A13 - Allison Bolster (Bristol) – The use of paired placements – an answer to school recruitment problems or a valid learning experience?
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This document discusses a project exploring the potential benefits of paired teaching placements for trainee teachers. It describes workshops held with mentor teachers and trainee teachers to plan collaborative teaching activities during summer placements. Feedback from participants suggested that while coordination and planning took extra time, paired placements provided valuable peer support and allowed trainees to develop skills like lesson planning and behavior management. Overall, participants felt the benefits of collaboration through paired placements outweighed the challenges.
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![Paired placements in MFL and Science: expedient or valid learning experience? Allison Bolster, PGCE Partnership Director, University of Bristol [email_address]](https://image.slidesharecdn.com/a13-allisonbolsterbristoltheuseofpairedplacementsananswertoschoolrecruitmentproblemsoravalidlearningexperience-100121055630-phpapp02/85/A13-Allison-Bolster-Bristol-The-use-of-paired-placements-an-answer-to-school-recruitment-problems-or-a-valid-learning-experience-1-320.jpg)
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A13 (2) - A13 - Allison Bolster (Bristol) – The use of paired placements – an...
A13 (2) - A13 - Allison Bolster (Bristol) – The use of paired placements – an...
Digital Transformation by the Internet of Everything
Digital Transformation by the Internet of Everything
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Developing Lasting Visions of Effective Teaching
Teacher candidates participated in a collaborative professional learning program between a university and two partner schools. Key findings included:
1) K-8 student learning was enhanced through increased individual attention, differentiation, and relationships with multiple adults in the classroom from the collaboration.
2) Teacher candidates learned the most by implementing strategies from their courses in the field and examining student thinking, which the program required through assignments. Collaborating allowed them to learn from each other's successes and failures.
3) Mentor teachers reported increased flexibility and communication skills from collaborating, though they may not have openly discussed learning in front of colleagues.
4) The program supported teacher candidates in developing a vision of teaching that emphasized adapting to
Collaboration.richmond.elem 2013 rt
A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.
Take 10 Active Learning Methodologies
This resource provides 10 drama-based activities for teachers to use active learning methodologies in their CSPE classroom, including exercises such as creating word poems, developing characters, freeze frames, thought tracking, debates, and role playing to explore citizenship topics in an engaging way. The document outlines the purpose and instructions for implementing each activity.
Teaching large classes, social justice and decoloniality
This document discusses strategies for teaching large classes in a decolonized and socially just manner. It emphasizes making large classes feel small through personalizing the learning environment, being well-organized, managing disruptions, and teaching to student diversity. The workshop will focus on sharing experiences and challenges of teaching large classes, reflecting on ethical responsibilities to students, and considering how to value and understand students. Participants are encouraged to bring honest reflections to discuss challenges and opportunities for facilitating authentic student learning in large class settings.
515d55ae3ffd8c290b29c3e1c3c1796a681c53de-1643341006688.pptx
The document discusses cooperative learning strategies and techniques. It provides an overview of cooperative learning, including its definition and principles. Some key principles discussed are heterogeneous grouping, collaborative skills, group autonomy, simultaneous interaction, equal participation, individual accountability, and positive interdependence. The document also outlines several cooperative learning strategies and techniques, such as jigsaw, think-pair-share, round robin, and focused listing. It emphasizes that cooperative learning involves students working together in groups to maximize their own and each other's learning.
Reflecting on large class teaching at UJ
Presentation to UJ's Academic Preparation Programme on 12 August 2016; arranged by UJ Professional Academic Staff Development.
Coteaching
The document discusses co-teaching, which involves two or more teachers jointly teaching academic content to a diverse group of students. It outlines different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, and team teaching. Effective co-teaching requires strong communication, shared planning time, understanding of curriculum goals, and playing to each teacher's strengths. Regular meetings and establishing trust between co-teachers is important for a successful co-teaching relationship.
