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Tuesday 3rd of September, 2019: Introduction and Big Questions
- 1. WHY DO WE SCHOOL? AN INTRODUCTION TO SOME BIG IDEAS AND THE LANDSCAPE OF TEACHER EDUCATION Image Credit: http://images.google.com @hullpgce
- 5. 1. WHAT KIND OF TEACHER DO I WANT TO BE? Image Credit: http://wwwlumici.co.uk 2. WHY DO WE SCHOOL CHILDREN? 3. WHAT IS THE PURPOSE OF SCHOOL? 4. THE NATURE OF A PGCE
- 6. What kind of teacher?
- 8. Add 3 words
- 10. SO WHY BE A TEACHER? Image Credits: http://www.bbc.co.uk and www.dfe.gov.uk
- 11. “Teach” in Pratchett, T (1994) Interesting Times
- 12. WHAT DOES FILM / TV HAVE TO SAY? Image Credit: C4TV, BBC, Buena VIsta, TriStat, BBC, BBC
- 13. AND THE PRINT MEDIA? Image Credit: Daily Mail, Times, Daily Mirror, Independent Newspapers
- 14. SO IF ITS ABOUT ROLE MODELS WHICH OF THESE, FROM, (PROBABLY) THE BEST KNOWN SCHOOL IN THE WORLD, WOULD YOU LIKE YOUR PUPILS TO THINK OF OF YOU AS … Image Credit: harrypotter.wikipedia.com
- 16. Make 1 choice
- 17. OR MAYBE ONE OF THESE? Image Credit: Various
- 18. NQTHorse Riding Head DramaHead of PE Chair of Govs.Geography History PSHE RQT Dep. HeadSENDCo Image Credit: HBO
- 21. SO, WHAT INFLUENCED YOU TO BE A TEACHER? your personality and personal history your politics role models from … your life experience s your work history your cultural experience s based on Olsen (2008) - Introducing Teacher Identity
- 22. Discussion
- 25. Image Credit: Lakend Primary School
- 26. Why do we school children?
- 30. Hughes, A and Hughes, E (1956) Learning and Teaching: An introduction to Psychology and Education I.Q. Type of Education % in the population < 50 Ineducable idiots: Occupation centres. 0.2 50-70 Mentally-defective pupils: Special schools. 2 70-85 Dull and backward pupils: Special secondary- school education. 10 85-115 Normal pupils: secondary school education. 76 115-130 Bright pupils: grammar or technical secondary school education. 10 130-150 Very bright pupils: grammar secondary school education. 2 >150 Exceptional pupils: grammar school; ultimately university honours. 0.2 Who is school for?
- 31. "Those who do not learn history are doomed to repeat it." George Santayana Image Credit: www.theonwardupwardjourney.com
- 32. “One might say that professional education is about developing pedagogies to link ideas, practices and values under conditions of inherent uncertainty that necessitate not only judgement in order to act but also cognizance of the consequences of one’s actions. In the presence of uncertainty one is obliged to learn from experience”
- 34. As part of making the judgement about the quality of education, inspectors will consider the extent to which schools are equipping pupils with the knowledge and cultural capital they need to succeed in life. Our understanding of ‘knowledge and cultural capital’ is derived from the following wording in the national curriculum.
- 35. Harlen, W (2010) Principles and Big Ideas about Science Education, ASE, Hatfield
- 36. Discussion
- 37. Image Credit: Leach and Moon, 1999
- 43. MOBILITY Learning can take place ‘anytime’ / ‘anywhere’ according to the needs of the learner, resources are always available and communication can be wider and more collaborative. DATA-ANALYTICS Learning become more informed (feedback) by careful analysis of data both at the individual and the systems level. PERSONALISATION Learning becomes a more personal process through tailored learning content and more focussed and immediate feddback. DEMOCRACY Learning become more democratic as access to the best resources (materials and human) via the cloud allows access for all.
- 49. The purpose of school?
