Faculty Engagement Week - Mobiles Seminar
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These are Paul's Notes from the Hull Faculty of Education seminar on Wed 12th, March. Contact p.hopkins@hull.ac.uk for more details.
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Bauer ramazani-tesol2015-flipping-the-classroom-in-action
Bauer ramazani-tesol2015-flipping-the-classroom-in-action
Mobile Learning in the 21st Century: Leicester and Beyond
Mobile Learning in the 21st Century: Leicester and Beyond
E-portfolios, employability & Policing Studies - Helen Lynch - 170614
E-portfolios, employability & Policing Studies - Helen Lynch - 170614
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This document provides guidance for Assignment 1 of the PGCE Secondary program, which asks students to critically reflect on theories of teaching and learning. It outlines the assignment requirements, including focusing on epistemology and pedagogic paradigms, applying these ideas to their teaching subject, and concluding by reflecting on the impact on their thinking. Support materials and expectations for a Level 7 assignment are also reviewed, emphasizing critical analysis, a breadth of literature, constructed arguments, and situated practice examples. Timelines and support resources are indicated to help students complete the assignment.
Assignment #1 (Primary)
This document provides guidance for students completing Assignment 1 of the PGCE - Primary course. It outlines the aims of the session, which are to provide an overview of the assignment, discuss core ideas about pedagogy and teaching/learning, and clarify expectations.
The assignment asks students to critically reflect on teaching and learning in either English or mathematics using a reflective model. Key expectations are that students demonstrate critical thinking, analyze literature, situate their work within their own teaching practice, and meet academic writing standards.
Topics are to be chosen based on subjects planned in the student's classroom. Examples of possible mathematics and English topics are provided. Support and resources and referenced to help students complete the assignment.
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This document discusses assessment for teaching and learning in primary schools. It includes information on formative, summative, and assessment as learning. Formative assessment takes place during lessons through questioning, observations, and target setting to inform teaching. Summative assessment occurs periodically through tests and exams to report achievement. Assessment as learning involves self-assessment and peer assessment during lessons. The document provides examples of assessment tools and questions teachers can use, as well as pitfalls to avoid when questioning students. It emphasizes that the most powerful tool for raising achievement is formative assessment when incorporated into the teaching and learning process.
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This document outlines the requirements for Assignment 1 of a PGCE Primary course. Students must write a 5,000 word essay critically reviewing the use of assessment in either English or mathematics based on their experience in the classroom. The assignment provides guidelines on choosing a topic from the normal day-to-day classroom experiences and consulting with teachers. It details sections to include: an introduction, background research, classroom strategies using examples from their practice, references, and conclusion reflecting on implications for future teaching.
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Assessment
The document discusses assessment in education. It provides an overview of different types of assessment, including assessment of learning, assessment as learning, and assessment for learning. It emphasizes that effective assessment promotes learning when it involves students, provides feedback, and helps students understand how to improve. The document also addresses questions to consider about assessment approaches and common pitfalls to avoid in questioning students.
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This document outlines the guidelines for Assignment #2 of a PGCE Secondary program. The assignment requires a 5000 word essay critically reviewing the use of assessment for teaching and learning in a specific subject. It provides details on the structure and content required for the introduction, literature review, critical review, and conclusion sections. The literature review must explore assessment in secondary schools and the chosen subject. The critical review considers assessment modalities used in the classroom and their impact on learning. The conclusion reflects on how completing the assignment has impacted the student's thinking and practice.
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An overview of four key pedagogic 'families' Behaviourism, Cognitivism, Constructivism and Connectivism.
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Slides reflective practice2020
Reflective practice is a key part of the teacher training program. It helps students develop as teachers by linking academic work to classroom experiences. Reflection involves thinking critically about experiences to develop new understandings. Several models of reflection are described, including Kolb's learning cycle, Gibbs' reflective cycle, and Johns' 10 Cs of reflection. Barriers to reflection like lack of time and fear of criticism are addressed, as are techniques to promote reflection like narratives, critical incidents, and reflective journals. Overall, reflection allows teachers to improve, avoid past mistakes, and maximize learning.
Slides intro Primary
This document provides an overview and schedule for a university course spanning August 2020 to June 2021. It includes details on assignments, resources, objectives, and expectations for level 7 work. Students are encouraged to ask tutors questions and identify any areas of concern regarding level 7 grading descriptors or expectations. Research sources and guidance on academic writing, plagiarism, submissions, and feedback are also referenced.
Slides Intro Secondary
This document provides an overview and schedule for a university course spanning August 2020 to June 2021. It includes details on assignments, resources, objectives, and expectations for level 7 work. Students are to complete two modules with one assignment each due in January and April 2021. Support resources, research sources, plagiarism policies, and submission templates are referenced. Expectations for level 7 work include an in-depth, critical understanding of the field as well as original, independent scholarship.
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The document discusses the reasons for pursuing a PGCE (Postgraduate Certificate in Education), including to gain a deeper understanding of child development and learning theory to become a better teacher, to reflect deeply on classroom experiences to improve teaching skills, and to obtain a qualification that allows teaching across many countries and gives an academic advantage when applying for jobs or pursuing a master's degree.
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Faculty Engagement Week - Mobiles Seminar
- 1. iPadagogy or take two tablets and see me in the morning!
- 2. Paul Hopkins Faculty of Education - The University of Hull p.hopkins@hull.ac.uk #hullpgce
- 9. some theoretical models some things to do a little look at what we’ve been doing
- 16. Keynote/Plenary talk presented by Eric Mazur at ALT-C 2012 at the University of Manchester in Manchester, UK
- 18. 2010 2013 2012
- 22. Fullan and Langworthy (2014) A rich seam
- 32. Before the “lesson” During the “lesson” After the “lesson”
- 34. During the “lesson” Collaboration / Communication pgceipad@hullpgce.org.uk Vygotsky2013
- 36. The iPad project and Inquiry Based Learning
- 40. Justice, 2007
- 41. Kolb, 1984
- 42. Levy, 2009
- 43. Hopkins, 2013 The Inquiry Based Learning Model for Professional Studies
- 46. Fullan and Langworthy, 2014 New Pedagogies for deep learning ! The emergent roles of teachers and students
- 47. Start of Project Sept - 2013 into year 2 Baseline Survey Sept, 2013 Data Collection Logs kept by students Jan, 2014 Devices used in Uni Interviews of focus group Interim Survey I March, 2014 Interim Survey II Logs kept by students Interviews of focus group PilotYear June, 2014 Exit Survey I Interviews of focus group Interviews of tutor group
- 48. Some initial findings: student use iPad as a resource access device Taking notes, organising work, making resources Reflective practice Use in the classroom Some issues and problems
- 51. Some initial findings: tutor change “less need to give students the facts or information” “less worrying about remembering the minutiae” “much more discussion and interaction” “more model making and theorising” “has impacted on my own models of learning” “students better prepared and able to contribute”
- 52. Quakefeed - realtime data in the classroom Data capture on field trips Changing Teacher- Student interaction Video for performance feedback
- 53. Questions?