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Partnership Modules, a Case Study by Andy Bowles, Senior Lecturer in primary Education, Leeds Metropolitan University

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  1. 1. Partnership Modules Andy Bowles. Carnegie Faculty of Sport and Education Leeds Metropolitan University
  2. 2. A Definition What are partnership modules? “ Partnership modules are authored, taught, supported and assessed by partners. Partnership modules are owned by partners.”
  3. 3. Partnership Modules Features A suitable module is targeted. Module has inter-related UB and SB component. Substantial time (about 40%)allocated to practical experience within a school. Large numbers of students are placed in a single class/school. Students can be coached in the classroom. Students work more independently but in pairs for teaching small groups. Assessment is not based on quality of student’s teaching but on quality of student learning and ability to evidence such. Planning and assessment must involve schools and class teachers.
  4. 4. Key Benefits <ul><li>Theory and practice juxtaposed rather than separated </li></ul><ul><li>Discipline, control and class management issues distanced to allow focus on teaching and learning. </li></ul><ul><li>Promotes collaboration and group decision making towards shared goals in students. </li></ul><ul><li>Uses PBL as dominant pedagogy.Teaching is essentially PBL. </li></ul><ul><li>Enables student to student observation, learning and support. </li></ul><ul><li>Reflective and reflexive practice inherent.This generates thinking about and evidencing the standards. </li></ul><ul><li>Encourages “risk taking” without fear of failure to meet standards. </li></ul><ul><li>Promotes“out of the box thinking” and less reliance on QCA schemes and commercially published materials. </li></ul>
  5. 5. More <ul><li>Uses minimal resources in University and School. Schools want to be involved because they can see the benefits for children. </li></ul><ul><li>Embeds partnership involvement in course development,monitoring and evaluation. </li></ul><ul><li>Promotes course and curriculum ownership among students and partner schools </li></ul><ul><li>Enables new approaches to teaching and learning to be demonstrated in school. </li></ul><ul><li>Promotes understanding of one community by the other. </li></ul><ul><li>Satisfies the needs of all stakeholders in the partnership. (University, School and, Museum). </li></ul>Allan,C.&Bowles,A. (2002) Partnership Modules CfBT London
  6. 6. Approach to Teaching Problem Based Learning An instructional method that challenges students to &quot; learn to learn ,&quot; working cooperatively in groups to seek solutions to real world problems Share the Dominant Pedagogy How successful was my use of PBL? In what ways did it contribute to your learning. Student evaluation question. PBL key idea for signature pedagogy for ITE. Carnegie Foundation. Pedagogies for the Professions Programme. http://www.carnegiefoundation.org/programs/sub.asp?key=30
  7. 7. The Problem In pairs plan and teach a small group of 6 children in a museum and then teach the same children in a “follow up” session in school. The children will be in a mixed ability group.You will have to personalise(not the same as individualise) their learning. Plan to develop their knowledge and understanding and skills in the national curriculum for key stage 2 in mathematics, science or English. Assessed through Photographic Reflections Make reference to the TDA Standards.Display your work at Royal Armouries. Setting the Problem Investigation Question To what extent can children think and understand how they learn? Does this knowledge and understanding contribute to their achievement?
  8. 9. The Programme Sessions 1,2 and 3 UB learning concerned with museum education, understanding of meta-cognition in primary children. Excellence and Enjoyment. Now into SB and MB components Session 4 Students at RA Session 5 Students at Carr Manor Primary Session 6 Students and children at RA Sessions 7,8 and 9 Students at Carr Manor Session 10 Seminars 180 Students take this module.
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