12 13 PGCE ICT Reflective Practice Seminar 2


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The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.

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12 13 PGCE ICT Reflective Practice Seminar 2

  1. 1. The seminarThe aim of this session is to enhance your reflection on your evaluations make explicit links to theory and research clarify the essay and resolve any issues
  2. 2.  BSE 1 Plans and Evaluations Theory (again!)  Meaningful Learning  Good ICT The Essay  Structure  Criteria Practicalities
  3. 3. BSE 1“How have your views about learning and teaching ICT changed?”  Section 3
  4. 4. Plans Present your annotated plans to two or three colleagues Focus on…  The intended learning and subject understanding  The role of the teacher  What will be assessed and how Is there reference to relevant subject texts to support the choices made? Be a „critical friend‟ to those presenting
  5. 5. Evaluations Present your evaluations to two or three colleagues Focus on…  the extent of children‟s learning and evidence for this;  evidence for the effectiveness of the talk used by you and the children;  what you have learned about how children learn and your teaching. Are the points made related to relevant reading? Be a „critical friend‟ to those presenting
  6. 6. Being a critical friend Question - Challenge assumptions - Suggest interpretationsWhat did the children How did you bring about How does all this relatelearn? learning? to your question?How do you know that How did the evaluation What changes would youthe children were affect your teaching? make or aim to make inlearning? How does this relate to your practice?How did they learn? your reading? How have you changedWhat were the factors in your view of yourselfthat affected learning? as a teacher and how children learn?How did you use yourassessments to inform How does this relate toplanning? your reading?How does any of thisrelate to your reading?
  7. 7. Meaningful Learning Active Constructive Intentional Authentic CooperationalCC by-nc-nd Laura Burton, CC by Matti Mattila, CC by-nc-nd Mundocuardo, CC by-nc-nd Parl, CC by mawel
  8. 8. Use ICT to support good practice Enable Extend Support Develop Develop high the scope pupil ICT creativity quality ofautonomy capability work learning Characteristics of good practice
  9. 9. Use ICT to scaffold & extend learning • Pupils can access to large Capacity & information sources • A wide range of media range formats is available. • Some tedious tasks can be Speed & completed quickly. • Certain features can be set to automaticity operate automatically. • Digitised information can be Provisionality easily modified. • ICT responds quickly and Interactivity engages learners.
  10. 10. Piaget (1896-1980) Constructing schema Assimilation and accommodation Stages of development Concrete and formal operation http://www.learningandteaching.info/learning/piaget.htm
  11. 11. Vygotsky (1896-1934) The centrality of social interaction The more knowledgeable other The zone of proximal development http://www.learning-theories.com/vygotskys-social-learning-theory.html Scaffolding (Bruner)
  12. 12. Constructionism Constructivist learning happens best when „constructing a public entity‟ “Concrete” materials rather than abstract propositions http://www.papert.org/articles/SituatingConstructionism.html
  13. 13. ConnectivismCC by-sa Hijod.Huskona CC by jean-louis zimmermann CC by-nc-sa Mr Ush http://www.connectivism.ca/
  14. 14. The essay… … is about evaluating your practice drawing on theory and reflecting on your assumptions. You are not trying to generate a definitive answer. The style of your answer is about discussion and analysis.
  15. 15. Structure of your essay Myself as a teacher Social Constructivism with a focus on talk in ICT Annotated lesson plans Evaluation of focus children‟s learning and teaching Implications for future practice Extended reflective lesson evaluations
  16. 16. 1. Myself as a teacher: a reflective discussion considering your aims for teaching your chosen curriculum area and the kind of teacher you would like to be. Discuss how your own experiences and your reading may influence your views and practice. 250 words2. Social Constructivism with a focus on talk in one curriculum area: What does a social constructivist view of learning imply for teaching approaches? Critically consider current issues in your subject area and justify your views, related to reading. 1250 words Annotated lesson plans
  17. 17. 3. Evaluation of focus children’s learning and your teaching: Discussion of above considering the children‟s learning drawing on their responses and your evaluation. Reflections on your teaching including decisions made „in action‟. 1500 words4. What are the implications for your practice within the national context? Include ways your views have changed and reflections on this process. 1000 words
