This document evaluates a Lesson Study intervention used in a School Centred Initial Teacher Training (SCITT) program. It found that both student teachers and mentors found value in Lesson Study, with student teachers gaining a deeper understanding of pedagogy from working closely with an experienced teacher. Mentors also reported learning from observing students and questioning their own assumptions. However, challenges included a lack of time and variability in mentor understanding of Lesson Study. The document concludes Lesson Study has potential if strategic partnerships and support frameworks are developed to address issues of time, engagement with learning theory, and differentiation for diverse student teachers.
Presentation by Professor Knud Illeris at the How to Make Learning Work event held at National College of Ireland on the 18th of February 2009
Organised by the National Centre for Partnership and Performance and National College of Ireland
Presentation by Professor Knud Illeris at the How to Make Learning Work event held at National College of Ireland on the 18th of February 2009
Organised by the National Centre for Partnership and Performance and National College of Ireland
This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
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It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
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Being observed and reflecting on feedback is the most immediate way for us to increase our awareness of how we teach, while observing colleagues gives us the opportunity to see different styles of teaching. We suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. These focus on the use of observation as a tool to provide constructive and formative feedback rather than criticism or evaluation.
The input that we receive from observing and being observed can be used as the basis for classroom research, giving us ideas to try out in the classroom and leading to a cycle of experimentation and reflection. This is very useful source of innovation, as it comes from within our own classrooms and so is maximally relevant to the needs of our students.
The workshop also suggests a few other ideas for collaborative development, introducing innovation to maximize the effectiveness of our teaching. These include presentation and discussion of interesting journal articles, sharing ideas for innovation using new technologies, and collaborating together on small-scale classroom research projects.
This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
This presentation illustrates the research study which I pursued during my M.S. program at the University of Tennessee-Knoxville. This is a qualitative Meta-Analysis of science teachers professional development in formative assessment.
Innovation through continuing professional developmentPeter Beech
Engaging in the process of continuing professional development enables us to remain fresh, embrace innovation and become the best teachers that we can be. In this workshop, we introduce several specific and practical activities which we can adopt as part of our development. Some of these, like keeping a reflective journal, are individual activities but our main focus is on cooperative development.
Being observed and reflecting on feedback is the most immediate way for us to increase our awareness of how we teach, while observing colleagues gives us the opportunity to see different styles of teaching. We suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. These focus on the use of observation as a tool to provide constructive and formative feedback rather than criticism or evaluation.
The input that we receive from observing and being observed can be used as the basis for classroom research, giving us ideas to try out in the classroom and leading to a cycle of experimentation and reflection. This is very useful source of innovation, as it comes from within our own classrooms and so is maximally relevant to the needs of our students.
The workshop also suggests a few other ideas for collaborative development, introducing innovation to maximize the effectiveness of our teaching. These include presentation and discussion of interesting journal articles, sharing ideas for innovation using new technologies, and collaborating together on small-scale classroom research projects.
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Scitt paper atee 2014
1. Developing Pedagogic Understanding in
the Practicum - An evaluative study of a
School Centred Initial Teacher Training
(SCITT) Lesson Study intervention
Phil Wood & Wasyl Cajkler
Lesson Study Research Group
School of Education
University of Leicester
www.le.ac.uk
2. Outline
• Complexity of ITE in England
• Background to the study
• Methodology
• Student-teacher perspectives
• Mentor Perspectives
• Main messages
• Finding a way forward
3. The complexity of ITE in England
- PGCE
- BEd
- Schools Direct
- Teach First
- School Centred Initial Teacher Training (SCITT)
4. Background to Study
• A SCITT course at secondary level
• Breadth of subjects: English, maths, science, history, geography,
languages
• 32 students
• Lesson Study project in first school placement
• Lesson Study projects developed between student-teacher and
mentor with a contextualised learning challenge
• Students were given a 3 hour introductory session
• Mentors were given a 30 minute introduction!
5. Methodology (1)
1. In what ways do student-teachers view Lesson Study as a process
for understanding and developing pedagogy and student learning?
2. In what ways do mentors view Lesson Study as a process for
aiding the work of student-teachers in developing their
understanding of pedagogy and student learning?
