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12 13 PGCE ICT Reflective Practice Seminar 2
The seminar aims to enhance reflections on evaluations, linking theory and research to practice, and clarifying essay structures. Participants will critically present their lesson plans and evaluations, focusing on children's learning and teaching effectiveness, while considering social constructivist theories. The current context emphasizes the importance of ICT in education, allowing teachers flexibility in curriculum design and the opportunity to develop innovative teaching approaches.
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12 13 PGCE ICT Reflective Practice Seminar 2
- 2. The seminar The aimof this session is to enhance your reflection on your evaluations make explicit links to theory and research clarify the essay and resolve any issues
- 3. BSE 1 Plans and Evaluations Theory (again!) Meaningful Learning Good ICT The Essay Structure Criteria Practicalities
- 4. BSE 1 “How haveyour views about learning and teaching ICT changed?” Section 3
- 5. Plans Present yourannotated 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
- 6. Evaluations Present yourevaluations 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
- 7. Being a criticalfriend Question - Challenge assumptions - Suggest interpretations What did the children How did you bring about How does all this relate learn? learning? to your question? How do you know that How did the evaluation What changes would you the children were affect your teaching? make or aim to make in learning? How does this relate to your practice? How did they learn? your reading? How have you changed What were the factors in your view of yourself that affected learning? as a teacher and how children learn? How did you use your assessments to inform How does this relate to planning? your reading? How does any of this relate to your reading?
- 8. Meaningful Learning Active Constructive Intentional Authentic Cooperational CC by-nc-nd Laura Burton, CC by Matti Mattila, CC by-nc-nd Mundocuardo, CC by-nc-nd Parl, CC by mawel
- 9. Use ICT tosupport good practice Enable Extend Support Develop Develop high the scope pupil ICT creativity quality of autonomy capability work learning Characteristics of good practice
- 10. Use ICT toscaffold & 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.
- 11. Piaget (1896-1980) Constructingschema Assimilation and accommodation Stages of development Concrete and formal operation http://www.learningandteaching.info/learning/piaget.htm
- 12. Vygotsky (1896-1934) Thecentrality of social interaction The more knowledgeable other The zone of proximal development http://www.learning-theories.com/vygotskys-social-learning-theory.html Scaffolding (Bruner)
- 13. Constructionism Constructivist learninghappens best when „constructing a public entity‟ “Concrete” materials rather than abstract propositions http://www.papert.org/articles/SituatingConstructionism.html
- 14. Connectivism CC by-sa Hijod.Huskona CC by jean-louis zimmermann CC by-nc-sa Mr Ush http://www.connectivism.ca/
- 15. 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.
- 16. Structure of youressay 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
- 17. 1. Myself asa 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 words 2. 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
- 18. 3. Evaluation offocus 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 words 4. What are the implications for your practice within the national context? Include ways your views have changed and reflections on this process. 1000 words
- 19. 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?
- 20. Section 4 Whatare 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?
- 21. The current context “Disapplyingthe ICT programme of study is about freedom. It will mean that, for the first time, teachers will be allowed to cover truly innovative, specialist and challenging topics. And whether they choose a premade curriculum, or whether they design their own programme of study specifically for their school, they will have the freedom and flexibility to decide what is best for their pupils. Teachers will now be allowed to focus more sharply on the subjects they think matter – for example, teaching exactly how computers work, studying the basics of programming and coding and encouraging pupils to have a go themselves.”
- 22. The current context2 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
- 23. To pass… evaluation ofeffectiveness of teaching strategies and the use of talk, related to theories of learning and demonstrating awareness of current research and developments; identification and evaluation of children’s learning with implications for subsequent teaching; demonstration of the ability to reflect on practice, including beliefs and values about teaching and learning in the national context.
- 24. Evaluation of Assessment of Reflection on teaching learning practice Myself as a teacher How to should ICT be taught Evaluation of learning and teaching Implications for future practice
- 25. Evaluation of Assessment of Reflection on teaching learning practice Myself as a teacher x x How to should ICT be x x x taught Evaluation of learning x x x and teaching Implications for future x practice
- 26. To get Mlevel 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.
- 27. Systematic Understanding Demonstratingunderstanding of key concepts by discussing what is problematic about them Using definitions and referring to concepts with consistent meaning
- 28. 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
- 29. Independent learning ability Thinking things through for yourself Researching original sources
- 30. Reading Google Scholar Becta and Futurelab Cambridge Primary Review Teaching and Learning
- 32. Practicalities 5000 wordsequivalent, 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)
- 33. Referencing See thestyle 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
- 34. Timescale Draft youressay 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
- 35. Turnitin The Turnitinfile 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).