- 50. The subject curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory. It is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points. Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned [181/182 - 44-45: EIF (2019)]
- 51. Edutopia, 2001
- 52. “The principal goal of education in schools should be creating new men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept everything they are offered” As quoted in Education for Democracy, Proceedings from the Cambridge School Conference on Progressive Education (1988) edited by Kathe Jervis and Arthur Tobier Image Credit: https://upload.wikimedia.org/wikipedia/en/6/67/Jean_Piaget_in_Ann_Arbor.png
- 55. Biesta, G.J.J. (2010) Good Education in an Age of Measurement.
- 57. Add a thought
- 59. from Shallert (2016) - Becoming a teacher Self-Identity Shaping and developing you (as a student / trainee) Teacher- Identity Your role as a teacher and your relationships with others Tuto rs Theor y Study PeersMedia Mentor s Childre n Teache rs
- 63. Image Credit: http://owww.brookes.ac.uk/services/ocsld/images/consultants/jenny_moon.jpgMore on this at: http://www.businessballs.com/consciouscompetencelearningmodel.htm
- 64. PEDAGOGY as the SCIENCE of teaching: research informed decision making PEDAGOGY as the ART of teaching: responsive, creative and intuitive capacities PEDAGOGY as the CRAFT of teaching: mastery of a full repertoire of skills and practices
- 66. A PGCE Image Credit: http://i.imgur.com/8q2WH.jpg
- 67. Image Credit: Gary Larson The Far Side (2001)
- 70. @hullpgce @RealGeoffBarto n @Sue_Cowley @MaryMyatt @MCladingbowl @vicgoddard @pivotalpaul @HuntingEnglish @teacherhead
- 73. Image Credit: Charles Schultz
- 74. Thank you … p.hopkins@hull.ac.uk @hullpgce
Editor's Notes
- Welcome to this introductory session.
- I do not mind (personally if you have coffee / water etc… here but please make sure you clean up your own detritus!
- The PGCE is a M level course, so we are asking you to think at “M” level. The key words for which is to be a “critically reflective practitioner”. In this session I am going to explore a few “big” ideas about teaching, education and schooling and ask you to start to think about the principles and practices and start to become reflective thinkers - next session we are going to delve more deeply into the key undermining paradigms around pedagogy and teaching and learning.
- The key think here is that we are going to start to think about some “big” questions.
- So some big questions. I’m going to give you a few mins to jot down some “answers” to these questions - you might want to do this alone or by chatting to a colleague sitting next to you - give yourself some space in your notes so you can add / amend and develop these notes.
- So we will have ideas about teaching and learning bound up with our own journey into education - we need to think about this as we start this new journey.
- Let’s start with a definition of pedagogy - you might have decided that the word is synonymous with teaching - its roots are in the Greek paidagogia in which pais means child and ago mean to lead. It is often defined as the “theory and practice of education” - difference from the teacher whose was the didaskalos the transmitter or knowledge.
- So - what is the role of the teacher? Have 2 mins to think about this - perhaps talk to the person next you. Now can you think of three words to describe the role of the teacher?
- So what is a teacher? What is the public perception? What is the pupils’ perceptions? (Questions / Discussion).
- Teachers are often the gentle butt of various jokes?
- This from Terry Pratchett’s Interesting times.
- Everyone (well nearly everyone) has been to school [Illyich/Holt] and so has experiences of school - this is pretty unique after all what has everyone else done on so regular a basis and for such a significant chunk of their lives? So school and teachers are popular themes in film and on TV. Can you name a film / TV series about schools or teachers?
- A search for teachers or teaching and looking at the front pages of newspapers tends to give very negative views of schools and schooling. To put this into some interesting perspective about 33% of MPs went to public school (about 7% of all pupils are in public school). About 36% of the cabinet and about 22% of the shadow cabinet. What proportion of this room did? About 40% of MPs went to a comprehensive school (against about 80% of the general population).