Co Teaching Workshop
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
innovative learning methods
1. Quantum learning is a method that aims to accelerate learning by making it engaging and fun. It is based on principles of cognitive psychology rather than quantum physics. 2. The method focuses on meaningful interactions between students and quality learning experiences. It emphasizes developing both academic and life skills. 3. Key aspects of quantum learning include creating an effective learning environment, presenting material in a natural way, demonstrating concepts, and celebrating achievements. The overall goal is to sharpen understanding and memory in a rewarding process.
Examining the effectiveness of some creative teaching techniques used at the ...
This document summarizes a study that examined the effectiveness of creative teaching techniques used in an English language classroom at a university in Macedonia. The study found that using creative lessons, such as role playing interviews and debates, had positive effects on student motivation, participation, and learning. Previous research also supports the benefits of creative teaching, noting it can encourage original thinking, risk-taking, and establish a positive learning environment. The author concludes that creativity and motivation are important for improving language instruction and should be regularly applied.
Justmeans power point
The document provides an overview of co-teaching practices at Negaunee High School. It discusses the benefits of co-teaching for student engagement and meeting diverse student needs. It also outlines several co-teaching models used at NHS, including lead and support, duet, station teaching, and complementary instruction. Special education teachers play a role in supporting instruction, adapting curriculum, and providing accommodations across various co-taught classes at NHS. Planning time is a challenge but teachers utilize strategies like common planning periods and substitute coverage to facilitate collaboration.
Justmeans power point
The document provides an overview of co-teaching practices at Negaunee High School. It discusses the benefits of co-teaching for student engagement and meeting diverse student needs. It also outlines several co-teaching models used at NHS, including lead and support, duet, station teaching, and complementary instruction. Special education teachers play a role in supporting instruction, adapting curriculum, and providing accommodations across various co-taught classes at NHS. Planning time is a challenge but teachers find ways to collaborate before and after school or during prep periods. A variety of activities are used to engage all students in co-taught classrooms.
Justmeans power point
The document provides an overview of co-teaching at Negaunee High School. It discusses the benefits of co-teaching, effective co-teaching models, and how co-teaching is implemented at NHS. Teachers at NHS use a mixture of co-teaching models and work together to support all students in core classes and directed studies. Finding time to plan and balance responsibilities can be challenging but is important for effective co-teaching.
Justmeans power point
The document provides an overview of co-teaching practices at Negaunee High School. It discusses the benefits of co-teaching for student engagement and meeting diverse student needs. It also outlines several co-teaching models used at NHS, including lead and support, duet, station teaching, and complementary instruction. Special education teachers play a role in supporting instruction, adapting curriculum, and providing accommodations across various co-taught classes at NHS. Planning time is a challenge but teachers find ways to collaborate before and after school or during prep periods. A variety of activities are used to engage all students in co-taught classrooms.
Justmeans power point
The document provides an overview of co-teaching practices at Negaunee High School. It discusses the benefits of co-teaching for student engagement and meeting diverse student needs. It also outlines several co-teaching models used at NHS, including lead and support, duet, station teaching, and complementary instruction. Special education teachers play a role in supporting instruction, adapting curriculum, and providing accommodations across various co-taught classes at NHS. Planning time is a challenge but teachers find ways to collaborate before and after school or during prep periods. A variety of activities are used to engage all students in co-taught classrooms.
Justmeans power point
The document provides an overview of co-teaching practices at Negaunee High School. It discusses the benefits of co-teaching for student engagement and meeting diverse student needs. It also outlines several co-teaching models used at NHS, including lead and support, duet, station teaching, and complementary instruction. Special education teachers play a role in supporting instruction, adapting curriculum, and providing accommodations across various co-taught classes at NHS. Planning time is a challenge but teachers find ways to collaborate before and after school or during prep periods. A variety of activities are used to engage all students in co-taught classrooms.
