Andrew Pollard (TLRP) and  Patti Barber (Primary PGCE) Institute of Education,  University of London Pedagogic Principles ...
<ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs  </li></ul><ul><li>Making sense through pedagogic pri...
<ul><li>‘ Mastery of the fundamental ideas of a field involves ... discovery of previously unrecognized relations and simi...
<ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs  </li></ul><ul><li>Making sense through pedagogic pri...
<ul><li>Three broad conclusions emerge from research on student learning:  </li></ul><ul><li>that most variation is attrib...
The quality of an education system cannot exceed the quality of its teachers. The only way to improve outcomes is to impro...
<ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs  </li></ul><ul><li>Making sense through pedagogic pri...
TLRP outputs  <ul><li>A.  Generating knowledge and understanding about teaching and learning </li></ul><ul><li>B.  Support...
TLRP outputs <ul><li>A.  Generating knowledge and understanding about teaching and learning </li></ul>
www.tlrp.org Home page - news, features, search (five ways), site navigation
Site suggestions for students
Seventy research projects
Research briefings
Schools findings
Practitioner activities
User summaries
 
 
TLRP outputs for all <ul><li>B.  Supporting the development of research expertise and capacity </li></ul>
Knowledge accumulation  though thematic analysis
‘ Meetings of Minds Fellowships’
 
Research development resources
Many authors <ul><li>Alan Brown , Warwick;  David Bridges , Cambridge;  Peter Bryant , Oxford;  Anne Campbell , Leeds Met;...
 
Anne Campbell on practitioner research
Martyn Hammersley on paradigms
 
International links
The work and resources of TLRP <ul><li>A.  Generating knowledge and understanding about teaching and learning </li></ul><u...
Impact and significance
 
<ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs  </li></ul><ul><li>Making sense through pedagogic pri...
<ul><li>‘ Mastery of the fundamental ideas of a field involves ... discovery of previously unrecognized relations and simi...
<ul><li>affirms a holistic approach to teaching and learning or pedagogy </li></ul><ul><li>represents cumulative evidence ...
 
1.  EQUIPS LEARNERS FOR LIFE IN  ITS BROADEST SENSE
<ul><li>2. ENGAGES WITH VALUED  </li></ul><ul><li>FORMS OF KNOWLEDGE </li></ul><ul><ul><li>3. RECOGNISES THE  </li></ul></...
<ul><ul><li>4. REQUIRES THE TEACHER  </li></ul></ul><ul><ul><li>TO SCAFFOLD LEARNING </li></ul></ul><ul><ul><li>5. NEEDS A...
<ul><ul><li>6. PROMOTES  </li></ul></ul><ul><ul><li>THE ACTIVE ENGAGEMENT  </li></ul></ul><ul><ul><li>OF THE LEARNER </li>...
<ul><ul><li>9. DEPENDS ON  </li></ul></ul><ul><ul><li>TEACHER  LEARNING </li></ul></ul><ul><ul><li>10. DEMANDS  CONSISTENT...
Case Study: PGCE M Level development
Learning and Teaching in the Core subjects
<ul><li>The Structure of the Module </li></ul><ul><li>10 TLRP Principles </li></ul><ul><li>principles 1, and 3  - three co...
School based tasks and self study tasks - see Appendices A,B,C,D,E, F and G <ul><li>Principle 2: Engages with valued forms...
Requires the teacher to scaffold learning Generic taught session 1 <ul><li>Preparation </li></ul><ul><li>In preparation fo...
 
Principle 5  Needs assessment to be congruent with learning  <ul><li>School based task  </li></ul><ul><li>To track and eva...
Principle 8 Recognises the significance of informal learning school- based task presented in generic session 3 <ul><li>Aim...
 