3. What, if anything, do mentors learn from their involvement in
Lesson Study?
4. What are the perceived advantages and disadvantages of
including Lesson Study in the programme?
6. Methodology (2)
1. Mentor, student-teacher
collaborate to identify a
'learning challenge'
2. The mentor and student-teacher
plan a lesson focusing
on the leanring challnge and
choose 3 students for the focus
of observation
3. The first research lesson is
taught by the mentor and the
student-teacher observes the
three case students
5. An amended form of the
research lesson is taught by the
student-teacher to a parallel
group of students and the
mentor observes a new group of
three case students
4. The mentor and student-teacher
evaluate the lesson
focusing on evidence from the
observation of the three case
students
7. Methodology (3)
Evaluative questionnaire for students (returns 20 from 32)
• What was the learning challenge?
• What was the impact of Lesson Study on your classroom practice?
• What was the impact of Lesson Study on your understanding of
pedagogy?
• What was the impact on students in class?
• What do you think the advantages and disadvantages of Lesson
Study were a) in your programme of training, b) as an assessment?
• Do you have any other observations about Lesson Study as a vehicle
for your development?
Opportunity sample of 3 student-teacher and 3 mentor semi-structured
interviews
8. Student-teacher perspectives (1)
• Impact on the consideration of basic pedagogic approaches,
particularly differentiation and engagement
• Increasing pedagogic understanding through work with an
experienced teacher. However, huge differentiation. In some cases
modelling
Working with an experienced practitioner was beneficial as they can share their
experiences with you. It eased the planning process and I felt more confident in the
delivery of my lesson.
Also, seeing how my mentor delivered lessons and seeing how she helped students
understand unfamiliar language was really helpful.’
• Greater understanding of the links between planning and teaching
9. Student-teacher perspectives (2)
• Some student-teachers recognise difficulties relating to observation
and learning
• Learning as a process is poorly understood. Often affective
dimensions identified
students more engaged, happier to complete tasks and are more aware of
their roles as a learner.
Problems with developing Lesson Study projects
• A lack of time
• Variability in mentor understanding of Lesson Study philosophy and
process
• Issues with timetabling
10. Mentor perspectives (1)
• A great deal of mentor learning through the process
• New insights into classroom processes through ‘student
observation’
• Questioning of their own understanding of learning and classroom
activity
“Prior to doing this I could accept yes of course every kid is wired differently and they are
all going to think differently what was more revealing was the range, the size of the
difference seemed surprising to me. And quite a lot of it, just having the opportunity to
talk to students that day about the lesson they had done and about their feelings on
different parts of the lesson, and how comfortable or not they felt and why they felt that
way was, was fascinating because kids I thought would have no problem with a bit of
uncertainty did have significant problems with uncertainty.”
11. Mentor perspectives (2)
• Some student-teachers want to be led due to a lack of confidence
• Need to differentiate approaches – personalisation of Lesson Study
to fit the student-teacher
“Some of the key transitions that needed to take place to take students on this
journey he just got confused about, the order of things went a bit awry that
then created, I mean I didn’t want him to teach a carbon copy of what the hell I
was doing because he’s got to own it, we did it together. I think the difficulty
was that I made it so complex for where he was at his point of development
that, that when he came to teach it was almost like I, all we had set the bar too
high above is, just where he was at that point in time.”
12. Main messages
• All participants say the experience of Lesson Study is positive
• Student-teachers value their opportunity to work in-depth with an
experienced teacher – working ‘inside he pedagogic black box’
• Mentors emphasise their own learning – sometimes uncomfortable
BUT
• Time is often very problematic
• A lack of clear understanding and theorisation of ‘learning’
• Need to consider ‘differentiation’ for student-teachers. A very diverse
group
13. Finding a way forward
In developing school-based Lesson Study:
• How to develop engagement with theory
• Need to consider the issue of time – pedagogy should be at the
centre of professional growth
• Need to develop a much greater depth and criticality in
engagement with the concept of learning
• Ensuring mentor understanding of the Lesson Study process
• How do we ensure differentiation in a process where student-teachers
are very different?
Lesson Study has great potential to support critical understandings
of pedagogy but in school-based training requires careful
development of strategic partnerships and support frameworks.
