Education Studies 1: How
Children Learn
EV402 2013-14
Welcome ..... From the Team...
•Lis Bundock
•Erica Evans
•Denise Kingston
•Sue Lynch
•Rachel Marks
•Pippa Totraku
What do we mean by
Education?
Module Learning Outcomes:
• Demonstrate an understanding of child development
and theories of learning, and describe how t...
Three Key Themes
finding your way around ....
• The EV402 area on Studentcentral
• The Module Programme
• The Aspire Reading List
PASS
(Peer Assisted Study Sessions)
• EV402 is the first year module that is
supported by the PASS scheme
• You will have ...
EV402 assignment
A written essay demonstrating knowledge
and understanding of the learning objectives
of the module.
(2500...
. . . assignments should demonstrate an ability to:
• Demonstrate an understanding of child
development and theories of le...
Education ..... some questions ...
• What do we mean by Education?
• Why is Education important?
What do we mean by
Education?
Education ..... some questions ...
• What is one of your most memorable
learning experiences?
• Are there any common theme...
Education is not preparation for life; education
is life itself.
John Dewey
During sessions we
will explore
questions such as:
Why do some
pupils do
better than
others?
How do children
learn? How do...
Education Studies – What?
“Essentially, education studies is
concerned with understanding how
people develop and learn thr...
Psychology
How we learn and develop
Philosophy
Purpose of schools and
education
Sociology
Achievement and
background
Histo...
Why are these important ideas toWhy are these important ideas to
reflect on?reflect on?
“teaching is a highly
complex and ...
National Priorities
1. Behaviour management
2. English as an additional language (EAL)
3. Special Educational Needs and/or...
National Priorities
1. Behaviour
management
2. English as an
additional language
3. Special Educational
Needs and/or
disab...
National Priorities
1. Behaviour management e) Supporting children to learn effectively in the
many contexts that exist in...
University of Brighton National
Priorities Website
• Managing behaviour and discipline
• English as an Additional Language...
How can you make the most out of
your learning?
• Be an active learner
• Discuss
• Question
• Reflect
• Network
• Draw on ...
Read, Read, Read!
• Do not limit your reading to the
module reading list.
• Visit the library. Use the online database to ...
Aspire Reading List
• Compiled by the module
team to support your
independent study
• Includes articles, chapters,
and res...
“How do I use the Aspire reading
list?”
• The module programme
identifies weekly key readings
which you must prepare,
duri...
Pre-Course Tasks
• During module sessions we will revisit the
ideas that you have been engaging with in the
pre-course tas...
Reflection
Think about last week, your induction week: Ask
yourself
• How did it go?
• What effect did I have on others?
•...
Being a professional
For next time ....
• Familiarise yourself with the Module Programme
and Aspire Reading List
• Complete the reading require...
Seminar Groups:
1E1 Denise Kingston E424 Mon 9-11
1E2 Erica Evans E512 Mon 9-11
1P1 Lis Bundock D511 Mon 9-11
1P2 Pippa To...
We look
forward to
meeting you all
at our first
group session
next week!
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Ev402 opening lecture 2013 14 final

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EV402 Opening Lecture

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  • Erica
  • Putting names to faces – brief personal intro from each of us. Pippa and Lis to introduce text wall
  • Lis/Pippa to introduce text wall.
  • Erica The module outcomes are taken from the Module Description which can be found on student central. When you start a new module you should always download the module description. This will provide you with key information about the module you are studying. The module outcomes set out the key learning that you will be engaging with throughout the module and inform the assessment criteria for the module. You will be assessed on your ability to meet these learning outcomes. Setting up the first layer of background knowledge and understanding to underpin first placement. Themes and focii which are revisited in later years of course and developed to greater depth and complexity as student experience and confidence evolves. (Bruner’s ‘spiral curriculum’).
  • Erica Explain that the module outcomes are underpinned by these three key themes. They will be exploring key theories about child development and how children learn. They will relate these theories to practice – how are all children supported to reach their potential (links to observation, assessment, planning, classroom management). They will also explore the relationship between theory, practice, and policy. What is policy? How does policy inform practice? How is policy informed by research and theory?
  • Erica Intro to the EV402 area on Studentcentral via the link. Show where module description can be accessed and also the module programme. Copies of module programme distributed in session. Explore/model workings of the programme: themes/readings (emphasise expectations about participation in discussions) etc Show where to find the Aspire Reading List.
  • Erica to remind them about PASS
  • Erica A brief look at the Assignment ..... Further guidance through the module.
  • Erica Brief explanation here of each criteria here – more guidance to follow
  • Look at responses to text wall – Pippa or Lis. Give them time to respond to text wall if they haven’t already. Some prompts for discussion. Tutors to text their ideas to act as prompts for discussions – for example: Education is about teaching and learning at school Education is about curriculum content Education is lifelong Education is about learning in different contexts
  • Pippa/Lis to lead responses to text wall question. Other tutors to share in discussions.