Home-corner: photography studio  Shoebox home-school learning project: Greenhough et al (2005)
<ul><li>How can early photographic representations be </li></ul>Research focus: understood, in relation to  meaning making?
Evaluations of the course <ul><li>‘ This module has really helped to ground my knowledge and understanding in teaching and...
<ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs  </li></ul><ul><li>Making sense through pedagogic pri...
Professionalism <ul><li>The essence of professionalism is the exercise of skills, knowledge and judgement for the public g...
<ul><li>‘ Pedagogy’ is the practice of teaching framed and informed by a shared and structured body of knowledge and combi...
What do we talk about? <ul><li>Curriculum  Pedagogy  Assessment </li></ul><ul><li>So, what happens if we compare and contr...
<ul><li>Concepts in HMI’s  The Curriculum from 5 to 16  (1985) </li></ul><ul><li>Breadth </li></ul><ul><li>Balance </li></...
So, a key contention: <ul><li>Maybe …. that pedagogic concepts can be organised in terms of their function (the work that ...
Concepts
Concepts are to do with: <ul><li>Aims </li></ul><ul><li>Contexts </li></ul><ul><li>Processes </li></ul><ul><li>Outcomes </...
<ul><li>1. Societal aims  To what vision of ‘education’ does the provision aspire? </li></ul><ul><li>  </li></ul><ul><li>2...
Curricular  concepts Pedagogic  concepts Assessment concepts 1. Society’s educational goals Breadth Principle Alignment 2....
Implications for professional practice
Towards: <ul><li>Strengthening the shared professional language for talking about teaching and learning </li></ul><ul><li>...
For more information: <ul><li>www.tlrp.org </li></ul><ul><ul><li>Commentaries </li></ul></ul><ul><ul><li>Teachers’ Guide t...
<ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs  </li></ul><ul><li>Making sense through pedagogic pri...
<ul><li>‘ Mastery of the fundamental ideas of a field involves ... discovery of previously unrecognized relations and simi...
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Keynote 5 - Principles and Pedagogic Concepts in Teacher Education: exploring some TLRP applications - Andrew Pollard and Patti Barber, TLRP, Institute of Education, University of London

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Keynote 5 - Principles and Pedagogic Concepts in Teacher Education: exploring some TLRP applications - Andrew Pollard and Patti Barber, TLRP, Institute of Education, University of London

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  • Simply an over view of the module structure to talk to
  • Need to stress about details being in appendices. School based tasks and self study. Include in appendices
  • Example of generic lecture. This might be a good occasion to go to TLRP website and explore using this session as a basis. You need to go to the website, go to ‘Practitioner’, teaching, class and Individual dialogue, How do teachers ask questions? You need to on to the site, go to practitioner, then teaching, then questioning. How do teachers use questions? A reminder here about taping and permissions/ ethics.
  • Another example. Here it is important to point out the dates and the Grade Book submission.(Ros ?)
  • Add Victoria Milward notes about the artist
  • Keynote 5 - Principles and Pedagogic Concepts in Teacher Education: exploring some TLRP applications - Andrew Pollard and Patti Barber, TLRP, Institute of Education, University of London

