shared with learners. Learners unsure, confused or do not know what they will be doing.

5. Pace and structure of learning

Pace clearly matches subject and learner level. Activities very well-structured and timed to maintain interest and stimulate learning for all learners (buzz).

Pace matches subject and most learners’ needs and level. Most activities well-timed and structured.

Overall pace promotes some learning and interest. Some activities insufficiently matched to learners/subject level.

Activities lack pace/rigour and do not promote learning. Learners lose interest and concentration at some points. Many learners not stretched or over-challenged or confused or struggling to understand.

6. Identification and support of individual learning needs

Highly effective identification of individual learning needs through use of learning style analysis/ILP or other means/ initial and diagnostic assessment techniques. Excellent support provided through differentiated resources and activities – extension work, structured group/individual work and in-class customised support (as appropriate).

Good identification of individual learning needs through learning style analysis/ILP or other means/ initial and diagnostic assessment techniques. Good individual support evident through development and use of resources, activities and support in lesson (where appropriate).

Some identification of individual learning needs through learning style analysis/ILP or other means/ initial and diagnostic assessment techniques. Some individual support evident through development and use of resources, activities and support in lesson (where appropriate).

Insufficient or no identification of individual learning needs. Little evidence of learning style analysis/ILP or other means/ initial and diagnostic assessment techniques. Insufficient or no support of individual learning needs in lesson – resources and activities insufficiently developed or amended to meet different learning needs or level and/or insufficient support in class even though clearly needed.

7. Skills for Life – key/basic skills- identified and cross referenced

Highly effective embedding of skills for life in planning, delivery and resources.

Effective embedding of skills for life in planning, delivery and resources.

Some embedding of skills for life in planning, delivery and resources.

Insufficient or no effective embedding of skills for life in planning, delivery and resources.

8. Learning Methods

Excellent range/creative approaches used to maximise learning and involve learners; highly appropriate for subject.

Good range of learning methods used to engage learners and promote learning.

Limited range but teacher makes some effort to vary approach and involve learners.

Too much emphasis on “chalk and talk” Insufficient variety and involvement of learners. Learners are passive and disengaged. Teacher makes little (or no) attempt to match teaching methods to subject or learner needs.

Observation of Teaching and Learning: Underpinning Grading Standards


Performance Indicator

Outstanding Stage 1: Exceptional Achievement Stage 2: Outstanding Achievement Stage 3: Very Good Professional Achievement

Good Stage 1: Outstanding Achievement Stage 2: Good Achievement Stage 3: Secure Professional Achievement

Satisfactory Stage 1: Good Achievement Stage 2: Expected Achievement but needs developing Stage 3: Minimum Achievement

Inadequate Stage 1:Beginning to Achieve Stage 2:Needs Attention Stage 3: Failing to Achieve

Grade 1 2 3 4

9. Checks on learning/questioning skills

Highly effective clearly focused questioning skills used to check all learners’ knowledge/progress throughout the lesson.

Good questioning used to enhance and check learning throughout the lesson.

Questions used to recapitulate, consolidate and confirm learning but some opportunities lost throughout the lesson.

Ineffective, insufficient or no questioning of learners’ knowledge or progress.

10. Links in the learning Previous knowledge and experience referred to throughout. Very clear links drawn out to reinforce/promote learning especially in relation to linking theory and practice in vocational areas.

Previous experience/knowledge referred to and used to introduce new material in the lesson. Links between theory and practice stressed throughout and some examples elicited.

Some attempt to link new material with previous knowledge or experience and to link theory to practice.

Little or no attempt to link new material with previous knowledge and/or experience. Previous learning not checked, tested or referred to and insufficient reference to links between theory and practice.

11. Learning materials/resources

Excellent range + high quality (creative) materials clearly presented and well used to promote learning. Very effective (extensive) use of learning technologies.

Good range of materials and resources + effectively used to support session content and promote learning. Effective use of learning technologies.

