Welcome to the Course: Introduction
Tracey Burrows,
Peter Hadfield
and James Atherton
2 October 2010
Faculty of Education and Sport
PGCE/Certificate in Education (Post-Compulsory Education)
Welcome to the Course: Introduction
Tracey Burrows,
Peter Hadfield
and James Atherton
2 October 2010
Faculty of Education and Sport
PGCE/Certificate in Education (Post-Compulsory Education)
A brief introduction to
this 2-year part-time course
1:1
1:2
1:3
2:1
2:2
2:3
MinimumCore(Module X)
ProfessionalPractice 2
ProfessionalPractice 1
Planning and Preparingto Teach PTLLS
Policy, Settings
& Practice
ProfessionalDevelopment
& ActionResearch
Curriculum& Context
Assessing Learners
EvaluatingTeaching
Bases of L&T
Year
: Term
The spiral curriculum
1:1
1:2
1:3
2:1
2:2
2:3
MinimumCore(Module X)
ProfessionalPractice 2
ProfessionalPractice 1
Planning and Preparingto Teach PTLLS
Policy, Settings
& Practice
ProfessionalDevelopment
& ActionResearch
Curriculum& Context
Assessing Learners
EvaluatingTeaching
Bases of L&T
Year
: Term
The spiral curriculum The whole thing is based on a spiral curriculum, organised in eight units. Six of them are conventionally taught, and two more practice-based
1:1
1:2
1:3
2:1
2:2
2:3
MinimumCore(Module X)
ProfessionalPractice 2
ProfessionalPractice 1
Planning and Preparingto Teach PTLLS
Policy, Settings
& Practice
ProfessionalDevelopment
& ActionResearch
Curriculum& Context
Assessing Learners
EvaluatingTeaching
Bases of L&T
Year
: Term
The spiral curriculum
We start with an overview to put everything into context and to act as a foundation....
1:1
1:2
1:3
2:1
2:2
2:3
MinimumCore(Module X)
ProfessionalPractice 2
ProfessionalPractice 1
Planning and Preparingto Teach PTLLS
Policy, Settings
& Practice
ProfessionalDevelopment
& ActionResearch
Curriculum& Context
Assessing Learners
EvaluatingTeaching
Bases of L&T
Year
: Term
The spiral curriculum
And then go into greater depth and detail...
1:1
1:2
1:3
2:1
2:2
2:3
MinimumCore(Module X)
ProfessionalPractice 2
ProfessionalPractice 1
Planning and Preparingto Teach PTLLS
Policy, Settings
& Practice
ProfessionalDevelopment
& ActionResearch
Curriculum& Context
Assessing Learners
EvaluatingTeaching
Bases of L&T
Year
: Term
The spiral curriculum
With the taught modules complemented by practice—in your own workplace
The course mantra:
“It’s in the Handbook!”
Also see volume 2 (Working Papers)
available to download from the website at:
http://www.bedspce.org.uk
The course mantra:
“It’s in the Handbook!”
Also see volume 2 (Working Papers)
available to download from the website at:
http://www.bedspce.org.uk
The handbook (available for download from the site) goes into considerable detail because this is not just about adult education; it’s also a case-study of it
The PCE Learning Community
Grantham College C
astle College
Oxford & Cherwell
Tresham
Leicester College
Bedford College
Barnfield College
Central B
edsNHC
UoB
The PCE Learning Community
Grantham College C
astle College
Oxford & Cherwell
Tresham
Leicester College
Bedford College
Barnfield College
Central B
edsNHC
UoB
There are some 600 students on the course, in ten centres around the Midlands
The PCE Learning Community
Grantham College C
astle College
Oxford & Cherwell
Tresham
Leicester College
Bedford College
Barnfield College
Central B
edsNHC
UoB
...teaching a wide range of disciplines, subjects and students in many different settings and at many levels. We try to make use of this diversity as a strength to promote learning from each other.
Qualified Teacher (Learning and Skills) status (QTLS)
The PGCE/Cert Ed course is endorsed by the Sector Skills Council for Lifelong Learning (LLUK) and incorporates the outcomes of PTLLS, CTLLS and DTLLS, as well as being a University award
In order to be awarded QTLS you must satisfactorily meet the PGCE/Cert Ed course outcomes
… and be registered with the Institute for Learning
… and complete a period of professional formation
www.ifl.ac.uk
Qualified Teacher (Learning and Skills) status (QTLS)
The PGCE/Cert Ed course is endorsed by the Sector Skills Council for Lifelong Learning (LLUK) and incorporates the outcomes of PTLLS, CTLLS and DTLLS, as well as being a University award
In order to be awarded QTLS you must satisfactorily meet the PGCE/Cert Ed course outcomes
… and be registered with the Institute for Learning
… and complete a period of professional formation
www.ifl.ac.uk
The course carries professional accreditation, leading to the standard awards for teachers in this sector of education. The university affiliation adds extra value.