  • Erica Some prompts for discussion. Students to think and share in pairs / then with a pair behind them. Can they identify any common themes across their learning experiences? Students to offer ideas of common themes identified in their small groups to the wider audience.
  • Erica – common themes might address the fact that education is more than just about school. Education doesn’t just happen in formal teaching situations but happens all of the time, across the life span.
  • Erica – these are the kinds of questions we will be exploring in our Education Studies sessions. Emphasise that we are addressing major issues that teachers grapple with throughout their careers and we hope to support you in the development of your approaches in these very big issues.
  • Erica
  • Erica
  • Erica
  • Denise
  • Denise Here they are with simple definitions match them
  • Denise These are national priorities in initial teacher education with their definitions
  • Denise The maths and lit are mostly addressed in the subject teaching and then in placement while these three are taught and discussed during ed studies. They are addressed through a mixture of university teaching and discussion and through school placements throughout your time here. We see knowledge and understanding of these areas as underpinned by and inseparable from high quality teaching. So as well as when they are particulalry focussing on these areas students are also learning about them when they are developing their high quality teaching so for example when learning about subjects, how to plan for lessons or learning, how to affectively assess and use assessments, and having high expectations for all pupils and children. There is a great deal of information and support available at this web address please look at it as it will support you throughout your time here.
  • Stress the importance of autonomy and independence in learning and their role in being proactive about their own learning .
  • Rachel: You may also want to highlight these points: You may need to read articles more than once! Find an appropriate time and space for reading. Think about the content, but also the style of the writing. How has the author communicated meaning? Reflect on what you have read. What did you think about it? What else have you read? Are there other perspectives?
  • Rachel Show where the list can be found in the EV402 area of student central Troubleshooting – try a different browser if you are having trouble opening the links. The library is a great source of support.
  • Rachel stress that they need to prepare notes on their reading for the taught sessions. We will spend considerable time discussing the issues raised in the reading materials and therefore it is vital that they are prepared to engage in these discussions.
  • Erica
  • Part of being an autonomous learner is about reflecting on our own actions and considering how we can improve our own learning journey.
  • Stress that they begin their career as a professional today. They are joining a professional workforce. What does this mean? What does it mean for them? What aspirations have they got for themselves and their future careers as professional teachers?
  • Erica
  • Erica Note importance of watching SC and timetable to check for room/time changes
  • Erica
  • Transcript of "Ev402 opening lecture 2013 14 final"

    1. 1. Education Studies 1: How Children Learn EV402 2013-14
    2. 2. Welcome ..... From the Team... •Lis Bundock •Erica Evans •Denise Kingston •Sue Lynch •Rachel Marks •Pippa Totraku
    3. 3. What do we mean by Education?
    4. 4. Module Learning Outcomes: • Demonstrate an understanding of child development and theories of learning, and describe how these are related to the strategies and approaches to teaching • Explain knowledge of the principles of assessment and planning with particular reference to inclusive practice • Identify the central elements of the legislative framework that influence the work of teachers. (SEEC Level 4)
    5. 5. Three Key Themes
    6. 6. finding your way around .... • The EV402 area on Studentcentral • The Module Programme • The Aspire Reading List
    7. 7. PASS (Peer Assisted Study Sessions) • EV402 is the first year module that is supported by the PASS scheme • You will have timetabled PASS sessions • Attendance at PASS sessions will support you in your understanding of module content and in the development of your study skills • For more information on PASS: http://www.brighton.ac.uk/ask/pass/what-is-pass/
    8. 8. EV402 assignment A written essay demonstrating knowledge and understanding of the learning objectives of the module. (2500 words) To be submitted electronically on Wednesday 12 March 2014 by 4:30pm
    9. 9. . . . assignments should demonstrate an ability to: • Demonstrate an understanding of child development and theories of learning, and describe how these are related to the strategies and approaches of teaching (LO1) • Explain knowledge of the principles of assessment and planning with particular reference to inclusive practice (LO2) • identify central elements of the legislative framework that influence the work of teachers (LO3).
    10. 10. Education ..... some questions ... • What do we mean by Education? • Why is Education important?
    11. 11. What do we mean by Education?
    12. 12. Education ..... some questions ... • What is one of your most memorable learning experiences? • Are there any common themes across your learning experiences?
    13. 13. Education is not preparation for life; education is life itself. John Dewey
    14. 14. During sessions we will explore questions such as: Why do some pupils do better than others? How do children learn? How do teachers support learning?
    15. 15. Education Studies – What? “Essentially, education studies is concerned with understanding how people develop and learn throughout their lives . . . It offers intellectually rigorous analysis of educational processes, systems and approaches.” QAA (2007) Benchmark Statement for Education Studies, London: The Stationary Office
    16. 16. Psychology How we learn and develop Philosophy Purpose of schools and education Sociology Achievement and background History Policies and impact of governments What will you study? Why do some pupils do better than others?
