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TMOxford Ian menter

TMOxford Ian menter
Cheney School 2014

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TMOxford Ian menter

  1. 1. The Oxford Education Deanery: a site of intersecting practices Ian Menter, Ann Childs, Ian Thompson Department of Education, University of Oxford
  2. 2. Development of the Education Deanery  Internship scheme (30 plus secondary schools)  Discussion with headteachers  Development of ‘demonstration projects’ – action research fellowships; research on aspirations; learning in science  Discussion within the University  Deciding on partnerships – Oxford City Learning (11 institutions)  Launch event November 2013  Plans for expansion
  3. 3. Principles of the Deanery  Investment in the future of the teaching profession  Doing high quality research that is relevant to the future of the profession  Developing the best subject pedagogy  Working with young people to sustain their engagement in learning  Creating strong learning environments  Adopting a constructive and critical approach to curriculum development and assessment  Drawing on and contributing to the pool of expertise across all participants
  4. 4. Cherwell Internship project  6 interns (2 biology, 2 physics, 2 chemistry)  September- December (2-3 days) Jan-April (full time)  Inquiry project based on a departmental priority decided by science department
  5. 5. Inquiry project  Improving the attainment of the middle groups in Y 10 and 11  Issues raised:  1. Teachers have noticed that students understand at the time and seem to make progress in their learning but this progress is not sustained in future lessons  2. From 1. this means that students are not building up a secure and rich knowledge base  3. Study skills are an issue; for example when asked to search and look back for information students are unable/unwilling to
  6. 6. Partnership  Tutor designed research and trained student teachers in research methods  Structured observations and follow up interviews with their Y10, 11 groups  Student teachers wrote up individual findings for an assignment  Overall report of all findings to department team to act on  “I have no idea what will be coming up in the next lesson – it would be helpful to get a scheme of lessons given to you at the beginning. Most of the time I don’t even know what the topic is called, I just do the work I’m given and don’t really know why I’m doing it’
  7. 7. Giant metallic e.g. Cu, Fe , Au, Na particles =_______? Simple molecular e.g. N2, H2, O2, Cl2 particles =_______? Giant molecular e.g. allotropes of carbon, diamond and graphite particles =_______? Simple atomic e.g. He, Ne, Ag particles =_______? Giant ionic e.g. NaCl, MgO particles =_______? Simple molecular e.g. H2O, NH3, CH4 particles =_______? Giant molecular e.g. silicon dioxide. particles =_______? Elements Compounds
  8. 8. Follow-up  ann.childs@education.ox.ac.uk  ian.menter@education.ox.ac.uk  ian.thompson@education.ox.ac.uk  www.education.ox.ac.uk

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TMOxford Ian menter Cheney School 2014

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