Embed Size (px)
Citation preview
Professional Studies Handbook Contents 2012-2013 Page
Introduction 2
Your Subject Study Co-ordinator 2
Key contact details 2
Expectations 3
Module outlines 3
Portia: Moodle 3
What will I learn? 4
Structure and content of Module 1 5
Structure and content of Module 2 7
Assessment
What do I have to do? What will my assessors be looking for?
9
Summative Assessment 9
Chart showing how Professional Studies summative assessment
fits into the PGCE programme
9
Interim requirements for progression to Module 2 10
Details of Assignment 2 11
Formative Assessment 14
Summary of components of formative assessment 14
Details of directed tasks 14
Pro forma for link logs 20
Who will support me? 21
How will I learn? 21
Evaluation 21
Subject Co-ordinator‟s summary of module evaluation 2011-2012 22
Bibliography 24
2
Introduction Professional Studies is a 90 hour course in two modules. Sessions begin at 9.30 am and normally end by 3.45 pm. Sessions take place at the Bognor Regis Campus of the University for students from all subject routes. Our normal practice is to meet as a whole cohort in the ICT Lecture Theatre and then divide into Professional Studies groups for discussion and seminar activities. Your Professional Studies Co-ordinator is Antony Bignell. He is supported by a team of 4 Professional Studies tutors, each of whom leads a Professional Studies Group. Their contact details are listed below. Julia O‟Kelly, Head of Secondary PGCE, is also part of the Professional Studies team. Useful contacts are: Julia O‟Kelly
Head of Programme and Professional Studies Tutor
01243 812160
Antony Bignell
Professional Studies Co-ordinator
01243 812024
Ruth Mantin
Professional Studies Tutor
01243 812070
Katharine Milcoy
Professional Studies Tutor
01243 812166
Debbie Hickman
Professional Studies Tutor
01243 812049
Melanie Hopkins
Programme Administrator
01243 812043
Ann Jones
Learning Resources
01243 812094
SIZ Helpdesk
Student ICT queries etc
01243 816222
Melanie Hopkins can be found in the Programme office which is in St Michael‟s F2. The office is open between 8.30 am and 5.00 pm every day except on Fridays when the office closes at 4.30 pm.
3
Expectations
You are expected to demonstrate the professional attributes of a teacher in your approach to your Subject Study and your Professional Studies. You are expected to:
Attend every session
Participate actively in all sessions and in a sensitive and professional manner which is compliant with the University‟s published policies as detailed in the Programme Handbook
Use Portia regularly for communication and information
Bring your Professional Studies handbook to every session
Complete all pre and post session tasks as directed
Attend all tutorials arranged with your Professional Studies tutor
Be pro-active in addressing the targets set for you in conjunction with your tutor
Take responsibility for meeting deadlines, and submitting assignments/ documentation to the correct place (e.g. Programme Office)
In the event of ANY absence please follow the procedures detailed in the Programme Handbook Module outlines for your Professional Studies modules can be found in Appendix B. of the Programme Handbook. Portia: Moodle Information about Professional Studies sessions, including this handbook, and session notes will be posted on Portia: Moodle.
4
What Will I Learn?
The two Professional Studies modules are designed to complement your Subject Study Modules by introducing you to the over-arching knowledge, understanding and skills necessary to become an effective secondary school teacher, irrespective of your specialist subject. They are designed to help you to relate the Teachers‟ Standards to your subject teaching and the broader role of teacher and tutor; to understand your role as a member of the whole-school community, and will include preparation for the Induction Year. The structure of the course is based on the understanding that theory informs practice and practice informs theory. You will, therefore, be able to draw on elements of your Subject Study and your School Experience to support your Professional Studies work. You will:
Identify policies and practice in schools and demonstrate a critical awareness of their implementation in the context of current educational policy
Demonstrate a critical awareness of the application and working of national directives as they relate to your subject specialism and to your role as a teacher and tutor
Know a range of theories of learning and evaluate their impact on school practice
Offer critical commentary of the links between professional studies, school experience and subject study
Demonstrate commitment through satisfactory attendance and compliance with University policies
Demonstrate a professional attitude to learning and development, including collaborative working
Demonstrate a readiness to accommodate new principles and understandings
Identify and comment reflectively upon the values which underpin secondary education
Reflect on and improve your practice and take responsibility for identifying and meeting your developing professional needs
The Learning Outcomes for these modules are set out in full in the Module Outlines to be found in Appendix B of your Programme Handbook.