Satisfactory resources and learning materials. Support learning but ordinary – worksheets etc. some use of learning technologies.

Insufficient or inadequate resources to support learning. Little (or no) use of learning technologies.

12. Inclusive learning strategies

All teaching and reference materials promote inclusion through highly effective use of diverse examples. Teacher models best practice through use of inclusive language, attitudes and terminology.

All teaching and reference materials support inclusion through effective use of diverse examples. Teacher models good practice through use of inclusive language, attitudes and terminology.

Teaching and reference materials demonstrate knowledge of inclusion through use of some diverse examples.

Little or no knowledge or awareness of inclusive learning principles. Teacher uses inappropriate or offensive language, terminology and attitudes. Resources use stereotypical, inaccurate and/or offensive examples.

13. Teacher style and communication skills

Passionate about subject. Outstanding oral presentation skills that engage learners and promote sustained motivation and concentration. Positive verbal/NVC – strong voice, fluent speech patterns, clear eye contact, enthusiastic manner and open body language and expression.

Animated delivery shows a good level of commitment and energy and holds learners’ interests. Good presentation skills that promote innovation and concentration. Teacher demonstrates effective verbal/NVC skills.

Moderate enthusiasm for subject. Delivery clear but may be lacking in “sparkle”. Oral presentation skills are satisfactory. Teacher uses generally appropriate verbal and NVC skills.

Ineffective or unenthusiastic delivery that does not engage learners. Some of the teacher’s verbal/NVC skills are ineffective or inappropriate – eye contact, voice, speech, manner, attitude, body movements etc. Learners bored, disinterested or disengaged.

14. Teacher knowledge Very knowledgeable and up-to-date in subject area. Very effective reference to vocational/professional examples (where appropriate) to interest learners and extend their awareness.

Clearly knowledgeable in subject area and uses relevant vocational/professional examples to good effect in the classroom.

Generally knowledgeable in subject area but some professional updating would improve quality of information.

Displays a confused, inaccurate or inadequate grasp of some aspects of the subject area.

15. Management of learning

Highly effective group/individual management. Clear directions and health and safety stressed throughout. Behaviour and standards professionally and vocationally appropriate and demonstrate high mutual teacher/learner value/respect. Highly effective ground rules established and referred to as appropriate.

Good management of group activities. Clear instructions and good emphasis on health and safety. Relationships in the lesson reflect vocational/professional context. Teacher and learners clearly value and respect each other. Effective ground rules established.

Satisfactory management of group. Health & safety appropriate. Instructions generally clear. Appropriate working relationship overall. Some ground rules established.

Ineffective management of group/individual activities. Instructions not always clear, teacher cannot impose his/herself. Inappropriate noise levels, learners not always listening or responding and/or ineffective or inadequate management of health & safety. Some lack of respect or value evident. No evidence of ground rules being established.

16. Review/recap/ summary of learning

Highly effective review of learning at intervals throughout the lesson. Very clear (and creative) summary linked to learning aims/objectives and to next lesson.

Good review/recap at points in the lesson plus clear summary of learning progress at end of lesson with reference to next lesson.

Some review of learning and brief summary at end of lesson and brief reference to next lesson.

Insufficient or no review of learning and/or insufficient or no summary at end of lesson and little or no reference to next lesson.

17. Learner involvement and response

All learners actively involved and engaged. Highly motivated/interested. Ask and answer questions well. High levels of co-operation, interaction plus learners use/take initiative in learning and take responsibility where appropriate.

Good involvement and engagement of learners. Good level of interest and concentration. Some examples of effective co-operation, interaction and initiative.

Satisfactory involvement and engagement of learners. Stay on task for majority of lesson. Answer questions; do what has to be done and nothing more.

Insufficient or no involvement or engagement of learners. Learners told what to do and when to do it. Relatively passive. Limited concentration and interest. Some learners bored and showing it.