    1. 1. Andrew Pollard (TLRP) and Patti Barber (Primary PGCE) Institute of Education, University of London Pedagogic Principles & Concepts in Teacher Education: exploring TLRP applications
    2. 2. <ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs </li></ul><ul><li>Making sense through pedagogic principles </li></ul><ul><ul><li>Case study: PGCE M level module </li></ul></ul><ul><li>Making sense through conceptual tools </li></ul><ul><ul><li>Case study: a Commentary on Pedagogy & Professionalism </li></ul></ul>
    3. 3. <ul><li>‘ Mastery of the fundamental ideas of a field involves ... discovery of previously unrecognized relations and similarities between ideas. </li></ul><ul><li>The cultivation of a sense of interconnectedness is surely the heart of the matter.’ </li></ul><ul><li> Jerome Bruner, 1966 </li></ul>
    4. 4. <ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs </li></ul><ul><li>Making sense through pedagogic principles </li></ul><ul><ul><li>Case study: PGCE M level module </li></ul></ul><ul><li>Making sense through conceptual tools </li></ul><ul><ul><li>Case study: a Commentary on Pedagogy & Professionalism </li></ul></ul>
    5. 5. <ul><li>Three broad conclusions emerge from research on student learning: </li></ul><ul><li>that most variation is attributable to differences in student abilities and attitudes, and family and community background. </li></ul><ul><li>that “teacher quality” is the single most important school variable influencing student achievement. </li></ul><ul><li>that vital teacher characteristics include: the ability to convey ideas in clear and convincing ways; to create effective learning environments for different types of students; to foster productive teacher-student relationships; to be enthusiastic and creative; and to work effectively with colleagues and parents. (OECD, 2005) </li></ul>
    6. 6. The quality of an education system cannot exceed the quality of its teachers. The only way to improve outcomes is to improve instruction. High performance requires every child to succeed. (McKinsey & Company, 2007)
    7. 7. <ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs </li></ul><ul><li>Making sense through pedagogic principles </li></ul><ul><ul><li>Case study: PGCE M level module </li></ul></ul><ul><li>Making sense through conceptual tools </li></ul><ul><ul><li>Case study: a Commentary on Pedagogy & Professionalism </li></ul></ul>
    8. 8. TLRP outputs <ul><li>A. Generating knowledge and understanding about teaching and learning </li></ul><ul><li>B. Supporting the development of research expertise and capacity </li></ul>
    9. 9. TLRP outputs <ul><li>A. Generating knowledge and understanding about teaching and learning </li></ul>
    10. 10. www.tlrp.org Home page - news, features, search (five ways), site navigation
    11. 11. Site suggestions for students
    12. 12. Seventy research projects
    13. 13. Research briefings
    14. 14. Schools findings
    15. 15. Practitioner activities
    16. 16. User summaries
    17. 19. TLRP outputs for all <ul><li>B. Supporting the development of research expertise and capacity </li></ul>
    18. 20. Knowledge accumulation though thematic analysis
    19. 21. ‘ Meetings of Minds Fellowships’
    20. 23. Research development resources
    21. 24. Many authors <ul><li>Alan Brown , Warwick; David Bridges , Cambridge; Peter Bryant , Oxford; Anne Campbell , Leeds Met; Patrick Carmichael , Cambridge; Philippa Cordingley , CUREE; John Elliott , East Anglia; Morwenna Griffiths , Edinburgh; Stephen Gorard , Birmingham; Martyn Hammersley , Open; Higher Education Academy , York; Paul Lambe , Exeter; Neil Mercer , Cambridge; Jennifer Nias , Plymouth; Terezinha Nunes , Oxford; Carrie Paechter , Goldsmiths; Philosophical of Ed Society of GB ; Lesley Saunders , GTC E; Pat Sikes , Sheffield; Paul Standish , Sheffield; Chris Taylor , Cardiff; Sally Thomas , Bristol; Andy Tolmie , IoE, London; David Watson , IoE, London; UCET Teacher Ed Ref Group ; Anna Vignoles , IoE, London; Deborah Youdell , IoE, London </li></ul>
    22. 26. Anne Campbell on practitioner research
    23. 27. Martyn Hammersley on paradigms