5
Structure and Content
Module One After each day, you will be required to complete a link log in which you will need to identify which of the Teachers’ Standards have been addressed. You should be aware that the Professional Studies modules address all the Teachers‟ Standards.
Monday 10 September 2012
Introductions/welcome from University and programme personnel Handbooks, The Standards, PS work, PS groups Meet subject tutors Meet PS groups
ICT Lecture theatre Seminar rooms Seminar rooms
9.30 - 12.30
1.30 - 2.30 2.30 - 3.30
Tuesday 11 September 2012
The Partnership Office and School Experience (Jane Evans) IT Services Resilience PS groups - Qualities of a good teacher. Resilience. Discussion of pre course tasks Carousel involving PS Groups, Learning Resources Centre, Registration
ICT Lecture theatre Seminar rooms Seminar rooms
9.30 - 11.00
11.00 – 12.00
12.00 – 4.00
Monday 17 September 2012
Introduction to online resources MA work - framing questions, and referencing PS Inclusion presentation groups and task
ICT Lecture theatre Seminar rooms
9.30 - 10.30
11.00 - 3.30
Tuesday 18 September 2012
Tutors take in link logs Inclusion presentations Ways of learning Link logs submitted to PS tutor
Seminar rooms Seminar rooms
9.30 - 12.30
1.30 – 3.30
Monday 24 September 2012
Positive Behaviour Management (Mark Wilson) Rose Review of Reading Literacy across the curriculum Action Learning & personalising learning PS groups: personalising learning and link logs feedback and tutorials
ICT Lecture theatre ICT Lecture theatre Seminar rooms
9.30 – 12.00
1.00 – 2.15
2.15 - 3.30
6
Tuesday 25 September 2012
PS groups: the role of the form tutor and pastoral care. Child Protection (Sarah Weaden) PS groups: the role of the form tutor and pastoral care. School experience and professionalism
Seminar rooms ICT Lecture theatre Seminar rooms ICT Lecture theatre
9.30 – 11.00
11.30 - 12.30
1.30 – 2.30
2.30 - 3.30
Wednesday 26 September 2012
Research skills and methodologies. Effective assignment writing and Assignment 2 PS groups: review of link logs Voluntary Assignment writing workshop Tutorials depending on feedback on link logs, methodology task, and SEND preparation
ICT Lecture theatre Seminar rooms
9.30 – 10.45
11.15 – 12.30
1.00 - 2.00 2.00 – 3.30
Thursday 4 October 2012
SEND Part 1 - Workshops Curriculum Developments – Where now? 14 – 19 Education The Integrated Curriculum Preparation for assignment 2 moderation task Ethics forms Submit link logs Sign up for tutorials next week
Seminar rooms ICT Lecture Theatre ICT Lecture theatre Seminar rooms
9.30 – 10.45
11.15 – 12.15
1.15 – 2.30 2.30 – 3.30
Thursday 11 October 2012
Voice and communication workshop (Ulrika Schulte-Baukloh) Tutorials for assignment 2, moderation task, and link logs
Venue TBC Seminar rooms
9.30 - 4.00
Friday 2 November 2012
Careers Fair All day
7
Module 2
Monday 14 January 2013
Types of schools Applying for your first teaching post (Jackie Shepheard) PS groups: interview questions PS groups: School Experience review and evaluation Accessing resources: voluntary session
ICT Lecture theatre Seminar rooms Seminar rooms LRC
9.30 - 11.00 11.30 - 12.30 1.30 – 3.00 3.00
Tuesday 15 January 2013
PS groups: PSHE group task and presentations
Seminar rooms 9.30 - 3.30
Monday 21 January 2013
PS groups: Introduction to theme of Identities Otherness - gender issues and homophobia PS groups: further consideration of Identities
Seminar rooms ICT Lecture theatre Seminar rooms
9.30 - 11.00 11.30 - 12.30 1.30 - 3.30
Tuesday 22 January 2013
Group tasks investigating attainment and social deprivation Assignment 2 formative assessment task
Seminar Rooms
9.30 - 3.30
Wednesday 23 January 2013
Teaching pupils for whom English is an Additional Language - EAL (Anwen Foy) SEND group task – Barriers to learning and how they can be overcome Voluntary assignment writing workshop Report and discussion of social deprivation, SEND and EAL tasks Briefing for School B
ICT Lecture theatre Seminar rooms Seminar Rooms Seminar Rooms ICT Lecture theatre
9.30 – 10.30 11.00 - 12.00 12.00 - 1.00 1.30 – 2.30 2.30 – 3.30
Thursday 31 January 2013
Emotional intelligence Workshops on Emotional Intelligence, SEAL , PLTS. Review of Audio tape task school A
ICT Lecture theatre Seminar rooms
9.30 – 10.30 10.30 - 3.30
8
Tuesday 19 February 2013
Hand in Assignment 2
Friday 15 March 2013