    17. 17. Why are these important ideas toWhy are these important ideas to reflect on?reflect on? “teaching is a highly complex and highly skilled activity which, above all, requires classroom teachers to exercise judgement in deciding how to act.” (Pollard, 2008, p. 5)
    18. 18. National Priorities 1. Behaviour management 2. English as an additional language (EAL) 3. Special Educational Needs and/or disability (SEND) 4. Literacy: systematic synthetic phonics (SSP) 5. Mathematics: early mathematics skills
    19. 19. National Priorities 1. Behaviour management 2. English as an additional language 3. Special Educational Needs and/or disability 4. Literacy: systematic synthetic phonics 5. Mathematics: early mathematics skills a) Children who have a learning need that requires some form of special provision and/or an mental or physical impairment which has substantial and long-term negative effects on their ability to do normal daily activities. b) Children who do not speak English at home and/or do not use English as their main form of communication. c) Children are taught the correspondences between sounds (phonemes) and letters. They identify and blend different letter sounds and letter combinations together (‘synthesise’ them) to make a word. d) Children are taught about numbers and counting, space and shape, simple measurement and calculation, basic problem solving, mathematical language and recording. e) Supporting children to learn effectively in the many contexts that exist in schools (e.g. indoor and outdoor classrooms, in corridors, on buses, on school trips)
    20. 20. National Priorities 1. Behaviour management e) Supporting children to learn effectively in the many contexts that exist in schools (e.g. indoor and outdoor classrooms, in corridors, on buses, on school trips) 2. English as an additional language (EAL) b) Children with EAL do not speak English at home and/or do not use English as their main form of communication. 3. Special Educational Needs and/or disability (SEND) a) Children with SEN have a learning need that requires some form of special provision and disabled people have a mental or physical impairment which has substantial and long-term negative effects on their ability to do normal daily activities. 4. Literacy: systematic synthetic phonics c) Children are taught the correspondences between sounds (phonemes) and letters. They identify and blend different letter sounds and letter combinations together (‘synthesise’ them) to make a word. 5. Mathematics: early mathematics skills d) Children are taught about numbers and counting, space and shape, simple measurement and calculation, basic problem solving, mathematical language and recording.
    21. 21. University of Brighton National Priorities Website • Managing behaviour and discipline • English as an Additional Language (EAL) • Special Educational Needs and /or Disability (SEND) www.brighton.ac.uk/education/nationalpriorities
    22. 22. How can you make the most out of your learning? • Be an active learner • Discuss • Question • Reflect • Network • Draw on your experience 'The principle goal of education is to create men and woman who are capable of doing new things, not simply repeating what other generations have done.’ Jean Piaget
    23. 23. Read, Read, Read! • Do not limit your reading to the module reading list. • Visit the library. Use the online database to access journal articles. Make use of the Open Learning Centre. • Reading academic writing will support the development of your own academic writing. • Keep notes about what you have read. Summarise ideas in your own words. • Talk about what you have read. This will support your understanding.
    24. 24. Aspire Reading List • Compiled by the module team to support your independent study • Includes articles, chapters, and research linked to the topics explored during the module For Support with Aspire contact the library: AskFalmer@brigh ton.ac.uk 01273-643569
    25. 25. “How do I use the Aspire reading list?” • The module programme identifies weekly key readings which you must prepare, during your non-contact time, prior to your seminar group sessions • You will discuss the readings with your informal reading groups during non-contact time • Bring notes on your reading to each seminar session You must come to module sessions fully prepared to discuss the chapters/articles you have read.
    26. 26. Pre-Course Tasks • During module sessions we will revisit the ideas that you have been engaging with in the pre-course tasks (i.e. TLRP 10 Principles; SEND task) • Bring your responses to the pre-course task 1 (TLRP Poster) to your first group session next week.
    27. 27. Reflection Think about last week, your induction week: Ask yourself • How did it go? • What effect did I have on others? • What effect did the week have on me? • How did it make me feel? • How could I have improved it if I found myself in a similar situation again? • How will I use the knowledge I gained in the future to ensure that I get the best out of my studies ?
    28. 28. Being a professional
    29. 29. For next time .... • Familiarise yourself with the Module Programme and Aspire Reading List • Complete the reading required for the session and consider what else you might read • Locate your room for your seminar group as per the list • Bring your pre-course task 1 (TLRP poster) to your first group session
    30. 30. Seminar Groups: 1E1 Denise Kingston E424 Mon 9-11 1E2 Erica Evans E512 Mon 9-11 1P1 Lis Bundock D511 Mon 9-11 1P2 Pippa Totraku B406 Mon 9-11 1P3 Sue Lynch E235 Mon 9-11 1P4 Rachel Marks B503 Mon 9-11
    31. 31. We look forward to meeting you all at our first group session next week!
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