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PGCE Post-Compulsory Education and Training · PDF file Post-Compulsory Education and Training ... KMc Using and Looking after your Voice Monday 13 th October Introduction to The Practice

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    PGCE Post-Compulsory Education and Training

    Practice of Teaching Workbook and Assignment Brief September 2014

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

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    Tutor: Karen McGrath Attwood Building Room 103 [email protected] 0121 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.


    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.

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    Produce a series of tasks related to professional practice (3000 words = 8 minutes equivalent). To be submitted as a video.

    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: .

    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 8th December 2014

    Overview Date Content AM PM Thursday 9th Oct

    Outstanding Teaching and Learning KMc

    Using and Looking after your Voice

    Monday 13th October

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

    Your teaching and learning philosophy KMc

    Part time year 1

    Assessment hand-in date: Monday 12th January 2015 Overview Date WB Monday 29th September

    Introduction to The Practice of Teaching Workbook 1, the module and tasks. Roles and responsibilities KMc

    Monday 6th October

    Outstanding Teaching and Learning Your teaching and learning Philosophy KMc

    Monday 17th November

    Teaching and learning KMc

    Monday Using and Looking after

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    24th November

    your Voice

    Part time year 1 ESOL/Literacy

    Assessment hand-in date: Friday 16th January 2015 Overview

    Date Monday 29th Sept

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

    Friday 10th October

    Outstanding Teaching and Learning & your teaching and learning philosophy KMc

    Friday 7th November

    Using and Looking after your Voice MF

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    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 via the videos, but will be developed over a number of weeks. Presentation of the video (3000 words equivalent is 8 minutes)

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

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

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

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

    Appendices (to be handed in with you reference list)

    • Sections A, B of the of the Skills Audit • You also need to demonstrate that you have make a start on section C of the of the

    Skills Audit • lesson plan and rationale for observation 1 • all resources used in the lesson • completed observer feedback forms and post observation targets • your self evaluation of the lesson with targets for development

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    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.

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    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

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    • 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

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