Warwick in Schools (WinS) IE3E1,2,3 Introduction to Secondary

Warwick in Schools

(WinS)

IE3E1,2,3 Introduction to Secondary

School Teaching Module

P

ROGRAMME

H

ANDBOOK

2015-2016

C

ONTENTS

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Preface

IE3E1,2 & 3 Introduction to Secondary Teaching Module

Warwick in Africa

WinS Training and Placement Programme Structure

University staff

Administrative arrangements/expectations

Important Dates for your diary

Part A: Training Sessions

Session 1: Understanding Learning (1) How pupils learn

Session 2: Managing Classrooms (1): Lesson Planning

Session 3: High Expectations for all (1): Learning to Learn

Session 4: Understanding Learning (2): Lesson Planning

Session 5: Managing Classrooms (2): Behaviour for learning

Session 6: Managing Classrooms (3): Interactive Teaching Methods

–

Questioning and Communicating

Session 7: High Expectations for All (2): Assessment

Session 8: Preparation for block placement and beyond the WinS

Part B: Block Placement

School-based tasks at a glance

Placement responsibility for Health and Safety and the role of the WinS students

Warwick in schools documentation

IE3E1, IE3E2, IE3E3 introduction to Secondary School Teaching Modules

Guidance on Goal-related Placement activities

Observation

Lesson Observation form

Post-Hoc lesson Plan

Lesson Plan Proforma

Evaluation of Teaching

PART C: Appendices

Annex A: WINS Core Goals with examples

Annex B: Code of Conduct for school placements

Annex C: WINS training Entry Profile

Annex D: WINS Raising Aspirations form

Annex E: The TEACHERS’ Standards (those introduced in the WinS programme)

Annex F: Vygotsky & Bruner – Thinking about Learning

Annex G: Powerpoint slides for training sessions

UNIVERSITY OF WARWICK

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WARWICK IN SCHOOLS

W

ARWICK IN

S

CHOOLS

P

REFACE

Welcome to Warwick in Schools (WinS). This scheme is run by the University of Warwick with the dual aims of giving undergraduates a meaningful introduction to teaching and providing opportunities for undergraduates to have a positive impact on young people and their schools. The hope is that you will have a stimulating and rewarding experience and will, as a result, consider teaching as a career once you graduate.

This handbook gives you an outline of what the programme entails, with Part A providing detailed notes about the Spring Term activities. It is intended to be a working document with space provided for you to write notes and complete tasks. You will then have a record to keep for use if you decide to apply for a place on a PGCE course. Part B provides information and guidance for the block placement.

The topics on this course link to the contents of Warwick's PGCE reflective practice lectures and seminars and we have, therefore, included an abbreviated PGCE reading list. You are not required to read the books at this stage, but you may wish to do so if you are obliged to miss a training session or if you wish to research a topic further. The topics also link to the

Core Goals of Warwick in Schools.

A note about terminology

To avoid confusion we have used the following terms in the ways that are indicated below:



Student(s) refers to yourselves, i.e. undergraduates involved in the WinS programme



Lead Tutors refers to University staff and teachers involved in your training and induction



Pupils refers to learners in schools



Mentors refers to school staff involved in the programme. You will work closely with a Subject Mentor but will also come across the Professional

Mentor who is responsible for all students in the school, both graduates and undergraduates.


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WARWICK IN SCHOOLS

IE3E1,2 & 3 INTRODUCTION TO SECONDARY TEACHING MODULE

This module is a compulsory part of the Warwick in Schools programme. The modules are academically assessed at either 24 or 30 CATS (economics Students) and provide an opportunity for students to undertake academic study in education and relate their studies directly to their experiences of observing teachers teaching parts of lessons and working with their pupils in secondary school classes.

It involves 7x2 hour seminars, in addition to the WinS training sessions in the spring term and the following assed pieces:



A portfolio of five 500-word pieces of writing responding to each of the five themes covered in the module seminars.