  18. 18. Towards Section 3 Drawing on your plans and evaluation discuss what you will write in section 3: What did you learn about:  how children learn ICT?  the role of talk in learning? How have your views about learning and teaching mathematics changed / developed? How does this relate to what you have written previously? How does this relate to your reading?
  19. 19. Section 4 What are the implications for your practice? What are the possible difficulties and tensions for yourself as a teacher of ICT in the current context? How does this affect your teaching across the curriculum?
  20. 20. The current context“Disapplying the ICT programme of study is aboutfreedom. It will mean that, for the first time, teachers willbe allowed to cover truly innovative, specialist andchallenging topics.And whether they choose a premade curriculum, orwhether they design their own programme of studyspecifically for their school, they will have the freedom andflexibility to decide what is best for their pupils.Teachers will now be allowed to focus more sharply on thesubjects they think matter – for example, teaching exactlyhow computers work, studying the basics of programmingand coding and encouraging pupils to have a gothemselves.”
  21. 21. The current context 2 The Government has made clear that it considers ICT to be an important subject that should be taught to all pupils. As a clear statement of the importance that it attaches to ICT education, the Government has decided that ICT will continue to be a National Curriculum subject, with new statutory Programmes of Study at all four key stages, from September 2014. The Department for Education will look to work with experts from industry, IT organisations and the teaching profession to develop the new Programmes of Study as a national standard for all schools, whilst providing sufficient flexibility and scope to meet the changing demands of the subject. See bcs.org/ictpos for the draft PoS
  22. 22. To pass…evaluation of effectiveness of teaching strategies and the useof talk, related to theories of learning and demonstratingawareness of current research and developments;identification and evaluation of children’s learning withimplications for subsequent teaching;demonstration of the ability to reflect on practice, includingbeliefs and values about teaching and learning in the nationalcontext.
  23. 23. Evaluation of Assessment of Reflection on teaching learning practiceMyself as a teacherHow to should ICT betaughtEvaluation of learningand teachingImplications for futurepractice
  24. 24. Evaluation of Assessment of Reflection on teaching learning practice Myself as a teacher x xHow to should ICT be x x x taughtEvaluation of learning x x x and teachingImplications for future x practice
  25. 25. To get M level credits…The assignment in addition demonstrates a systematic understanding of related knowledge and a critical awareness of current problems and insights; the application of theory to an analysis of practice; the independent learning ability required for continuing professional development.
  26. 26. Systematic Understanding Demonstrating understanding of key concepts by discussing what is problematic about them Using definitions and referring to concepts with consistent meaning
  27. 27. Developing a critical frame of mind Why am I reading this? What question am I asking? What are the authors saying and what is relevant to what I want to find out? What type of literature is this? How convincing is what the authors are saying? What use can I make of this? What claims are being made and how convincing are they?  Wallace, M. & Wray, A. (2008). Critical Reading and Writing for Postgraduates. London, Sage
  28. 28. Independent learning ability Thinking things through for yourself Researching original sources
  29. 29. Reading Google Scholar Becta and Futurelab Cambridge Primary Review Teaching and Learning
  30. 30. Practicalities 5000 words equivalent,  made up of 4000 words of substantive text  two annotated lesson plans,  bibliography and  optional appendices Section word counts are advisory +/- 10% without penalty (ie 3600 – 4400 words substantive text)
  31. 31. Referencing See the style guide. No, really. You should do this. DfEE/QCA, (1999) The National Curriculum, London: HMSO Chazan, M. & A. F. Laing, (1982) Children with Special Needs, Milton Keynes: Open University Press Zotero, Mendeley, Refworks
  32. 32. Timescale Draft your essay E-Mail me a copy when you‟re ready for feedback, but not later than 15th February Tutorial a few days after I get your draft Revise your draft Turnitin Hand in by 14:00, 15th March – earlier is better
  33. 33. Turnitin The Turnitin file is in the RP folder on Studyzone (tutorials there if needed) You must submit the final version of your essay via Turnitin and in hard copy. Fill in the electronic cover sheet and make it page 1 of your essay. You do not need to give us the copy of the originality report. You can submit your essay at earlier stages to get formative feedback. Later submissions overwrite previous versions. It could take 24 hours to generate the originality report at busy times (but you don‟t need it before handing in).