This document discusses using data from initial teacher education (ITE) programs to improve student achievement. It presents data from surveys of headteachers, mentors, and students on their experiences with trainee teachers. Student survey results found little difference in learning environments between trainee and regular teachers. Data analysis of students taught by trainee teachers found no negative impact on test scores. The document provides ideas for effectively utilizing trainee teachers and sharing the findings.
This is a small description about flipped classrooms.it is a modern teaching strategy in which the typical lecture and homework elements of a course are reversed.it has many advantages that are helpful for both students and teachers.
E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as âLearning analyticsâ drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
This is a small description about flipped classrooms.it is a modern teaching strategy in which the typical lecture and homework elements of a course are reversed.it has many advantages that are helpful for both students and teachers.
E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as âLearning analyticsâ drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
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In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Session 1 Tom Abbott Biddulph High School
1. Assessing the Impact of Initial Teacher
Education and Using this to Raise
Achievement in Schools Through the
Development of Models in ITE
2. The Partner schools
Derek Peters, Alder Community High School
Leslie Loftus, Alder Community High School
Chris Wheeler, Ashton on Mersey School
Simon Lennoxs, Audenshaw High School
Tom Abbott, Biddulph High School
Lyndsay Ratcliffe, Biddulph High School
Lynn Winters, Bramhall High School
Diane Beer, Bramhall High School
3. Thanks to:
Dawn, our administrative for her
persistent pushing and nagging
Peter Marks Manchester University for
his continual assistance in steering the
project
Hay Group for allowing us to use their
product Transforming Learning
The whole team for their hard work and
sense of humour
4. To influence decision
makers on the benefits of
Headteachers in schools
ITT
Governors
Professional Mentors
Mentors
Teachers
5. Three sections
3)Identify the impacts of ITT through
âĸ Headteacher, Professional mentors
and
mentors case studies/views on ITT
âĸ âPupil Voiceâ (Transforming Learning)
Pupil performance data
âĸ School performance (CVA) - cancelled
2) Support materials on how to make
effective use of Trainee Teachers to
raise achievement
6. eadteacher case studies
any Headteachers have a strong
ilosophical commitment to ITT and see
e development of Trainee Teachers as a
re aspect of their own staffâs professional
velopment.
rainee Teachers play an integral part
the learning that takes place,
nging enthusiasm and drive in their
proaches to learning which
ildren find excitingâ
7. Mentors case studies
aving Trainee Teachers helps staff to
date their own subject knowledge and
reshes their own teaching,â
âThe mentor/mentee relationship has
helped me improve my communication skills.â
âDoing observations makes me reflect on
my own teaching and reminds me how
important certain things are. It also
reminds me of all the things I do without
thinking now, which are working well.
8. Transforming Learning
We used the Hay Groupâs online lesson questionnaire
Transforming Learning to allow pupils to assess the performance of
Trainee Teachers, and compare the results against a national data base.
The survey covered the classes of 52 Trainee Teachers
Factors affecting learning in the classroom
Clarity â the transparency and explicit relevance of what goes on in class
Order â discipline and structure in the classroom
Standards â expectations of achievement and encouragement to improve
Fairness â justice and equality within the classroom
Participation â pupil involvement and influence in the running of the class
Support â encouragement to try new things and learn from mistakes
Safety â absence of threat or fear
Interest â stimulation and fascination in class
Environment â the comfort and attractiveness of the physical environment
The Pupil survey results found little overall
difference in the quality of the classroom
learning environment compared with
their normal teacher
9. Transforming Learning
Trainee questionnaire
Following TL feedback Trainee Teachers
across PDS cluster project group
completed a questionnaire
Trainee Teachers made predominantly
positive comments regarding the use of
âPupil Voiceâ in the assessment of their
lessons
10. Transforming Learning
Trainee questionnaire
Main Findings (positive)
ī Importance of âPupil Voiceâ
ī Another source of feedback
ī Reinforces feedback from University and
Subject Mentor
ī Provides measurable elements to focus
on when observing others teach
ī Useful for target setting, self-evaluation,
short-term/long-term action planning
11. Transforming Learning
Trainee questionnaire
Main Findings (positive) contd
ī Helps to understand classroom
dimensions
ī Provides an alternative way of viewing
lessons
ī Helps to develop consistency across all
teaching groups
ī Considers learning rather than teaching
ī Boosts personal confidence
12. KEY STAGE 3 AND 4
IMPACT DATA
A study showing that Trainee
Teachers do not adversely affect
pupil progress
13. Key Stage 3 and 4 Impact
Data
ī The study came out of a practical
need to monitor the number of
trainees teaching individual pupils.
ī Some staff had expressed concern
that, as a Training School hosting 30+
trainees per year, this could impact
negatively on pupil progress.
ī However, no parents had ever
expressed misgivings.
14. Key Stage 3 and 4 Impact Data
The Project
ī We kept a record of pupils taught by
every trainee.
ī The information was entered onto a
database that has now been maintained
for more than 5 years.
ī We related the data to pupil progress
using firstly Key Stage 3 SATs results
and then ultimately GCSE results.
15. Key Stage 3 and 4 Impact Data
Analysis
ī We compared their expected Key Stage
3 results, based upon FFT data with their
actual results. We split each cohort into
3; those who had been taught by lots of
trainees, those taught by an average
number and those who were taught by
few trainees.
ī After 5 years, we could then check the
results against GCSE.
16. ey Stage 3 and 4 Impact data
Conclusions
ī At Key Stage 3, over the 3 year period,
there is no significant difference
between the observed and expected
values, irrespective of the number of
trainee teachers that they have
experienced.
ī To check variability we then set up a
control by using surnames to see if
there was any difference in correlation
17. Key Stage 3 and 4 Impact data
ī
Conclusions data to include
We have been able to extend our
one year up to GCSE and the table below shows the
results of the 2008 class at this level.
Trainee Teachers Alphabetical order
Overall 0.94 0.94
Fewest/beginning 0.93 0.95
Average/middle 0.96 0.94
Most/end 0.92 0.91
18. Key stage 3 and 4 Impact
Data
Summary
ī From our results so far, we can clearly
see that our carefully monitored use of
Trainee Teachers has not had any
negative impact on our pupilsâ progress.
ī We intend to continue this study in
order to ascertain whether this is a
consistent trend.
19. Ideas for Using ITTs
Effectively
âĸIncrease to A3 size
âĸDisplay in the staffroom
âĸHand to SMâs
âĸPresent to Trainees on their
induction day
âĸShare with faculties during meetings
as
examples of best practice
âĸUse as part of new SM training
âĸUse in CPD training events for those
looking to advance their careers