Preparing for your Induction Year Continuing Masters work Subject study
ICT Lecture theatre Seminar rooms
9.30 - 10.30 11.00 – 3.30
Monday 17 June 2013
Review of current issues Review of School B Review of Audio Tape B Module evaluations Individual tutorials for submission of PS directed tasks
ICT Lecture theatre Seminar rooms
9.30 - 10.30 10.00 - 3.30
Tuesday 18 June 2013
Individual tutorials Seminar rooms 9.30 - 3.30
Friday 21 June 2013
Your NQT induction year The Teachers‟ Pension Scheme Celebratory drinks
ICT Lecture theatre On the lawn
9.30 - 12.00
12.00 - 1.30
9
Assessment A definition of summative and formative assessment is included in the Programme Handbook.
Summative Assessment What do I have to do? What will my assessor be looking for? The following chart can also be found in the Programme Handbook. Your Professional Studies summative assessment is highlighted to show how it combines with other elements of the PGCE Programme to contribute towards your overall summative assessment:
Subject Study – Module 1
One 4,000 word (or equivalent) assignment graded at least „D‟ – minimal pass
20 M level credits
Professional Studies - Module 1
Reflective logs highlighting the links between professional studies and subject application; Satisfactory attendance and active participation in sessions and tasks.
School Experience „A‟ Joint Summative Report graded at least “Achieved standards at a Minimal level” (grade 3)
Professional Studies - Module 2
One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass
20 M level credits
Subject Study – Module 2
One 4,000 word (or equivalent) assignment graded at least „D‟ – minimal pass
20 M level credits
School Experience „B‟ Joint Summative Report graded at least “Achieved standards at a Minimal level” (grade 3) TA Skills Tests (Numeracy, Literacy) Completion of Standards Tracking Document
10
Module 1 At the end of Module 1, your professional studies tutor will assess whether you have met the interim requirements for progression to Module 2 as described in the Programme Handbook. The interim requirements for progression from Module 1 to Module 2 are:
completion of your daily reflective log which highlights the links between professional studies and subject application
Satisfactory attendance and active participation in sessions and tasks
Completion of the directed tasks linking this module with school experience
The specific assessment criteria are:
Your logs demonstrate a developing ability to analyse and apply course content
Your contribution to professional studies group discussion and tasks has demonstrated sensitivity and professionalism in line with the University‟s policies
All absence procedures have been followed correctly
Deadlines associated with school A have been met and your School A audio tape task has been satisfactorily completed
11
Module 2 Assignment 2 (4,000 words) Submission Date: Tuesday 19 February 2013 at 12.00 noon. This assignment is based on an investigation into a whole school issue. It requires you to relate theory and practice, consider the relevance of particular Standards, and the implications for you as a subject teacher. Before you begin this assignment, you will need to complete an ethics form. This is a requirement when undertaking any research, however small-scale, within a school. This form can be downloaded from Portia: Moodle
Complete the Ethics Form
Show it to your Professional Tutor in school and ask them to sign it (signature of supervisor). This shows that they have approved your research
Bring your completed form to „Oasis Day‟, Friday 16 November 2012, and hand it in to Melanie Hopkins in the programme office. If you are working with your subject tutor away from the Bognor Regis Campus on that day, your subject tutor will collect your form.
Your Professional Studies Tutor will review and counter-sign your form.
Only if there are ethical issues with your research will your Professional Studies Tutor contact you. Otherwise you may continue with your research and assignment.
The title of your assignment is: ‘How does your school promote positive pupil behaviour? In the light of current research, analyse one aspect of behaviour management in your school.’ These are some possible aspects you could choose:
The pastoral system
Mentoring
Involvement of and communication with parents/carers
Through the curriculum e.g. nurture groups, 14-19 vocational options etc.