A 1500-word reflective essay on one of these themes

Economics students require 30 CATS so will also submit a poster on one of these themes.

WARWICK IN AFRICA

Students, who complete the Warwick in Schools programme, will also be eligible to apply for a place on our Warwick in Africa teaching project. This is a fantastic opportunity to teach in a school in Africa for between four and six weeks. In the summer of 2015 we sent 69 students to South Africa, Tanzania and Ghana. They taught in schools in townships as well as organising extra-curricular activities. The project is mainly funded by philanthropic giving, although participants are expected to raise a minimum of £500 towards the costs of the project. Further information, and details about accessing the online application form, will be emailed to WinS students in December.

To see how you can make a difference…. why not watch the Warwick in Africa film, which can be viewed on the following web page: http://www2.warwick.ac.uk/giving/priority/responsibility/wina


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WARWICK IN SCHOOLS

W

INS

T

RAINING AND

P

LACEMENT

P

ROGRAMME

S

TRUCTURE

The WinS Programme is designed with two principal aims:



to encourage highly qualified undergraduates to consider a career in teaching by providing a “taster” of 10 days in school alongside 16 hours of training and induction;



To ensure undergraduates use their personal experience of higher education and subject knowledge to raise the aspirations of pupils in school and to have an impact on the wider school workforce.

The programme falls into two distinct parts:

Part A

This takes place during the Spring Term. There will be eight, two-hour, weekly training sessions at the University from 5.30 - 7.30 p.m. (times to be confirmed) in weeks 15-22. The aim of these sessions is to give you some understanding of what it means to be a teacher in the classroom and to give you an insight into how you can contribute to raising the aspirations of young people. They will take the form of input from the session leader, activities designed to direct your thinking and subject group discussions and tasks. They will be followed up by at least one half day a week in school where, working in same subject pairs or larger groups, there will be observations or enquiries to complete, or small elements of teaching to engage in. These activities will relate to topics to be addressed at the

University.

Part B

This will be a block placement, usually of six days. However, it can be completed in a variety of combinations of days, as long as 10 days are completed in total in negotiation with your school, including the half days, during school term time. It will usually be at the same school as before, at the end of Term 2 during your Easter vacation. Here, you will continue to observe lessons, teach parts of lessons or teach whole lessons, either with the class teacher or with your fellow student, or you may work with individuals or small groups supporting their learning. You will have a series of tasks to complete. What you do will be clearly structured and you will be supported throughout.

The aim of Part B of the course is for you to bring together what you have learnt so far, rather than concentrating on the separate components of the programme. You will be expected to keep a folder of written records which will provide evidence of your achievements. This will be recorded in the form of a WinS Training Entry Profile (WinSTEP) and a WinS Raising Aspirations Proforma (WinSRAP) which you will be required to complete, giving evidence of how you have worked towards some of the Teachers’

Standards and achieved the fourteen Core Goals.

You should be timetabled to be in classes (in a support role or teaching) for up to 4 out of 5 lessons in a day. This will allow you to experience a wide range of classes and teaching styles, whilst also giving you time to complete your planning, resources, WinSTEP,

WinSRAP and Folder of Evidence.


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WARWICK IN SCHOOLS

U

NIVERSITY

S

TAFF

W

IN

S P

ROGRAMME

C

O

-

ORDINATOR

Mrs Pam Price

 024 7652 2303 e-mail: Pam.Price@warwick.ac.uk

W

IN

S A

DMINISTRATIVE

A

SSISTANT

Miss Jane Allen

 024 7615 1059 e-mail: wins@warwick.ac.uk

(NB: ALL finance and travel queries to be directed to wins@warwick.ac.uk

)

ALL communications with staff must be through your

@warwick.ac.uk

e-mail account please.


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WARWICK IN SCHOOLS

A

DMINISTRATIVE

A

RRANGEMENTS

1. You will receive a Certificate of Completion of the Warwick in Schools programme after the WinS Co-ordinator has received your completed Attendance Register, WinS Training

Entry Profile, WinS Raising Aspirations Proforma and evaluation sheets.