- So (assuming you are familiar with the oeuvre - and you should be if you are going to teach these children!) which of these teachers would you want to be and why? And who would be Umbridge?
- Jack Black (Dewey Finn: School of Rock), Robin Williams (John Keating: Dead Poets Society), Embeth Davidtz (Miss Honey: Matilda), Arnold Schwarzenegger (Detective John Kimble: Kindergarten Cop), Kevin Spacey (Eugene Simonet: Pay it Forward), Sidney Poitier (Mark Thackery: To Sir with Love), Cameron Diaz (Elisabeth Halsey :Bad Teacher), Michelle Pfeiffer (Louanne Johnson: Dangerous Minds).
- Or maybe you are thinking of which role you will take in your school?
- Or is it more like this!
- Or is it temporal?
- Olsen (2008) argues that there are a number of factors that impact on being a teacher. He identifies six areas - these all impact on the “image” in our heads of the teacher that we will be. Olsen argues that this picture is pretty fixed and is hard to move over the course of the training year no matter what presents itself - the skills of the reflective practitioner is firstly to reflect on the model that they currently have. Can you identify one thing in each of these categories that has impacted on your own model of the teacher?
- Discussion
- So, can you now think of three words to describe a “good teacher” - try to keep this to single words.
- What do the pupils say?
- And some advice from the primary sector - or from their children!
- So we will have ideas about teaching and learning bound up with our own journey into education - we need to think about this as we start this new journey.
- Is education only that which takes place in school? What has happened before children start school at 4/5 years old? What will happen in the times they are outside of school. Children are at school for about 1300 hours a year and in class for about 1150 of those. This is only about 13% of the year or assuming 8 hours sleep about 20% of their waking hours, even allowing for HW and clubs this will not be more than about 25% so how much influence can you have? In fact is if we take the first 18 years of life then only about 12% of their life is spent at school - more time is spent asleep! If we remove the sleep still only about 19% of their waking time.
- We need to think about the ways in which we organise space and time in our schools - most schools operate like this. Especially secondary schools - why is it like this? Our education system runs, on the whole on systemic rather than pedagogic principles - this probably has had to be so - should it - and could it change - what might make it possible?
- Remember that one of the questions was who is schooling for? The simple answer of course is “the children” …
- OK - we are going to start with a brief stroll now through English educational history - as you should have some situational understanding of where education has come from - and where it might be going.
- 2005 - Liberal Education
- Shulman (1986) claimed that the emphases on teachers' subject knowledge and pedagogy were being treated as mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. To address this dichotomy, he introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, among other categories (Hlas & Hilderbrandt, 2010). His initial description of teacher knowledge included curriculum knowledge, and knowledge of educational contexts. Pedagogical knowledge means the “how” of teaching, generally acquired through education coursework and personal experiences. Content knowledge, on the other hand, is the “what” of teaching. It is different from the knowledge of a disciplinary expert and from general pedagogical knowledge.
- Matthew Arnold (1875) in the preface to this book argued that children should be taught the “best that has been thought and said in the world” and this has been picked up in more recent ideas such as the new Inspection Framework. This is often linked to the idea of “Cultural Capital” (Bordieu). The question that is raised is “whose capital”. This term is also used in the new Ofsted Inpection Framework (2019).
- And we could consider if there are “big ideas” that we would want children to understand.
- Talk to the person next to you and see if you can think of some of the key content or pedagogic knowledge in your own subject areas? What are the big ideas? What are the key modalities of learning?
- Leach and Moon (1999) developed this idea into three areas. Subject knowledge is more that just the “facts” it includes the conceptual, theoretical and methodological frameworks for a subject discipline as well as its vocabulary - often discreet and specialist (we will come back to this next week). School knowledge is the discreet discourse around school and the complex systems and vocal of education (not least the acronyms with which you will bombarded) and pedagogic knowledge is the “way” of teaching (similar to Shulman) including the importance of knowledge selection. These together are the skills of teacher but they are overlaid with the personal constructs (cf with Olsen) that are part of the teacher’s identity.