SEAL or PLTS
Promotion of emotional intelligence
Learning styles
School behaviour policy
Throughout your assignment you must make overt and analytical connections with relevant Standards - as you have been practising in your link logs.
12
One way of structuring your essay is as follows: (a) Introduction You are setting the scene for your enquiry. This will be a brief statement of the
background to your question (approximately 250 words). (b) Literature review This section must demonstrate that you have read around your question. You
will discuss, critique, and reflect on the various viewpoints that you have researched (approximately 1500 words).
(c) Comparison of theory with practice through research in your school placement. Research could take the form of:
Observation of practice in your school
Examination of policy documents and how they are put into practice
Questionnaires to pupils or staff
Interviews with relevant staff
Case studies
Focus groups You will need to:
Explain your chosen research methodology
Justify your choice
State your findings
Analyse your findings
Critique your research methodology, including a discussion of its limitations (approximately 1500 words) (d) Conclusion Relate/compare theory and practice. Your literature review establishes the
theory - how does this contrast with the practice you have investigated in your school and what are the implications for you as a subject teacher? (approximately 750 words)
Suggested number of words per section is a guideline only; you may need to adjust according to the nature of your topic and research. Another way of structuring your essay is to inter-weave sections b) and c).
13
Specific Assessment Criteria In addition to the general assessment criteria in the Programme Handbook, you will be assessed against the following specific criteria:
Engagement with and critical analysis of a wide range of relevant literature
Selection and justification of an appropriate research methodology
Critical analysis and evaluation of research findings
Explicit reference within the text to the ways in which your work on this assignment has helped you to meet the Teachers’ Standards
Appropriate academic writing style, Standard English, and Harvard referencing (see also assignment writing guidelines in appendix A of the Programme Handbook)
14
Formative Assessment In addition, there are several forms of formative assessment during your professional studies modules:
Professional Studies Link Logs A pro forma for your link log follows. You are required to complete one of these after each University Professional Studies day. Instructions are on the pro forma which may be downloaded and completed electronically from Portia: Moodle.
Tutorials Tutorials with your professional studies tutor will be arranged:
In week 3, following review of your link logs, in order to consider any areas for development identified to help you improve your assignment writing
For all students, in week 5, to discuss your proposed Assignment 2 title, the nature of the research you will carry out and completion of your ethics form before you begin your school based research
By request, during week 18, if you feel that you would like advice on writing Assignment 2
For all students, during week 37, to check that you have completed your Professional Studies directed tasks
Professional Studies in School When you are in school, your school‟s professional tutor is responsible for organising a programme of Professional Studies for you. This may be delivered in a variety of ways and may build on areas where you have had some University input, as well as introducing you to new topics. You need to keep a copy of your school‟s professional studies programme in your Personal Development Profile.
Directed Tasks The following tasks must be completed during your school experience. They are designed to provide you with evidence towards meeting specific standards. 1. SEN Personalised Learning Task Report (School B) 2. EAL and Race Equality Report 3. Analysis of Audio Tape of Lesson in School A 4. Analysis of Audio Tape of Lesson in School B Details of these are on the following pages.
15
SEN Personalised Learning Task Report (School B) Standards: S5 The pro forma for this report follows and is provided for you as a Word document on your memory stick. You should not write more than 1000 words. To complete the first section (Background information about the pupil) you will need to:
Select (with the advice of the SENCO and/or class teacher) a pupil with a Special Educational Need. This should be a pupil whom you will be teaching.
Look at her/his Individual Education Plan (if appropriate)
Discuss her/his background/context/needs with the SENCO or LSA Observe the pupil being taught by other teachers To complete the second section (How did you plan for and work with the pupil?) you will need to:
Consider your own planning for and working with the pupil
Evaluate the impact of your w ork with the pupil Please hand to your PS tutor Monday 17 June 2013
16
SEN Personalised Learning Task Report
Trainee name: Date:
Your subject:
School name:
Background information about the pupil: (gathered from pupil and school documentation, discussion with SENCO/class/subject teacher/LSA, observations)
Age: Gender: Relevant past information (e.g. school attendance, previous specialist reports): Strengths and difficulties (in the subject): Current provision made to support this pupil: Current barriers to learning: Current IEP targets (if appropriate) and relevant progress: How were the recorded targets, approaches etc on the pupil‟s IEP being used? Was the pupil making progress towards these targets? What was the relevance of the setting to the pupil‟s progress in learning? e.g. where, when, with whom, teaching strategies used, resources used?