Justmeans power point
The document provides an overview of co-teaching practices at Negaunee High School. It discusses the benefits of co-teaching for student engagement and meeting diverse student needs. It also outlines several co-teaching models used at NHS, including lead and support, duet, station teaching, and complementary instruction. Special education teachers play a role in supporting instruction, adapting curriculum, and providing accommodations across various co-taught classes at NHS. Planning time is a challenge but teachers find ways to collaborate before and after school or during prep periods. A variety of activities are used to engage all students in co-taught classrooms.
12:17:18 informal observation
This document summarizes an informal observation of Hannah Ticoras' lesson conducted on December 17, 2018. The observer, Meghan Casey, provided feedback on various elements of Hannah's teaching practice. While the lesson design incorporated student choice and engaged multiple writing genres, the directions were convoluted and students struggled to understand the activity. Overall, the feedback aimed to support Hannah's growth by recommending ways to simplify complex lessons and provide clearer directions while maintaining high expectations.
Co-teaching
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios, use of various instructional techniques, and improved teacher collaboration. Common misperceptions about co-teaching involve viewing one teacher as the sole expert, using one teacher as a "walking tape recorder," or only including a teacher as a symbolic gesture. Recommendations for effective co-teaching include providing training, planning time, and ensuring both teachers are actively involved in lessons
50 model pembelajaran (50 Learning Models)
This document describes 11 learning models:
1. Lesson study - A Japanese model where teachers collaboratively plan, teach, observe and reflect on lessons to improve instructional effectiveness.
2. Examples non-examples - A visual method where teachers present examples and non-examples to help students analyze images and apply concepts.
3. Picture and picture - Teachers present pictures to students who must logically sequence them. This allows assessment of individual understanding.
4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and group discussion.
Similar to A13 - Allison Bolster (Bristol) – The use of paired placements – an answer to school recruitment problems or a valid learning experience? (20)
Teaching large classes, social justice and decoloniality
Teaching large classes, social justice and decoloniality
515d55ae3ffd8c290b29c3e1c3c1796a681c53de-1643341006688.pptx
515d55ae3ffd8c290b29c3e1c3c1796a681c53de-1643341006688.pptx
Examining the effectiveness of some creative teaching techniques used at the ...
Examining the effectiveness of some creative teaching techniques used at the ...
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3) Adults and peers actively organize the social and cultural environment to enable learner participation.
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This document discusses quantitative and qualitative methods in educational research. It provides examples of quantitative approaches like standardized tests, surveys, and experimental methods. Qualitative approaches include action research, interviews, and documentary evidence. Both approaches are useful but have limitations, so a mixed methods approach is best. Important variables to consider include socioeconomic status, social disadvantage, ethnicity, gender, and school policies. Reliability and validity are also discussed.
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This national study forms part of the series, 'Building Effective Research', edited by Andrew Murray and published by the Learning and Skills Research Centre (LSRC). This was commissioned as part of its strategy to enhance the impact of research within the post-16 (or learning and skills) sector, and was conducted by the LSRC plus a consortium of three universities: Leeds Metropolitan, St Andrew’s and Queen Mary’s, London. It comprises a review of relevant literature and five case studies of practice, as well as outcomes of workshops, where the findings were tested with people working in the sector.
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This document provides an executive summary of a research report that evaluated the Communication Aids Project (CAP) in the UK. Some key findings of the evaluation include:
1) Parents, educators, and speech therapists acknowledged that without CAP funding, many children would not have received communication aids. However, interviews found no notable positive changes in quality of life measures before and after receiving aids.
2) Children who received aids through CAP reported positive functional and quality of life changes, such as feeling less embarrassed or frustrated.
3) There was variation in the time it took for children to receive aids after applying to CAP, with some applications remaining incomplete after 12 months.