2. DBS checks



When you have registered on the IE3E 1, 2 or 3 Module, you will need to attend a meeting on October 28th 1-2pm in L5 for information about the training sessions, module seminars and applying for DBS Clearance.



It is vital that this is done immediately in order for you to be able to go into school in

January.



All queries regarding DBS checks should be made to disclosures@warwick.ac.uk

3. Transport costs:



It is expected that, wherever possible, you will make your own transport arrangements to your placement school. If necessary, transport may be arranged for you, in which case you will be charged a contribution of at least £5.00 per day towards travel costs.



It is your responsibility to inform the appropriate people of any change in Universityarranged transport arrangements (including fellow students and the University), by calling 024 7615 1059, or e-mailing wins@warwick.ac.uk

4. Refreshments will be provided after the University sessions.

E

XPECTATIONS

1. You are expected to attend all the University sessions including the module seminars. In the case of illness you should send a message by telephone or e-mail explaining your absence. Absence for any other reason should be cleared with the Programme

Co-ordinator in advance if possible.

2. Similarly, you are expected to attend all the half days in school and the six days of the block placement.

If you have a valid reason for absence you must :



inform the school in advance;



get a message to any University-arranged transport that is provided for you, By phoning the transport company direct if you know the number, and by phoning 024

7615 1059 and informing Jane Allen of the situation. You can also e-mail wins@warwick.ac.uk

if you know in advance that you will not need transport for whatever reason.



If you give lifts to other students, you must contact them in time for other transport to be arranged.

If you are going to be late, you should also inform the school.

S

CHOOL

-

BASED

T

ASKS

You may find you can complete these in the weeks indicated overleaf following the training session on that topic at the University. However, you can be more flexible if circumstances demand and complete them at other times during your block placement.


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I

MPORTANT

D

ATES FOR

Y

OUR

D

IARY

2016

Tue/Wed 12/13 January Training Session 1: How Pupils Learn

Tue/Wed 19/20 January Training Session 2: Lesson Planning

Tue/Wed 26/27 January Training Session 3: Learning to Learn

Tue/Wed 2/3 February Training Session 4: Learning Objectives

Tue/Wed 9/10 February Training Session 5: Behaviour for Learning

5.30 – 7.30 pm

5.30 – 7.30 pm

5.30 – 7.30 pm

5.30 – 7.30 pm

5.30 – 7.30 pm

15/19 Feb School Half-Term: No Training Sessions

Tue/Wed 23/24 February Training Session 6: Questioning & Communicating

Tue/Wed 1/2 March Training Session 7: Assessment

Tue/Wed 8/9 March Training Session 8: Preparation for Block Placement

5.30 – 7.30 pm

5.30 – 7.30 pm

5.30 – 7.30 pm

Dates for 6-day placement to be decided by now (see dates below) w/b Mon 18 January w/b Mon 25 January w/b Mon 1 February

School-based Task 1: How Pupils Learn (Page 45)

School-based Task 2: Lesson Planning (Page 46)

Schoolbased Task 3(a): Pupils’ Perceptions of Learning (Page 47)

School-based Task 3(b): Learning Objectives 1 (Page 48)

School-based Task 4: Learning Objectives 2 (Page 50) w/b Mon 8 February

15/19 Feb School Half-Term: No School Visit w/b Mon 22 February w/b Mon 29 February w/b Mon 7 March

School-based Task 5: Behaviour for Learning (Page 51)

School-based Task 6: Questioning and Communicating (Page 52)

School-based Task 7: Assessment (Page 54)

School days after

University Spring Term

Summer Term

Possible dates for six- day Placement

Birmingham, Solihull, Coventry: 21, 22, 23 March

Warwickshire: w/c 4 April

Birmingham, Solihull, Coventry: w/c 11 April

All dates to be negotiated with Subject Mentor in school.