How did you plan for and work with the pupil? Did you support learning broadly along the lines of the IEP targets or did you examine how the pupil‟s targets might be reviewed? What did you do? What setting? How often? What teaching approaches/strategies did you use? From where did you gain your ideas for teaching? (e.g. SEN website, other websites, school materials, discussion with SENCO, reading) How did you monitor the pupil‟s progress? What records did you keep?
Evaluate the impact of the strategies you used on the pupil’s progress against the target(s) set: Discuss any difficulties you encountered in teaching and learning and the reasons for these.
Conclusions: What recommendations do you suggest for the next steps in teaching this pupil in this subject or age phase in the future? Give reasons for these.
What have you learned from the task – knowledge, understanding, skills, attitudes?
17
EAL & Race Equality Report
Standards: S5 From your research, observation and learning about how schools address issues of EAL and Race Equality, please write a brief (750 words maximum) paper which addresses some or all of the following:
Look carefully at all the Standards and consider how you incorporate EAL and Race Equality issues in your teaching in its widest sense
Offer some insights into the policies and approaches adopted by your placement schools to these two key issues
If possible, describe an experience you have had either working with a pupil with EAL or dealing directly with race issues
Within your subject area, what challenges and opportunities are raised by pupils with EAL in your classroom, and how might you plan for them so that their learning is maximised?
Please indicate references and research used. Please hand to your PS tutor Monday 17 June 2013
18
Analysis of audio tape of lesson in School A
STANDARDS: You will need to investigate which Standards you are addressing and which Skills you will need to develop. Reference to these Standards must be explicit in your text. Please audiotape one of your lessons in School A and use the prompts below to analyse the effectiveness of the language you are using (in no more than 500 words). 1. Does your use of language create a positive learning environment? Are you polite, using „please and thank you‟ to pupils? Do you use names? How do you correct errors and misconceptions? Do you insist that pupils are polite to each other? Do you have any speech mannerisms or habits, which are not „inclusive‟ and need modifying? 2. The use of Questions and Answers:
Do you plan key questions into your lesson plans? How many questions were open or closed? How many questions were directed towards girls and boys? Do you involve the same pupils in answering questions? Do you track how many pupils answer questions? Do you require pupils to answer questions or can a pupil „pass‟ on a question? Do you re-frame pupils‟ answers to develop learning for the whole class? Do you tie pupil answers into the lesson objectives and learning outcomes? Do you „connect the learning‟ by referring to the „big picture‟ using real life examples, or eliciting these from pupils, or by projecting back to previous lessons and projecting forward to where the SoW is headed in future lessons?
Do you take opportunities to develop subject specific vocabulary and the development of language across the curriculum? Is there evidence of deep thinking? Do you recognise this and credit pupils for their answers?
3. Teaching: How clear are your instructions e.g. how frequently did you need to repeat instructions? How positive and assertive are you in the way that you motivate and maintain pace and direction during the lesson? How effectively do you correct and re-direct pupil behaviour? Do you allow a minority of pupils to deflect you?
4. Please complete this Task by commenting on: What have you learnt from your analysis of the lesson? What targets will you give yourself as a result of the task? Prioritise them and indicate how you will plan them into future lessons. The analysis needs to be discussed with and signed by your mentor at one of your weekly meetings. This task needs to be completed in School A and brought to the PS session on Thursday 31 January 2013.
19
Analysis of audio tape of lesson in School B
STANDARDS: You will need to investigate which Standards you are addressing and which Skills you will need to develop. Reference to these Standards must be explicit in your text. Please audiotape one of your lessons in School B and use the prompts below to analyse the effectiveness of the language you are using (in no more than 500 words). 1. Does your use of language create a positive learning environment?
Are you polite, using „please and thank you‟ to pupils? Do you use names? how do you correct errors and misconceptions? Do you insist that pupils are polite to each other? do you have any speech mannerisms or habits, which are not „inclusive‟ and need modifying?
2. The use of Questions and Answers:
Do you plan key questions into your lesson plans? How many questions were open or closed? How many questions were directed towards girls and boys? Do you involve the same pupils in answering questions? Do you track how many pupils answer questions? Do you require pupils to answer questions or can a pupil „pass‟ on a question?