- Claxton and Lucas (2014) talk of the “spectrum of education” that runs from “traditionals” (sometimes called neo-conservatives [characterised by ED Hirsh] ) to the romantics (or neo-liberals, or progressives [characterised by Rousseau] ). There are characteristics (often caricatures) of each of these as we can see their “Latin tags” but we must be wary of this caricatures esp. those which are promulgated on via social media. Claxton and Lucas argue the whilst there are some über-trads (often in the guise of education ministers and journalists) there are few über-roms and the vast majority of the teaching force are moderates (somewhere in the spectrum) who sit somewhere between these two extremes and more often towards the middle than the ends.
- I would like to propose a model of my own around the questions of success determiners. How do we define success in school? (the y-axis) and who is this determined by? (the x-axis). If we consider each of these four quadrants that these de-mark (not in an hierarchal sense but in a Lauriallard sense - that of each quadrate having its own strengths and limitations) then we can see four models of learning. Inquiry, Deterministic, Play and Enrichment - which of these is enacted in different parts of the education spectrum?
- There are also questions of where learning takes place.
- This can be in formal or informal space and we should consider (or be aware) of all these spaces and think about how we can (or should) operate in these various spaces - remember the time graph from earlier - It may be that we consider some of these spaces to be the domain of others (parents, students, friends) as opposed to the domain of the school and the teachers - but we should be aware that learning will take place in all these spaces - can you think of other examples to fit in the octrants?
- One thing to consider is the impact that technology might have on education in the next few years. This model (Selwyn, 2014) looks at the impact of technology in the classroom / teaching environment. It does not look at any particular technologies though different tech. will allow different things but at some core underlying technological principles that potentially impact on the current model and we can apply this to existing as well as future technologies - e.g television.
- So we will have ideas about teaching and learning bound up with our own journey into education - we need to think about this as we start this new journey as you will be the pioneers for the educational practices of tomorrow.
- If children are to be at school then we have to ask these serious questions about what they will learn …
- There is a bit of a movement in education at the moment to see learning in a more positivistic way - looking for “what works” or for causal connections. Whilst this can produce some useful indicators we do have to be careful about this - I will talk more on this later in the week. The diagram denotes the complexity of the classroom and the factors which might impinge on the success (or failure) in that classroom.
- Classrooms are social as well as cognitive spaces. At the heart of this are the relationships between the teacher and their students. At the heart of good teaching are good relationships with the children. This is not the same as being friends, in fact research tells us that the children do not want us to be friends, but they do want us to be friendly. You can see that in this diagram we are looking at the relationships in a slightly different way - relationships between the teacher, the student (pupil) and the content.
- This from a NQT at the end of their first teaching year.
- So we will have ideas about teaching and learning bound up with our own journey into education - we need to think about this as we start this new journey
- Let’s start with An Ofstedian definition from the new Inspection Framework which will be in schools from this year. These are the areas that Ofsted will be judging a school - and from this we could infer the education of the child and what are deemed to be the wider purpose of school. Any comments?
- Would this be too dramatic? Papers was suggesting a curriculum where kids learned stuff when they needed it not when the curriculum suggested it was time to do so as Papert said, “So what I try to do is to develop kinds of activities that are rich in scientific, mathematical, and other contents like managerial skills and project skills, and which mesh with interests that particular kids might have.” This was called “constructionism” and we will come back to such ideas later.
- So why do we do this “crazy little thing we call education?” (with apologies to Queen) … here is Jean Piaget talking about education.
- And here is one of the “founding fathers” of educational ideas - John Dewey (1895) - your role is to be “an intelligent medium of action” - so you are not here to be “trained” into a set of routines and practices, though you will learn these - but to reflect, critique, debate and challenge and to form your own evidence based and rational conclusions about the purpose of teaching in general and the purpose of your as a teacher specifically.
- John Holt in his book “How Children Fail” a polemic about school in the US in the 1960s had these views.