As soon as your six-day placement is completed, you should send your Training Entry

Profile, WinSRAP, attendance and evaluation sheets to the WinS Co-ordinator, but no later than midday Friday 06 May 2016.

Your Completion Certificate cannot be authorised until these are received .


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PART A: Training Sessions

Session 1: How Pupils Learn

Introduction to Warwick in Africa

Academic Writing & IE3E1, 2, 3 Module

12/13 January 2016

Key Questions: How do pupils learn?

How are teaching/learning activities designed?

Standards link:

S2

Objectives:



To develop some understanding of the complexity of the learning process.



To relate students' experience of learning to current ideas about how pupils learn.

Main Group Activities

A Welcome, introductions, information about the course. Role of the Warwick in Schools

Scheme in relation to the module IE 3E [1,2 or 3] "Introduction to Secondary School

Teaching" (Tutor from module)

B Aims of the Scheme

C Code of Conduct for School Placement – introduction (see Annex B p.80) i. Professionalism

 You should be punctual for transport and for lessons in school

 You are expected to act as professional teachers in schools and show yourselves able and willing to work within the schools' established policies and guidelines, including those of dress and appearance; jeans and trainers should not be worn

 Do not sit in the favourite chair(s) of the staff or use their personal cups, saucers or cutlery when using the staffroom!

 You will not be able to smoke anywhere on a school site

 You may have access to confidential information; you should not communicate such information to any other person unless the school gives written authorisation

 You should never criticise a teacher or another student in public

 The issue of when/whether/how a WinS student should have physical contact with pupils can cause some anxiety; you should ensure that you consult with the school about its policy; a maxim to follow is " never touch a child in love or anger "

 You should use appropriate language at all times. ii. Child Protection

 Find out about the school's Child Protection Policy.

If an incident occurs in your presence, whether during your own contact with pupils or a teacher's lesson, you should report the incident to the school authorities. You should also write an account, which you get the school to authenticate (date and sign) which you then keep.


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iii. Raising Aspirations and Widening Participation

 Make opportunities to talk to pupils about your experience of higher education

– either in a formal presentation or informal discussion. iv. Remember you are role models for the pupils

You cannot make a second first impression!!!!

SUBJECT GROUP ACTIVITIES

D Code of Conduct – an explanation

E Ice-breaker activity

In pairs –

1. Find out something you have in common

2. Tell partner FIVE things about you.

3. Partner tells group

F Introducing learning

Our sessions will look at teaching and learning – the focus will be on learning.

What is learning?

1. Students have one minute to write a definition of learning

2. Lead Tutor takes feedback, then shows graphic 1, p.105

G Why knowing about how pupils learn is important

1. Student activity

Identify something you learned recently and make notes in the boxes below

How did you learn it?

Who taught you?

Why did you want to learn it?

2. Lead Tutor takes feedback and records key points

3. Lead Tutor read " Puppy Story " to illustrate that learning does not always follow teaching.


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H Video clip (from Horizon programme)

Group watches video clip showing a research experiment by Harvard University which deals with the development of scientific concepts. The extract shows "snapshots" of three American high school students being introduced to new topics in Science by their regular teachers. The researchers interview each student on a one-to-one basis before the lesson to discover what they already know/understand about the topic.

They interview them again after teaching to ascertain how their knowledge/ understanding has been altered by the lesson.

Group discussion on what they have seen in the video

I Sensory Input for Learning (graphic 4, p.105)

Lead Tutor discusses implications of Alistair Smith's research with the group.

J Lead tutor sets up SBT1 – "How Pupils Learn" p. 45, and checks students are all clear about the arrangements for their first school visit.

K Students to bring examples of lesson plans from their school to the next training session .