18. Attendance and punctuality

Highly effective response to issues of attendance and/or punctuality with consistent use of a range of strategies to reinforce good practice among the learners.

Good response to issues of lateness and/or absenteeism. With some strategies in place to support improvement.

Satisfactory response made to issues of lateness and/or absenteeism. Limited use of strategies to combat learners’ negative attitudes and reinforce good practice.

Little or ineffective response to issues involving lateness and/or absenteeism. Inconsistent or no use of strategies to achieve improved punctuality and attendance.


PGCE PCET Post Observation Summary & Targets

Trainee Name: Mentor:

Date of Observation/Discussion: Observation Number:

Subject: Class Taught:

Placement: PDT

List below the Professional/Minimum Core Standards being targeted during the lesson observation or review and guidance session:

Professional /Minimum Core Standards observed or discussed:

Post Observation Summary including any achievement against previous targets: Targets for further development: Observation Grade

�

•

•

•


Use Continuation Sheet if necessary Signed (Trainee):

Date:

Signed (Mentor): Signed (PDT):

Joint Observation: �


Professional Standards likely to be evidenced durin g observations: A. Professional values an d practice AP 1.1 Encourage the development and progression of all learners through recognising, valuing and responding to individual motivation, experience and aspirations. AP 2.1 Use opportunities to highlight the potential for learning to positively transform lives and contribute to effective citizenship. AP 2.2 Encourage learners to recognise and reflect on ways in which learning can empower them as individuals and make a difference in their communities. AP 4.1 Use relevant theories of learning to support the development of practice in learning and teaching. AP 6.1 Conform to statutory requirements and apply codes of practice. AP 6.2 Demonstrate good practice through maintaining a learning environment which conforms to statutory requirements and promotes equality, including appropriate consideration of the needs of children, young people and vulnerable adults. AP 7.1 Keep accurate records which contribute to organisational procedures. B. Learning and Teaching BP 1.1 Establish a purposeful learning environment where learners feel safe, secure, confident and valued. BP 1.2 Establish and maintain procedures with learners which promote and maintain appropriate behaviour, communication and respect for others, while challenging discriminatory behaviour and attitudes. BP 1.3 Create a motivating environment which encourages learners to reflect on, evaluate and make decisions about their learning BP 2.1 Provide learning activities which meet curriculum requirements and the needs of all learners. BP 2.2 Use a range of effective and appropriate teaching and learning techniques to engage and motivate learners and encourage independence. BP 2.3 Implement learning activities which develop the skills and approaches of all learners and promote learner autonomy. BP 2.4 Apply flexible and varied delivery methods as appropriate to teaching and learning practice. BP 2.5 Encourage learners to use their own life experiences as a foundation for their development. BP 3.1 Communicate effectively and appropriately using different forms of language and media, including written, oral and non-verbal communication, and new and emerging technologies to enhance learning. BP 3.2 Use listening and questioning techniques appropriately and effectively in a range of learning contexts. BP 3.3 Structure and present information clearly and effectively. BP 3.4 Evaluate and improve own communication skills to maximise effective communication and overcome identifiable barriers to communication. C. Specialist lea rning and teaching CP 1.2 Provide opportunities for learners to understand how the specialist area relates to the wider social, economic and environmental context. CP 2.1 Implement appropriate and innovative ways to enthuse and motivate learners about own specialist area. CP 3.1 Apply appropriate strategies and theories of teaching and learning to own specialist area. CP 3.2 Work with learners to address particular individual learning needs and overcome identified barriers to learning. CP 3.5 Make appropriate use of, and promote the benefits of new and emerging technologies CP 4.2 Work with learners to identify the transferable skills they are developing, and how these might relate to employment opportunities. D. Planning for learning DP 1.1 Plan coherent and inclusive learning programmes that meet learners’ needs and curriculum requirements, promote equality and engage with diversity effectively. DP 1.2 Plan teaching sessions which meet the aims and needs of individual learners and groups, using a variety of resources, including new and emerging technologies. DP 1.3 Prepare flexible session plans to adjust to the individual needs of learners. DP 2.1 Plan for opportunities for learner feedback to inform planning and practice. DP 2.2 Negotiate and record appropriate learning goals and strategies with learners. E. Assessing for learning EP 1.2 Devise, select, use and appraise assessment tools, including where appropriate, those which exploit new and emerging technologies. EP 1.3 Develop, establish and promote peer- and self-assessment as a tool for learning and progression. EP 2.1 Apply appropriate methods of assessment fairly and effectively. EP 2.2 Apply appropriate assessment methods to produce valid, reliable and sufficient evidence. EP 2.3 Design appropriate assessment activities for own specialist area. EP 3.1 Ensure that learners understand, are involved and share in responsibility for assessment of their learning. EP 3.2 Ensure that access to assessment is appropriate to learner need. EP 4.1 Use assessment information to promote learning through questioning and constructive feedback, and involve learners in feedback activities. F. Access and progression FP 1.2 Provide learners with appropriate information about the organisation and its facilities, and encourage learners to use the organisation’s services, as appropriate. FP 1.1 Refer learners to information on potential current and future learning opportunities and appropriate specialist support services. FP 2.1 Provide effective learning support, within the boundaries of the teaching role. FP 3.1 Provide general and current information about potential education, training and/or career opportunities in relation to own specialist area. FP 4.1 Provide general and current information about a range of relevant external services.