- So, you will have a model (or at least the start of one of what you think education is about?) I want to share one of my favourite thinkers at the moment this is Gert Biesta (2010) who gives these three reasons / ideas for education - sometime they are in harmony and sometimes in opposition in our schools.
- So, we could think of Biesta in these three pictures. The acquisition of knowledge and skills, the understanding of core values and the rebellion against the status quo when it has been approach critically.
- So, in (almost) the words of Churchill, “this is not the end, not evening the beginning of the end but perhaps the end of the beginning of the course”. Do you have an initial thought on the purpose of education - this might be a general thought about the wider purpose or a more specific subject orientated one. Add this to the mentimeter.
- So, what is a PGCE and what kinds of things we will be covering on this very intensive course? Whilst there is a distinction between “professional studies” and “method studies” you should think of these as being very inter-related. We can think of the PGCE as having 4 key areas - all of which we will look at in more or less detail over the next year but all of which can be thought of as competences for the developing teacher to have.
- Alongside these “inputs” the course will impact on your identity both as an individual and as a teacher (Shallert, 2016) this will have already started as we have seen (Olsen, 2008) but will develop this year … and onwards … remember this is the start of your teacher ed not the end.
- This year you will look at THEORY and engage in PRACTICE. These are not separate things but tightly intertwined. THEORY only makes sense when it is enacted in PRACTICE and PRACTICE only makes sense when it is viewed via the critical lens of theory.
- You will engage in a iterative cycle … PRACTICE: You will do things (observe) in the classroom SITUATE: You will read about how these operate in wider situations THEORISE: You will explore the research, evidence about these practices REFLECT: You will consider this in light of your practice and consider changes PRACTICE: You will implement these new things …
- At the core of the PGCE (and indeed teaching process) is the process of reflection. You will be expected to undertake a lot of reflection this year on as you progress as a teacher - this will be supported by your tutors, mentors and the children but you need to listen and reflect on this feedback (Moon, 2005).
- One version of the journey from novice to expert was developed by Gordon Training International by its employee Noel Burch in the 1970s and looks like this - this move from UI to UC is a difficult and complex journey and may well not be completed in your training year - in some ways our job is to raise the awareness level of your ignorance!
- According to Andrew Pollard (2015:302) we can think of the pedagogic process as having a number of elements - it is important that we think of these in balance and also on what knowledges we can draw on in order to develop each of these areas. Different methodologies need to be undertaken in order to develop these different aspects some of these will take place more naturally in the “university” and some more naturally in the “classroom” but these are more states of mind than geographical places.
- The PGCE takes place is three “learning spaces” the lecture halls and the seminar rooms at the university drawing on the expertise of the expert teachers and academics we have here and the research and scholarship. In the schools where you will explore, hone and develop your practice preparing your to START your teaching career in September 2020 and in the discussions you will have with each other both face-to-face and virtually.
- So … with apologies to Richard Feynman …
- So - you may be feeling like this now! I hope that this has set you off thinking and perhaps started to challenge some of the ideas you have about teaching and learning - you should be challenged and in return you should challenge us, we look forward working with and alongside you over the next year as you develop towards beginning teachers, we know you have the potential.
- If you have any Qs I will be around … I might even pop into your sessions at some point and I am always happy to wrangle over any aspect of thinking and learning … as my colleagues will tell you starting me off it not difficult - it’s stopping me that’s hard!
- As we have flown though these ideas and materials there is a huge amount of support and resource on the support website I manage and run for the course. Please do access and use this - it will be available to you both during this course, when you are in schools (assuming you have an internet connection) and after you have left the course.
- Also I would encourage you to join Twitter … of course you should follow @hullpgce but also look for others to inspire, challenge and support.
- You are going to be awesome and you will be the second most important adult in many children’s lives - and the most important in some! You will be loved, you will be inspiration for many, you many teach the first person to walk on Mars, the person who will cure cancer, the person who will discover a new place, design a new landscape, open a new door of discovery …