Finance
• Fees for 2010-11: £755• Means-tested student grant available• Grant of £400 available from IfL, paid via employers, for
this year only.
Finance
• Fees for 2010-11: £755• Means-tested student grant available• Grant of £400 available from IfL, paid via employers, for
this year only.
This has changed again recently, and some details are still in a state of flux: it will be managed through the college centres.
1:1
1:2
1:3
2:1
2:2
2:3
MinimumCore(Module X)
ProfessionalPractice 2
ProfessionalPractice 1
Planning and Preparingto Teach PTLLS
Policy, Settings
& Practice
ProfessionalDevelopment
& ActionResearch
Curriculum& Context
Assessing Learners
EvaluatingTeaching
Bases of L&T
Year
: Term
The spiral curriculum
Module assessment is based on Learning Outcomes, which specify•… what students should know or be able to do when they have done the module
– They are not “objectives” because they are set out for the student, rather than the tutor
– They are not “competences” (à la NVQ) because they go beyond simple performance
• and include underpinning knowledge
• reflection
• and critical discussion.
Competences and Outcomes
Module assessment is based on Learning Outcomes, which specify•… what students should know or be able to do when they have done the module
– They are not “objectives” because they are set out for the student, rather than the tutor
– They are not “competences” (à la NVQ) because they go beyond simple performance
• and include underpinning knowledge
• reflection
• and critical discussion.
Competences and Outcomes
We set out in some detail where you have to get to, to gain the award....but we are much more flexible about how you get there, because of the diversity of the student intake we have mentioned...
Wot? No assignments?
• Tutors do not set assignment titles
• Instead, students decide what to
submit as evidence that they have:– met the outcomes– at the appropriate level
• They should confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract.
Wot? No assignments?
• Tutors do not set assignment titles
• Instead, students decide what to
submit as evidence that they have:– met the outcomes– at the appropriate level
• They should confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract.
... and this is clearest in the approach to assessment. Students are seen as experts in their own fields of practice, and therefore able to negotiate how they will show they have reached the required standards.(There are no grades, either for the academic or the practical components of the programme.)
Differential Assessment
Cert Ed PGCE
Year One HE 1 (NQF 4) HE 3 (NQF 6)
Year Two HE 2 (NQF 5) HE 3 (NQF 6)
Differential Assessment
Cert Ed PGCE
Year One HE 1 (NQF 4) HE 3 (NQF 6)
Year Two HE 2 (NQF 5) HE 3 (NQF 6)
Academically, practically all qualifications in the UK can be located on the scale of the National Qualifications Framework (it’s currently changing its name for some reason, but without practical consequences). HE1/NQF4/QCF4 is equivalent to first-year undergraduate study, HE3/NQF6/ QCF6 to 3rd/final year—you get the picture?
Differential Assessment
Cert Ed PGCE
Year One HE 1 (NQF 4) HE 3 (NQF 6)
Year Two HE 2 (NQF 5) HE 3 (NQF 6)
These are the levels the various stages of the programme have to hit. We manage it by specifying additional outcomes for the higher PGCE levels—but there are also ways to move up and down the levels.
Observed Teaching Practice
• Runs throughout the Programme
• Requires at least 75 hours of teaching per year
• Observed twice a year by a tutor and twice by your Mentor
• With formative observations by and of each other.
1:1
1:2
1:3
2:1
2:2
2:3
MinimumCore(Module X)
ProfessionalPractice 2
ProfessionalPractice 1
Planning and Preparingto Teach PTLLS
Policy, Settings
& Practice
ProfessionalDevelopment
& ActionResearch
Curriculum& Context
Assessing Learners
EvaluatingTeaching
Bases of L&T
Year
: Term
The spiral curriculum
Observed Teaching Practice
• Runs throughout the Programme
• Requires at least 75 hours of teaching per year
• Observed twice a year by a tutor and twice by your Mentor
• With formative observations by and of each other.
Observed Teaching Practice
• Runs throughout the Programme
• Requires at least 75 hours of teaching per year
• Observed twice a year by a tutor and twice by your Mentor
• With formative observations by and of each other.
Now to the requirements for the demonstration of actual practice!