These professional practice standards are more like ly to be evidenced by activity other than teaching observations: A. Professional values and practice AP 3.1 Apply principles to evaluate and develop own practice in promoting equality and inclusive learning and engaging with diversity. AP 4.2 Reflect on and demonstrate commitment to improvement of own personal and teaching skills through regular evaluation and use of feedback. AP 4.3 Share good practice with others and engage in continuing professional development through reflection, evaluation and the appropriate use of research. AP 5.1 Communicate and collaborate with colleagues and/or others, within and outside the organisation, to enhance learners’ experience. AP 5.2 Communicate information and feedback about learners to others with a legitimate interest, appropriately and in a manner which encourages trust between those communicating and respects confidentiality where necessary. AP 7.2 Evaluate own contribution to the organisation’s quality cycle. AP 7.3 Use feedback to develop own practice within the organisation’s systems. B. Learning and Teaching BP 2.6 Evaluate the efficiency and effectiveness of own teaching, including consideration of learner feedback and learning theories. BP 2.7 Use mentoring and/or coaching to support own and others’ professional development, as appropriate. BP 3.5 Identify and use appropriate organisational systems for communicating with learners and colleagues. BP 4.1 Collaborate with colleagues to encourage learner progress. BP 5.1 Select and develop a range of effective resources, including appropriate use of new and emerging technologies. BP 5.2 Select, develop and evaluate resources to ensure they are inclusive, promote equality and engage with diversity. E. Assessing for learning EP 2.4 Collaborate with others, as appropriate, to promote equity and consistency in assessment processes.

The underpinning standards (p13 &14) will be used by your mentor and PDT to identify good practice and areas for development. This will be used along with any other evidence and professional judgement to provide targets for further development and a grade for each observation. In addition mentors and PDTs will make reference to the above standards (p17 & 18) during any feedback. Trainees should ensure that their planning and evaluation processes refer directly to these same standards.


PGCE PCET Trainee Self Evaluation Name: Date:

Venue : Full/Part time

Subject :

How you met the needs of your learners

The appropriateness and relevance of your learning outcomes


The appropriateness of your teaching and learning methods

The effectiveness of your resources /learning aids, particularly your use of ICT

The effectiveness of strategies you used to differentiate between learners. Provide specific examples, such as strategies used with specific students and why. How did these strategies challenge the more able learners? How did these strategies support the less able learners? What were the outcomes?


