“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”

2. The seminar
“The aim of this session is to enhance your reflection
in preparation for the assignment by sharing your
evaluations and responding to others. You will present
your three extended, reflective lesson
evaluations, focusing on your pedagogical issue or
question and making explicit links to theory and
research. You should draw on a wide range of reading
that will reflect your knowledge and understanding of
the curriculum area, of teaching and learning issues
and of reflective practice.”

3.  BSE 1
 Plans and Evaluations
 Theory (again!)
 Meaningful Learning
 Good ICT
 Assessing ICT
 The Essay
 Structure
 Criteria
 Practicalities

4. BSE 1
“How have your views about
learning and teaching ICT
changed?”
 Section 3

5. Plans
 Present your annotated 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 your evaluations 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 critical friend
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
the children were affect your teaching? you make or aim to
learning? How does this relate to make in 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

9. Use ICT to support good practice
Enable
Support Develop Extend the
Develop high
pupil ICT scope of
creativity quality
autonomy capability learning
work
Characteristics of good practice

10. Use ICT to scaffold & 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
automaticity to operate automatically.
• Digitised information can be
Provisionality easily modified.
• ICT responds quickly and
Interactivity engages learners.

11. Dewey (1859-1952)
 Engaging with experience
 Enlarging experience
 Interaction and environments
 The importance of reflection
 Education for all
 Project based learning
http://www.infed.org/thinkers/et-dewey.htm

12. Piaget (1896-1980)
 Constructing schema
 Assimilation and accommodation
 Stages of development
 Concrete and formal operation
http://www.learningandteaching.info/learning/piaget.htm

13. Social Constructivism
Learners involved in a joint enterprise with
one another and their teacher in creating
new meaning
ATHERTON J S (2009) Learning and Teaching; Constructivism in learning
Pollard: Reflective Teaching; http://www.rtweb.info/content/view/361/42/

14. Vygotsky (1896-1934)
 The centrality of social interaction
 The more knowledgeable other
 The zone of proximal development
http://www.learning-theories.com/vygotskys-social-learning-theory.html
 Scaffolding (Bruner)

15. Constructionism
 Constructivist learning happens best when
„constructing a public entity‟
 “Constructionism boils down to demanding that
everything be understood by being constructed”
 “Concrete” materials rather than abstract
propositions
 “Soap-sculpture math”
http://www.papert.org/articles/SituatingConstructionism.html

16. Connectivism
CC by-sa Hijod.Huskona CC by jean-louis zimmermann
CC by-nc-sa Mr Ush http://www.connectivism.ca/

17. Communities of Practice

18. Challenges of assessing ICT
ICT is often taught with the context of
another subject.
• How does one separate out the ICT learning from
the subject learning?
Pupils often share computers when they
work.
• How do you decide who learned what?
An ICT activity results in a print-out or
presentation of some kind.
• Can you adequately assess what has been learned
from a pupil artefact?

19. 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.

20. Structure of your essay
Myself as a teacher
Social Constructivism with a focus on talk in ICT
Annotated lesson plans
Extended reflective lesson evaluations
Evaluation of focus children‟s learning and teaching
Implications for future practice

21. 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
ICT changed / developed?
 How does this relate to what you have written
previously?
 How does this relate to your reading?

22. Section 4
 What are 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?

23. The current context!
Disapplying the 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.

24. To pass…
evaluation of effectiveness 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.

25. Evaluation of Assessment Reflection on
teaching of learning practice
Myself as a teacher
How to should ICT be
taught
Evaluation of learning
and teaching
Implications for future
practice

26. Evaluation of Assessment Reflection on
teaching of 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

27. To get M level 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.

28. Systematic Understanding
 Demonstrating understanding of key concepts by
discussing what is problematic about them
 Using definitions and referring to concepts with
consistent meaning

29. 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,

30. Independent learning
ability
 Thinking things through for yourself
 Researching original sources

31. Reading
 Google Scholar
 Becta and Futurelab
 Cambridge Primary Review
 Teaching and Learning

33. Practicalities
 3000 words essay
 Section word counts are advisory
 +/- 10%
 Doesn‟t include appendices (which count as 2000
words equivalent)

34. Referencing
 See the style 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

35. Timescale
 Draft your essay
 E-Mail me a copy when you‟re ready for feedback, but
not later than 13th February
 Tutorial a few days after I get your draft
 Revise your draft
 Turnitin
 Hand in by 14:00, 5th March – earlier is much better

36. Turnitin
 The Turnitin file 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).