    24. 29. International links
    25. 30. The work and resources of TLRP <ul><li>A. Generating knowledge and understanding about teaching and learning </li></ul><ul><li>B. Supporting the development of research expertise and capacity </li></ul>
    26. 31. Impact and significance
    27. 33. <ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs </li></ul><ul><li>Making sense through pedagogic principles </li></ul><ul><ul><li>Case study: PGCE M level module </li></ul></ul><ul><li>Making sense through conceptual tools </li></ul><ul><ul><li>Case study: a Commentary on Pedagogy & Professionalism </li></ul></ul>
    28. 34. <ul><li>‘ Mastery of the fundamental ideas of a field involves ... discovery of previously unrecognized relations and similarities between ideas. </li></ul><ul><li>The cultivation of a sense of interconnectedness is surely the heart of the matter.’ </li></ul><ul><li> Jerome Bruner, 1966 </li></ul>
    29. 35. <ul><li>affirms a holistic approach to teaching and learning or pedagogy </li></ul><ul><li>represents cumulative evidence and experience </li></ul><ul><li>supports contextualised judgement by teachers, tutors, practitioners and policy-makers </li></ul>Why ‘evidence-informed principles ’?
    30. 37. 1. EQUIPS LEARNERS FOR LIFE IN ITS BROADEST SENSE
    31. 38. <ul><li>2. ENGAGES WITH VALUED </li></ul><ul><li>FORMS OF KNOWLEDGE </li></ul><ul><ul><li>3. RECOGNISES THE </li></ul></ul><ul><ul><li>IMPORTANCE OF PRIOR </li></ul></ul><ul><ul><li>EXPERIENCE AND LEARNING </li></ul></ul>
    32. 39. <ul><ul><li>4. REQUIRES THE TEACHER </li></ul></ul><ul><ul><li>TO SCAFFOLD LEARNING </li></ul></ul><ul><ul><li>5. NEEDS ASSESSMENT TO </li></ul></ul><ul><ul><li>BE CONGRUENT WITH </li></ul></ul><ul><ul><li>LEARNING </li></ul></ul>
    33. 40. <ul><ul><li>6. PROMOTES </li></ul></ul><ul><ul><li>THE ACTIVE ENGAGEMENT </li></ul></ul><ul><ul><li>OF THE LEARNER </li></ul></ul><ul><ul><li>7. FOSTERS BOTH INDIVIDUAL AND </li></ul></ul><ul><ul><li>SOCIAL PROCESSES AS OUTCOMES </li></ul></ul><ul><ul><li>8. RECOGNISES THE SIGNIFICANCE </li></ul></ul><ul><ul><li>OF INFORMAL LEARNING </li></ul></ul>
    34. 41. <ul><ul><li>9. DEPENDS ON </li></ul></ul><ul><ul><li>TEACHER LEARNING </li></ul></ul><ul><ul><li>10. DEMANDS CONSISTENT POLICY FRAMEWORKS WITH SUPPORT </li></ul></ul><ul><ul><li>FOR TEACHING AND </li></ul></ul><ul><ul><li>LEARNING AS THEIR </li></ul></ul><ul><ul><li>PRIMARY FOCUS </li></ul></ul>
    35. 42. Case Study: PGCE M Level development
    36. 43. Learning and Teaching in the Core subjects
    37. 44. <ul><li>The Structure of the Module </li></ul><ul><li>10 TLRP Principles </li></ul><ul><li>principles 1, and 3 - three core subject sessions face-to-face with subject specific tutors </li></ul><ul><li>principles 4, 5, 7 and 8- individual sessions integrating understanding across the core subjects </li></ul><ul><li>Principles 2, 6, 9 and 10- self-study tasks </li></ul>
    38. 45. School based tasks and self study tasks - see Appendices A,B,C,D,E, F and G <ul><li>Principle 2: Engages with valued forms of knowledge </li></ul><ul><li>Principle 4: requires the teacher to scaffold the learning </li></ul><ul><li>Principle 5: Needs assessment to be congruent with learning </li></ul><ul><li>Principle 6: Promotes the active engagement of the learner </li></ul><ul><li>Principles 7 and 8: Fosters both individual and social processes and outcomes - and - recognises the significance of informal learning </li></ul><ul><li>Principle 9:Depends on teacher learning </li></ul><ul><li>Principle 10: Demands consistent policy frameworks with support for teaching and learning as their primary focus </li></ul>
    39. 46. Requires the teacher to scaffold learning Generic taught session 1 <ul><li>Preparation </li></ul><ul><li>In preparation for this session you should do the school based task and reading. </li></ul>School based Task How do teachers use questions? From TLRP website http://www.tlrp.org/ Principle 4