Do you re-frame pupils‟ answers to develop learning for the whole class? Do you tie pupil answers into the lesson objectives and learning outcomes? Do you „connect the learning‟ by referring to the „big picture‟ using real life examples, or eliciting these from pupils, or by projecting back to previous lessons and projecting forward to where the SoW is headed in future lessons?
Do you take opportunities to develop subject specific vocabulary and the development of language across the curriculum? Is there evidence of deep thinking? Do you recognise this and credit pupils for their answers?
3. Teaching:
How clear are your instructions e.g. how frequently did you need to repeat instructions? How positive and assertive are you in the way that you motivate and maintain pace and direction during the lesson. How effectively do you correct and re-direct pupil behaviour? Do you allow a minority of pupils to deflect you?
4. Please complete this Task by commenting on:
What have you learnt from your analysis of the lesson? What targets will you give yourself as a result of the task? Prioritise them and indicate how you will plan them into future lessons. What changes have there been in your performance since completing this task in school A? The analysis needs to be discussed with and signed by your mentor at one of your weekly meetings.
The task needs to be completed in School B and handed to your PS tutor on Monday 17 June 2013.
20
PROFESSIONAL STUDIES / SUBJECT / STANDARDS LINKS LOG
The PS/Subject/Standards Links Log is designed to encourage evaluative, reflective, and analytical practice, and to serve as an additional source of evidence for use in tutorials and for the completion of the Standards at the end of the Programme.
NAME:
DATE:
SESSION TOPICS:
Identify the links between today’s PS session, your work as a subject teacher, and the Standards, exploring how today’s topics exemplify particular Standards, and, where possible, referencing your work to relevant literature.
Lecture Theatre partner’s name and subject area:
Row:
Discussion point or question arising from the lecture:
Please have Links Logs ready to review/hand in on: Tuesday 18 September 2012
Wednesday 26 September 2012 Thursday 4 October 2012
21
Who will support me? Your professional studies tutor will advise and support you in all aspects of your Professional Studies at university. For the full range of Academic and Personal Support available to you during your PGCE see the Programme Handbook.
How will I learn? You will be involved in a range of learning activities which, above all, will encourage participation, and collaborative and independent learning. See the Programme Handbook for a full description.
Evaluation
Details of the evaluation of the Secondary PGCE programme can be found in the Programme Handbook. As part of this process, the Professional Studies modules are evaluated. The summary of student evaluation of the 2011 – 2012 programme follows.
22
STUDENT MODULE EVALUATION
Programme Secondary PGCE
Module Title Professional Studies Summary of Evaluation 2011-2012
Number in cohort
Number of returns
59/69 Q1-3 57/69 Q3-8
Please can you complete this summary of student evaluation. Include the number of responses and percentage. E.g. 11 (100%) 1. By the end of this module have you made progress in terms of the following learning outcomes?
Yes No
Identify and comment reflectively upon the values which underpin secondary education
59 100%
Reflect on and improve your practice, and take responsibility for identifying and meeting your developing professional needs
59 100%
Identify priorities for your early professional development in the context of induction
57 97%
2 3%
Draw on and evaluate critically a range of relevant and current literature 59 100%
Conduct and evaluate practitioner research, including an evaluation of your selected methodology
58 98%
1 2%
2. Were you motivated by the learning and teaching approach?
Comment
Yes 57 97%
No 2 3%
Small groups for discussion and support(10) Enjoyed my tutor‟s approach (4) Developed reflection (2) Would like some more practical „hands on‟ approaches (3) NO: More practical teaching elements would have been helpful, I would have found, compared to the theoretical classes? Elements? NO: Too much time spent going over one thing. Pace was very slow at times.
3 Was all the information you needed to complete this module available through the handbook?
Yes 58 98%
No 1 2%
23
For the following 2 sections, please use the 1-4 scale as indicated:
1 very good 2 good 3 satisfactory 4 poor
4. Please evaluate the resources available.
1 2 3 4
Rooms 28 49% 27 47% 2 4%
Learning Resources Centre 39 68% 17 30% 1 2%
Access to Portia 24 42% 27 47% 4 7% 2 4%
5. Please evaluate your own contribution to the module
1 2 3 4
Attendance 48 84% 8 14% 1 2%
Preparation for and follow-up to sessions 26 51% 31 54%
Active participation in sessions 34 60% 21 37% 2 4%
6. Has this module contributed to your understanding of the following
Yes No Comment
SEN 55 96% 2 4%
Personalised Learning 57 100%
Diversity 55 96% 2 4%
7. What are the strengths of this module? Group discussion, especially mixing with students from other subjects, having the opportunity to discuss lecture themes in small, supportive groups (33) Sections on equality, diversity, EAL, SEND etc (5) Variety of topics and opinions (11) High quality of tutors and visiting speakers (12) Preparation for school experience (7) Voice and communication workshop (2) Well organised (4) Other comments Felt link logs wasted time (3) Some lectures too long, some topics only relevant once you have been in school, some topics repeated in school Professional Studies (6) 8. Subject Co-ordinator's Action Points: Retain the principle of discussion in mixed subject groups to enable students to draw on each other‟s experience Retain range of visiting speakers Introduce additional voluntary sessions to support assignment writing at Masters level
24
Professional Studies Bibliography
The library always maintains a good stock of the books listed on Programme Bibliographies, but there may be times when there is great pressure on the availability of books. Please do not hesitate to contact the Librarian, Ann Jones: [email protected] if you feel she might be able to help with alternative material for your study throughout the year.
Books about Learning to Teach in Secondary Schools: Armitage, A., Donovan, G., Flanagan, K. & Poma, S. (2011) Developing Professional Practice 14 – 19, Harlow: Pearson Longman Brooks, V., Abbott, I. & Bills, L. (2004) Preparing to Teach in Secondary Schools, Maidenhead: Open University Press Bryan, H., Carpenter, C. & Hoult, S. (2010) Learning and Teaching at M Level: a guide for student teachers, London: Sage Capel, S., Leask, M. & Turner, T. (2009) Learning to Teach in the Secondary School, Oxford: Routledge Capel, S., Leask, M. & Turner, T. (2010) Readings for Learning to Teach in the Secondary School, Abingdon: Routledge Cohen, L., Mannion, L., Morrison, K. & Wyse, D. (Revised 5th Edition 2010) A Guide to Teaching Practice, Bury St. Edmunds: Routledge Falmer Dix, P. (2007) Taking Care of Behaviour, Practical Skills for Teachers, London: Pearson Longman Dymoke, S. & Harrison, J. (2008) Reflective Teaching and Learning, London: Sage Ellis, V. (Ed) (2012) Learning and Teaching in Secondary Schools 4th ed, Exeter: Learning Matters Fautley, M. & Savage, J. (2008) Assessment for Learning and Teaching in Secondary Schools, Exeter: Learning Matters Fautley, M. & Savage, J (2011) Secondary Education Reflective Reader, Exeter, Learning Matters Haydn, T. (2012 2nd Edition) Managing Pupil Behaviour, Abingdon: Routledge Hayes, D. (2011) The Guided Reader to Teaching and Learning, Abingdon: Routledge Hoult, S. (2005) Reflective Reader: Secondary Professional Studies, Exeter: Learning Matters
25
Hramiak, A. & Hudson, T. (2011) Understanding Learning and Teaching in Secondary Schools, Harlow: Pearson Longman Kidd, W. & Czerniawski, G. (2010) Successful Teaching 14 – 19, London: Sage Rogers, B. (Ed.) (2009 2nd Edition) How to Manage Children’s Challenging Behaviour, London: Sage Savage, J. (2011) Cross-Curricular Teaching and Learning in the Secondary School, Abingdon: Routledge Shilvock, K. & Pope, M. (2008) Successful Teaching Placements in Secondary Schools, Exeter: Learning Matters Wright, T. (2008) How to be a Brilliant Trainee Teacher, Abingdon: Routledge Books about Research at Masters Level: Burton, N., Brundrett, M. & Jones, M. (2008) Doing your Education Research Project, London: Sage Judge, B., Jones, P. & McCreery, E. (2009) Critical Thinking Skills for Education Students, Exeter: Learning Matters Sewell, K. (Ed.) (2012) Doing your PGCE at M Level – a Guide for Students, London: Sage 2nd ed Sharp, J. (2012 2nd Edition) Success with your Education Research Project, Exeter: Learning Matters Wilson, E. (2012 2nd Edition) School-Based Research - a Guide for Education Students, London: Sage Useful websites: www.education.gov.uk DfE guidance and support National Curriculum „Every Child Matters‟ Training Agency www.ofsted.gov.uk Ofsted www.tes.co.uk/teacherstv Video clips for teachers www.behaviour2learn.co.uk Behaviour Strategies www.teachers.guardian.co.uk Resources for lessons