The evaluation provided recommendations around improving the application
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Presentation at ECER 2010, Helsinki as part of a symposium entitled 'Curriculum Reform in Four Nations': a home international perspective: A network 23 symposium .This focuses on England and is presented by Dominic Wyse of Cambridge University
ECER 2010: Curriculum Reform in Four Nations: a home international perspective:
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Presentation at ECER 2010, Helsinki as part of a symposium : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium. This presentation is by David Egan, University of Wales Institute Cardiff
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The TTRB aims to provide free access to an extensive database of resources to improve teaching and learning for children with special educational needs and disabilities. It contains guidance, legislation, research, and materials for trainees and tutors on topics related to SEN/D. Users include students, tutors, teachers, and it receives over 124,000 page views per month from various countries.
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The document discusses pupil progress rates from key stage to key stage and factors that affect these rates. It finds that boys, deprived children, those with special needs, and mobile pupils progress at lower rates than peers. Girls and EAL pupils progress at higher rates. Ethnic groups with fewer FSM pupils achieve higher thresholds. White FSM boys make the least progress. Risky behaviors increasingly impact progress negatively. Progress varies by school deprivation levels and types. Early attainment strongly predicts later attainment. FSM pupils are less likely to meet thresholds for every prior attainment combination. One-to-one tuition of an hour or more can positively impact pupil progression when criteria are met and parameters followed.
Evaluation Of Virtual School Heads For Looked After Children
The document summarizes research evaluating the role of Virtual School Heads (VSHs) for looked after children. Key findings include:
1) VSHs helped raise the profile of looked after children's education and had a positive relationship with improved educational outcomes.
2) VSHs worked in different ways but primarily took a strategic role advocating for children.
3) For the VSH model to be effective, local authorities need senior managers focused on tracking attainment and supporting educational progress for looked after children.
Making The Most Of Longitudinal Data
- The document discusses the Longitudinal Study of Young People in England (LSYPE), which tracks over 15,000 young people annually from ages 13/14 to 19/20 to understand their life courses and the impact of policies.
- It provides an overview of the LSYPE study design and data collected. Examples of how LSYPE data has been used to inform policies on issues like NEETs, EMA eligibility, and teenage pregnancy are given.
- The challenges of engaging policymakers and stakeholders with longitudinal data are discussed, and tips provided on marketing, consultation, accessible tools and analysis to facilitate engagement.
Planning for the Future: How the Data & Statistics Strategy will help us get ...
Presentation by Malcolm Britton, Head of Data Services Group, DCSF; Kevin Rennie, KPMG; Rob Bear, KPMG and Andrew Waterer, KPMG
Defining the Eradication of Child Poverty in the Child Poverty Bill
The document discusses the Child Poverty Bill, which aims to eradicate child poverty in the UK within 20 years. It outlines the challenges of defining child poverty measures in legislation given limitations of existing data. Key measures included are relative low income, absolute low income, material deprivation, and persistent poverty. Significant effort was required to communicate technical definitions to stakeholders and address debates during the bill's passage through Parliament.
STEM: Progression from GCSE to A Level
Presentation by Andrew Powell, Schools Analysis and Research Division and Aileen Clement, Curriculum Unit
Using Tellus data for National and Local Indicators
The document discusses several National Indicators in the UK that use data from the Tellus survey to measure outcomes for children and young people. It outlines the indicators on emotional health, bullying, participation in positive activities, substance misuse, and satisfaction with parks. For the indicator on participation in positive activities, it provides details on the questions and calculation method. Similarly, it describes the questions and calculation for the substance misuse indicator. It also notes challenges in using Tellus data for national indicators due to changes over time that affect comparisons.
Tellus4: Delivering the survey
The document summarizes changes made to the Tellus4 survey administered to children and young people in England. Key changes included moving the timing from summer to autumn, increasing the sample size, adding optional questions for local authorities and schools, and improving accessibility with versions in audio, symbol, and signed formats. Over 254,000 children and young people participated, answering questions on topics like emotional well-being, bullying, activities, substance use, and satisfaction with parks and play areas. Data was analyzed at the local authority level and used to calculate national indicators.
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