The assessment of learners (including diversity & equality issues) How did you gather learner feedback to support your comments?

What targets were you set in your previous observation? How successful were you in addressing these targets?

Please give the name(s) of the person/people who observed this session. Name:………………………………………………………………………………. Role:………………………………………………………………………………… Name:………………………………………………………………………………. Role:…………………………………………………………………………………


Completing the Tasks

A. Your teaching and learning philosophy (500 words)

B. A written reflection and analysis of your teaching (1000 words) You will need to include an analysis of the pedagogy you have developed for teaching your specialist subject. Consider what has gone well in your teaching practice so far? Why has it? Why has not gone so well? Why? What have you learnt? C. An analysis of your Roles and Responsibilities (500) You may wish to consider the following:

• What does the term ‘professional’ imply? How do I ensure I maintain my professionalism?

• What meetings can/do I attend? (Team, curriculum, staff development etc.). How can/do I contribute to these meetings?

• What extra curricula activities can/do I get myself involved in? (open days, parents’ evening etc)

• What are my responsibilities as a member of staff regarding health and safety, equal opportunities etc? (self and students)

• What are my responsibilities as a member of staff regarding rules and regulations of learner attendance and punctuality? Why is this important?

• What is the structure of my institution? (e.g faculty, school based etc.) • What examples of networking can I provide?

N.B A list of your roles and responsibilities is not an analysis! You could choose to look at 2 in detail and analyse these. D. An observation of a specialist teacher In the first instance you will be taking part in observing professional, subject specialist teachers then you will progress to teaching parts of a lesson with an experienced teacher. The parts of the lesson you might teach could be either:

• The beginning of the lesson – establishing ground rules with learners, introducing the aims and outcomes/objectives of the lesson, setting the scene for activities, questioning for prior knowledge etc.

• The middle part of the lesson – managing group(s) activities, assisting learners

during activities, keeping learners on task, motivating learners, assessing learners by questioning, embedding functional skills, checking for inclusivity etc.

• The end of the lesson – checking learners’ work, assessing the achievement of

outcomes/objectives, recapping the session, gathering feedback from learners etc. Ask if you can look at the resources available for your subject specialism. Experienced staff are willing to share but this sharing of good practice is not one way traffic. The university and staff at your placement expect you to devise, design and share your resources too.


• What subject specific resources are available in the Institution’s library? (make detailed notes as you tour the library)

• What subject specific resources are available in the University library? (make detailed notes as you tour the library)

E. The subject specialist audit and a justifiable action plan based upon your specialist

subject audit F. The Minimum Core for Numeracy, Literacy and ICT The purpose of this exercise is to give you the opportunity to identify your own development needs in terms of the minimum core for numeracy, literacy and ICT. The Minimum Core establishes the skills and knowledge that a PCET lecturer should have in order to support the numeracy needs of their own learners. Read through the three sections of the Minimum Core provided below. For each section try to assess your level of understanding and enter the section numbers in the relevant box. Finally, summarise your development needs and suggest how these may be met. 4. Literacy and Language: Personal, social and cult ural factors influencing the development of numeracy skills. 4.1 The different factors affecting the acquisition and development of numeracy skills 4.2 The importance of numeracy in enabling users to participate in, and gain access to, society and the modern economy 4.3 The different barriers that hinder development of number skills 4.4 The main learning difficulties and disabilities relating to number skills learning and development 4.5 The common misconceptions and confusions related to number-associated difficulties

I have a sound understanding of

sections:

I have some understanding of

sections

I have little understanding of

sections


5. Explicit knowledge of key numeracy dimensions, p rocesses and content. 5.3 A knowledge of the capacity of number skills to support problem solving 5.4 Making sense of situations and representing them 5.5 Processing and analysis 5.6 Using numeracy skills and content knowledge 5.7 Interpreting and evaluating results 5.8 Communicating and reflecting on findings


sections:


sections


sections

6. Personal Numeracy Skills 6.7 Use strategies to make sense of a situation requiring the application of numeracy 6.8 Process and analyse data 6.9 Use generic content knowledge and skills 6.10 Express yourself clearly and accurately 6.11 Make judgements concerning content knowledge and skills 6.12 Understand the validity of different methods 6.13 Consider accuracy, efficiency and effectiveness when solving problems and reflect on what has been learnt 6.14 Make sense of data 6.15 Select appropriate format and style for communicating findings


sections:


sections


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Log sheet for recording teaching at your teaching p lacement

Date Time Subject or Course

Visiting Mentor or

Tutor

Number of Hours


Date Time Subject or

Course Visiting

Mentor or Tutor

Number of Hours

This is a true and accurate account of my Practice of Teaching placement. The number of recorded teaching hours has reached or exceeded the minimum required. Trainee’s signature: …………………………………………………………Date:….. …… Mentor’s signature: …………………………………………………………Date:….. …… PDT’s signature: …………………………………………………………Date:….. ……


Name: Placement:

Mentor: Subject Specialism(s): Level taught : Entry 1 2 3 4 5 6 7 8 (circle as appropriate)

Birmingham City University– Faculty of Education, L aw and Social Sciences – Post Compulsory Education Courses

Subject and Teaching Experience Audit

Subject audits are designed to help you match your subject knowledge, skills and understanding to the requirements of teaching your specialist subject in the post compulsory sector and to identify both your strengths and any ‘gaps’. This document will also be used to help monitor the development of your subject knowledge throughout your course.

Subject Audit

1st Tutorial

Target Setting

2nd & 3rd Tutorials

Placements (…mentors) (…teaching)

Reading and Research Curriculum Group


PGCE PCET Subject Audit

Subject Specialism: Completed Qualifications in this subject (s):

Qualifications Date Awarded:

Qualifications in progress Anticipated completion date

What qualifications would you still like to gain in your subject area?

Give details of the experience you have of teaching the subject(s), if any:

1

2

What was the most recent course/seminar/event you a ttended which was designed/selected to update your subject knowledge?

Which books do you believe are the most helpful to you in teaching your subject area?

Which websites do you believe are the most useful to you in teaching your subject area?

In your subject, which is your weakest area of knowledge/expertise?


PGCE PCET Subject Audit

Tick the boxes that apply: I belong to a professional body If yes gi ve details……………………………………………….. I subscribe to a professional journal/magazine If yes give details……………………………….. I participate in a professional group that meets to discuss issues in my subject area. I regularly attend seminars/meetings to update my s ubject knowledge. I wish to improve my own qualifications in my subje ct area.

Describe here how you keep up -to-date with developments in your field:

Having examined relevant subject knowledge needs in your area describe here what suppor t you would need in order to improve and develop it : Having examined the syllabuses for your subject are a, what gaps in your knowledge have you identified? What do you need to do in order to address the gaps in your knowledge?


PGCE PCET Subject Audit – Action Plan

Areas /gaps of subject knowledge/ pedagogy I need to develop

How I will develop these areas How I will know that this development has been successful

