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Across the Divide - working with cross-sector teachers to enhance HE pedagogic practice
- 1. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning Science & Engineering Education Research and Innovation Hub www.fascinate.manchester.ac.uk @UoMSEERIH Dr Lynne Bianchi SEERIH Director Peter Green EEE, Senior Lecturer Dr Deborah Ralls SEERIH Research Associate Across the Divide – working with cross-sector teachers to enhance HE pedagogic practice
- 2. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning Science & Engineering Education Research and Innovation Hub (SEERIH) University academics teachers researchers
- 3. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning participate collaborate co-create connect pre-engage SEERIH’s Trajectory of Continuous Professional Development (Bianchi 2017) Y2: Mind the Gap Y1: Across the Divide
- 4. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning Research question In what ways is the quality of STEM teaching and learning influenced through cross-sector collaborative professional development with HE, primary and secondary school STEM colleagues?
- 5. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 6. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 7. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning Captures the emotional connection with learning Prompts reflective thinking - question led
- 8. Remains a legacy for project promotion and dissemination Enables learning to stem from it… new insights from places not observed by the researcher
- 9. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 10. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 11. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 12. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 13. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 14. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 15. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 16. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning a) Student Critical Reflection in Teaching & Learning: Developing pedagogical practice to facilitate opportunities for critical reflection b) Problem solving – developing innovative and flexible approaches to problem solving. c) Transitional support from A levels to Undergraduate d) Personalised learning experiences for students/small group work – knowing names, developing teamwork, increasing student confidence to answer questions e) Assessment methods and moderation procedures. f) Learning objectives and assessing progress against objectives Themes for development in T&L drawn from Across the Divide
- 17. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning
- 18. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning Lesson Study
- 19. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning Captures Chapters Critical Consider Care
- 20. www.manchester.ac.uk/fascinateScience & Engineering Education Hub Inspiring Professional Learning www.fascinate.manchester.ac.uk lynne.bianchi@manchester.ac.uk peter.r.green@manchester.ac.uk deborah.ralls@manchester.ac.uk
Editor's Notes
- Working with primary schools/ secondary had mainly been through a traditional outreach model – direct to children Teachers are our assets
- Primary science teachers were our assets – but we needed a structured/formalised approach to engage with them
- It’s all in the cut – pre planning the video is essential Too little footage of what you really need is a waste of time, money and learning We create chapters and use question headers to demarkate change in thinking in the video..
- Section heads and chapters
- We’ve developed the STEM Study visit to include photos and no film… Need to determine clearly why film is needed. Photos are only used to take images of artefacts, displays etc. not children It’s the critical moment we’re trying to gather, that can be brought back to the group for discussion… [in house, unpublished, not used on social media]
- Critical moments – Peter’s lego scenariou…
- Safeguarding Not just the children in school The students – the ethical implications of film What is it’s core purpose, why? We take an open attitude from the start… set out that it’s for teacher CPD/promotion then the doors are wide open Opting out has to be respected but firm encouragement is often needed
- Become part of the wider SEERIH package of experience – alongside other professional learning that tells the story of engagement in the arrow… from here we move to academic forms of writing, presenting at conferences – national and international with the focus on cross-sector… this transmits across to new audiences in an accessible and contemporary way… ALONGSIDE THE PAPER!
- Feeding other streams…