Observed Teaching Practice
• Runs throughout the Programme
• Requires at least 75 hours of teaching per year
• Observed twice a year by a tutor and twice by your Mentor
• With formative observations by and of each other. That’s a
national requirement.
Observed Teaching Practice
• Runs throughout the Programme
• Requires at least 75 hours of teaching per year
• Observed twice a year by a tutor and twice by your Mentor
• With formative observations by and of each other.
Tutors can address generic skills, and meeting national standards, because we do a lot of observation.
Mentors (whom you select) can address discipline-specific issues, but may not be so familiar with the overall standards.
Observed Teaching Practice
• Runs throughout the Programme
• Requires at least 75 hours of teaching per year
• Observed twice a year by a tutor and twice by your Mentor
• With formative observations by and of each other.
No “pass/fail” implications, but these peer observations just yield vast amounts of learning, about how fellow-students work in different settings and subjects, and inform class discussions enormously. Often voted the most effective learning experience of the course. (So much for tutors!)
Scheduling
Mentor (4)
of Peers (2x2)
by peers
SubmissionProfessional
Practice 1
SubmissionProfessional
Practice 2
Tutor (4)
At least one before Christmas
Year 1 Year 2
Term 1 Term 2 Term 3 Term 1 Term 2 Term 3
Scheduling
Mentor (4)
of Peers (2x2)
by peers
SubmissionProfessional
Practice 1
SubmissionProfessional
Practice 2
Tutor (4)
At least one before Christmas
Year 1 Year 2
Term 1 Term 2 Term 3 Term 1 Term 2 Term 3
Here’s a notional and vague indication of how observations might be distributed across the course. In one way or another, you will be observing or being observed around once every three weeks (and that’s apart from any employer-initiated stuff).
But it is all in a spirit of constructive feedback and encouragement!
1:1
1:2
1:3
2:1
2:2
2:3
MinimumCore(Module X)
ProfessionalPractice 2
ProfessionalPractice 1
Planning and Preparingto Teach PTLLS
Policy, Settings
& Practice
ProfessionalDevelopment
& ActionResearch
Curriculum& Context
Assessing Learners
EvaluatingTeaching
Bases of L&T
Year
: Term
The spiral curriculum OK. But so far there’s not much about what we actually teach you!
Concentrating on the first year, this is what the units cover...
(More detail in the Handbook! Of course.)
Planning and Preparingto Teach
Year One
Term 1
Planning and Preparingto Teach
PTLLSThe nature of “education”
RoleMatching students and
coursesInitial assessmentCurriculum design
Aims/ObjectivesCourse & session planning
Monitoring & evaluationAssessment
Feedback
Year One
Term 1
Planning and Preparingto Teach
PTLLSThe nature of “education”
RoleMatching students and
coursesInitial assessmentCurriculum design
Aims/ObjectivesCourse & session planning
Monitoring & evaluationAssessment
Feedback
ProfessionalPractice 1 Year One
Term 1
Planning and Preparingto Teach
PTLLSThe nature of “education”
RoleMatching students and,courses
Initial assessmentCurriculum design
Aims/ObjectivesCourse & session planning
Monitoring & evaluationAssessment
Feedback
ProfessionalPractice 1
Micro-teaching
75 hours of teaching
Observations
Session plans
Critical reflection
Reflective Journal
Peer Observations
Study day(s)
Minimum Core
Year One
Term 1
The overlap is intentional: after all the only point of the theory is its impact on your practice and student learning.
Bases of L&T
Year One:
Term 2
Student motivationMemoryTheories/models of learningTeaching methodsQuestioning & FeedbackPresentation skillsVisual aidsDesigning exercises/worksheetsICTClassroom managementNegotiated learning
Assessing Learners
EvaluatingTeaching
Principles of assessmentCompeting modelsFormative & Summative approachesCompetence-based modelsReliability and validity Assessment & teachingPlanning assessmentProcessing & interpreting dataFeedback
Bases of L&T
Year One:
Term 2
Student motivationMemoryTheories/models of learningTeaching methodsQuestioning & FeedbackPresentation skillsVisual aidsDesigning exercises/worksheetsICTClassroom managementNegotiated learning
Assessing Learners
EvaluatingTeaching
Principles of assessmentCompeting modelsFormative & Summative approachesCompetence-based modelsReliability and validity Assessment & teachingPlanning assessmentProcessing & interpreting dataFeedback
And so we begin to dig down into the detail.
Any Questions?
Any Questions?The answers are in the Handbook! Or you can ask a tutor, I suppose... !