    40. 48. Principle 5 Needs assessment to be congruent with learning <ul><li>School based task  </li></ul><ul><li>To track and evaluate a sequence of lessons in each of the CORE subjects to see the progress made by different children. </li></ul><ul><li>This would be done through the sessions that you teach on ATSE as explained in the school based tasks. </li></ul><ul><li>Bring evidence of this to the session on January after school experience. </li></ul><ul><li>  Your examples should include: - </li></ul><ul><li>Lesson Plans including learning intention /task /differentiation </li></ul><ul><li>Observations of effectiveness of the lesson with regard to learning. </li></ul><ul><li>Examples of assessment opportunities. </li></ul><ul><li>* Evidence of learning by 3 different children.  </li></ul><ul><li>(*This should include photocopies of work, recorded observations of work, discussions involving the child(ren), questioning of children by teacher or yourself, notes on how children assessed the lesson.) </li></ul>
    41. 49. Principle 8 Recognises the significance of informal learning school- based task presented in generic session 3 <ul><li>Aim: To implement and evaluate activities which enable the use of informal learning in formal processes. </li></ul><ul><li>Task- Boxing clever: using shoeboxes to support home–school knowledge exchange . </li></ul><ul><li>1.To Interview two teachers in your school re home-school exchange. Analyse their provision and perceptions. (is it effective? Is it one-way? Is home learning valued? How could it be developed? What might the practical difficulties of further development be? ) </li></ul><ul><li>2. To implement the ‘Shoebox’ task as described in the Pamela Greenhough article with two children in your Spring School Experience class. </li></ul><ul><li>3. To write an evaluation of what this task offered you in terms of opportunities for: a. home- school knowledge exchange b. the possibilities for planning next steps in those children’s learning. </li></ul>
    42. 51. Home-corner: photography studio Shoebox home-school learning project: Greenhough et al (2005)
    43. 52. <ul><li>How can early photographic representations be </li></ul>Research focus: understood, in relation to meaning making?
    44. 53. Evaluations of the course <ul><li>‘ This module has really helped to ground my knowledge and understanding in teaching and learning practices’. </li></ul><ul><li>‘ The principles are in my mind as I am teaching’. </li></ul><ul><li>‘ I really enjoyed learning about the theories behind L and T and the TLRP principles which give a good basis to put them in practice and help you be an effective teacher.’ </li></ul><ul><li>‘ All of the L and T principles have highlighted what is expected of me when I begin to teach my own class.’ </li></ul><ul><li>‘ the principle of scaffolding learning and its theory is something I will take away and use throughout my teaching career.’ </li></ul>
    45. 54. <ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs </li></ul><ul><li>Making sense through pedagogic principles </li></ul><ul><ul><li>Case study: PGCE M level module </li></ul></ul><ul><li>Making sense through conceptual tools </li></ul><ul><ul><li>Case study: a Commentary on Pedagogy & Professionalism </li></ul></ul>
    46. 55. Professionalism <ul><li>The essence of professionalism is the exercise of skills, knowledge and judgement for the public good. </li></ul><ul><li>But teacher expertise is poorly understood in our society </li></ul>
    47. 56. <ul><li>‘ Pedagogy’ is the practice of teaching framed and informed by a shared and structured body of knowledge and combined with moral purpose. </li></ul><ul><li>By progressively acquiring such knowledge and mastering pedagogical expertise – through initial formation, continuing development and reflective experience – teachers are entitled to be treated as professionals. </li></ul><ul><li>Teachers should scrutinise and evaluate their practice to make rationally defensible professional judgements beyond pragmatic constraints and/or ideological concerns. </li></ul>
    48. 57. What do we talk about? <ul><li>Curriculum Pedagogy Assessment </li></ul><ul><li>So, what happens if we compare and contrast the concepts used to discuss curriculum, pedagogy and assessment? </li></ul>