Target dates for completion


Learning Resources Essential reading: Cohen, L, Mannion, L & Morrison, K (2010) A Guide to Teaching Practice, 5th edition, London: Routledge (available as an e-book) Francis, M & Gould, J (2009) Achieving your PTLLS Award London: SAGE Publications Petty, G (2009) Teaching Today, 4th edition, Cheltenham: Nelson Thornes Reece, I & Walker, S, edited by David Clues and Maureen Charlton (2006) Teaching, Training and Learning: A practical guide, 6th edition, Sunderland: Business Education Publishers Ltd Recommended reading: Wallace, S (2010) Achieving QTLS – The Lifelong Learning Sector Reflective Reader, Exeter: Learning Matters Crawley, J (2011) In at the Deep End. London: David Fulton Publishers. Ebooks: Jordan, A, Carlile, O & Stack, A (2008) Approaches to Learning: A Guide for Teachers Berkshire: McGraw-Hill http://lib.myilibrary.com/Browse/open.asp?ID=195294 Fairclough, M (2008) Supporting Learners in the Lifelong Learning Sector Berkshire: Open University Press Websites: www.nrdc.co.uk www.basicskills.co.uk www.lifelonglearning.co.uk Journals and other Publications: FE Now Times Educational Supplement Times Higher Educational Supplement The Journal of Teaching in Further and Higher Education Research in Post-compulsory Education


For Literacy ESOL Essential reading: Cohen, L, Mannion, L & Morrison, K (2004) A Guide to Teaching Practice, 5th edition, London: Routledge (also available as a e-book) Francis, M & Gould, J (2009) Achieving your PTLLS Award London: SAGE Publications Paton, A & Wilkins, M (2009) Teaching Adult ESOL –Principles and Practice, Berkshire: Open University Press (also available as a e-book) Petty, G (2009) Teaching Today, 4th edition, Cheltenham: Nelson Thornes Wallace, S (2010) Achieving QTLS – The Lifelong Learning Sector Reflective Reader, Exeter: Learning Matters Wilson, L (2009) Practical Teaching - A Guide to PTLLS & DTLLS, Hampshire: Delmar Cengage Learning Recommended reading: Crawley, J (2011) In at the Deep End. London: David Fulton Publishers. (also available as a e-book) Pollard, A (2005) Reflective Teaching, 2nd edition, London: Continuum Sunderland: Business Education Publishers Scrivener, J (2005) Learning Teaching, 2nd edition, London: Heinemann ebooks Fairclough, M (2008) Supporting Learners in the Lifelong Learning Sector Berkshire: Open University Press http://lib.myilibrary.com/Browse/open.asp?ID=196463 Jordan, A. ,Carlile, O. & Stack, A. (2008) Approaches to Learning: A Guide for Teachers Berkshire: McGraw-Hill http://lib.myilibrary.com/Browse/open.asp?ID=195294 Martin-Jones, M & Jones, K (2000) Multilingual Literacies Reading and Writing Different Worlds Amsterdam:John Benjamins Publishing Company http://lib.myilibrary.com/Browse/open.asp?ID=225468 Websites: WWW.cilt.org.uk/home.aspx www.nrdc.co.uk www.basicskills.co.uk www.lifelonglearning.co.uk Journals and other Publications: ELT Journal FE Now The Journal of Teaching in Further and Higher Education Times Educational Supplement Times Higher Educational Supplement Research in Post-compulsory Education


Introduction to Education and Training Name:

Module Number: Fail Pass

Analyse your teaching in relation to your subject specific skills using academic literature and the Professional /Minimum Core standards to inform your work.

Critically evaluate an aspect of teaching in your subject specialism

Critically evaluate your roles and responsibilities within your learning and teaching context

Collate and organise appropriate documentary evidence to support your claim to meet Professional and Minimum Core standards required at this stage.

The total word count for the e-portfolio is 3000 wo rds


Introduction to Education and Training in ESOL/Lite racy Name:

Module Number: Fail Pass

Analyse your teaching in relation to your subject specific skills using academic literature and the Professional /Minimum Core standards to inform your work.

Critically evaluate an aspect of teaching in your subject specialism

Critically evaluate your roles and responsibilities within your learning and teaching context

Collate and organise appropriate documentary evidence to support your claim to meet Professional and Minimum Core standards required at this stage.

The total word count for the e-portfolio is 3000 wo rds

Documents

PGCE Post-Compulsory Education and · PDF fileprofessional teacher in the Post-Compulsory Education and Training ... contribute to the observation schedule. e: ... • Planned for