    49. 58. <ul><li>Concepts in HMI’s The Curriculum from 5 to 16 (1985) </li></ul><ul><li>Breadth </li></ul><ul><li>Balance </li></ul><ul><li>Relevance </li></ul><ul><li>Differentiation </li></ul><ul><li>Progression </li></ul><ul><li>Continuity </li></ul>
    50. 59. So, a key contention: <ul><li>Maybe …. that pedagogic concepts can be organised in terms of their function (the work that they do) and that, by making this logic explicit, we could create a more robust and sustainable conceptual framework for the professional expertise of teaching? </li></ul>
    51. 60. Concepts
    52. 61. Concepts are to do with: <ul><li>Aims </li></ul><ul><li>Contexts </li></ul><ul><li>Processes </li></ul><ul><li>Outcomes </li></ul>
    53. 62. <ul><li>1. Societal aims To what vision of ‘education’ does the provision aspire? </li></ul><ul><li>  </li></ul><ul><li>2. Elements of learning What knowledge, concepts, skills and values are to be learned in formal education? </li></ul><ul><li>  </li></ul><ul><li>3. Community context Is the educational experience valued and endorsed by civil society? </li></ul><ul><li>4. Institutional context Does the school promote a common vision to extend educational experiences and inspire learners? </li></ul><ul><li>  </li></ul><ul><li>5. Process for social needs Does the educational experience build on social relationships, cultural understandings and learner identities? </li></ul><ul><li>6. Process for emotional needs Does the educational experience take due account of learner views, feelings and characteristics? </li></ul><ul><li>  </li></ul><ul><li>7. Process for cognitive needs Does the educational experience match learners’ cognitive needs and provide appropriate challenge? </li></ul><ul><li>  </li></ul><ul><li>8. Developmental outcomes Does the educational experience lead to development in knowledge, concepts, skills and values? </li></ul><ul><li>  </li></ul><ul><li>9. Cumulative outcomes Does the educational experience equip learners for adult and working life and for an unknown future?   </li></ul><ul><li>  </li></ul>
    54. 63. Curricular concepts Pedagogic concepts Assessment concepts 1. Society’s educational goals Breadth Principle Alignment 2. Elements of learning Balance Repertoire Validity 3. Community context Connection Warrant Dependability 4. Institutional context Coherence Culture Challenge 5. Processes for learners’ social needs Personalisation Relationships Inclusion 6. Process for learners’ emotional needs Relevance Engagement Authenticity 7. Processes for learners’ cognitive needs Differentiation Dialogue Feed-back 8. Outcomes for continuous improvement in learning Progression Reflection Development 9. Outcomes for certification and the lifecourse Effectiveness Empowerment Consequence
    55. 64. Implications for professional practice
    56. 65. Towards: <ul><li>Strengthening the shared professional language for talking about teaching and learning </li></ul><ul><li>developing communities of warranted practices which contribute to the development of this language </li></ul><ul><li>Creating public representations of teacher expertise </li></ul>
    57. 66. For more information: <ul><li>www.tlrp.org </li></ul><ul><ul><li>Commentaries </li></ul></ul><ul><ul><li>Teachers’ Guide to ‘Ten Principles’ </li></ul></ul><ul><ul><li>Resources for practitioner research </li></ul></ul><ul><li>www.rtweb.info </li></ul><ul><ul><li>Practitioner applications for classroom enquiry </li></ul></ul><ul><ul><li>Notes to guide reading </li></ul></ul>
    58. 67. <ul><li>A professional opportunity? </li></ul><ul><li>TLRP’s outputs </li></ul><ul><li>Making sense through pedagogic principles </li></ul><ul><ul><li>Case study: PGCE M level module </li></ul></ul><ul><li>Making sense through conceptual tools </li></ul><ul><ul><li>Case study: a Commentary on Pedagogy & Professionalism </li></ul></ul>
    59. 68. <ul><li>‘ Mastery of the fundamental ideas of a field involves ... discovery of previously unrecognized relations and similarities between ideas. </li></ul><ul><li>The cultivation of a sense of interconnectedness is surely the heart of the matter.’ </li></ul><ul><li> Jerome Bruner, 1966 </li></ul>

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