S UGGESTED R EADING

Anderson, L. W. (2004), Increasing Teacher Effectiveness , Paris, UNESCO, International

Institute for Educational Planning

Brooks, V., Abbott, I., and Huddleston, P. (2012, 3 rd

ed.), Preparing to Teach in Secondary

Schools : A Student Teacher’s Guide to Professional Issues in Secondary Education

(McGraw Hill Open University Press)

Campbell, J., et al (2004), Assessing teacher effectiveness: developing a differentiated model , London, Routledge Falmer

Harris, A. (2002), Teaching and Learning in the Effective School , Aldershot (UK), Ashgate

Publishing Ltd.

EXTRA NOTES


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Key Question:

S

ESSION

2: R

OUTES INTO

T

EACHING AND

L

ESSON

P

LANNING

19/20 J

ANUARY

2016

How can lesson time be used efficiently?

How can pupils’ learning be managed effectively?

Standards link:

S 2, 4

Objectives:

By the end of the session, students should:

 Understand a range of key components within a good lesson plan.

 Be able, with support, to structure a plan, taking into account defined learning objectives and the management of lesson activities.

A

B

C

D

S UBJECT G ROUP A CTIVITIES

Discuss last week's school visit

Lead Tutor demonstrates a starter activity

The group is divided up so that each week 2/3 students will prepare and teach a simple starter activity.

There will be no further reminders in this handbook to do so.

Lesson Planning

Plans are ways of organising: graphic 5, p.105

 Ideas about what your pupils are intended to learn

 Ideas about what your pupils are intended to do

 Ideas about the resources you need

 Ideas about what you are going to do during the lesson yourself.

Student individual activity:

1. Jot down what you think, at this stage, are the basic ingredients of a sound lesson plan.

2. Lead Tutor takes feedback.


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E

3. Students watch video clip of Year 11 English lesson and make notes in the box below:

What are the different features of the teacher's lesson plan?

How does the teacher manage transitions from one activity to another?

How has the teacher planned for effective learning?

4. Students briefly discuss ideas in pairs.

5. Lead Tutor takes feedback.

Lesson Plans (see p. 17 for example)

1. Students study a selection of lesson plans. (Lead Tutors might want to bring their own). In pairs:

 Identify the different parts of the lesson.

 Based on what you have seen in school and in the video, plan part of a simple lesson.

 Teach to small group.

F Lead Tutor sets up SBT2 – "Lesson Planning" p. 46.

S UGGESTED R EADING /O N LINE RESOURCES

Brooks, V., Abbott, I., & Huddelston, P. (2012, 3 rd


Schools: A Student Teacher’s Guide to Professional Issues in Secondary Education

(McGraw Hill Open University Press)


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Class

Room

No of Pupils

Topic

Day

Lesson

Lesson Plan

Start time

National Curriculum Reference (Where Applicable)

Pupil Learning Targets

Specific objectives in relation to: knowledge, skills, attitudes

Assessment Strategies

During Lesson:

After Lesson :

Resources needed

Date

Finish Time


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Time Teacher Activity

Introduction:

Finishing Off


Lesson Outline

Pupil Activity

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Prompts and Exposition Notes

Differentiation Strategies (Provision for special needs, including more able)

Homework

Reminders


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Sample Lesson Plan (2)

Teaching Group: 10.1.1

Day/Date: Thursday 25 th

Sept Period: 3

No. in Group: 27

Learning Objective (s):



To explain variations in reactivity of the alkali metals with increasing atomic number



To represent chemical reactions by simple formulae equations to show what is formed



To be able to use resourcefulness muscles such as questioning and making links to explain reactivity

Success Criteria (use must/should/could where appropriate):



All must be able to establish trends in the reactivity of the alkali metals and represent by simple equations



Most should be able to link reactivity to increasing atomic number and be able to write symbol equations



Some could link a range of properties such as atomic radius, melting point, and density to variations in the alkali metals and write balanced equations.

Context:

This is the 5 th

lesson for GCSE Core Science with this group. The group consists of 18 boys and 9 girls who achieved Level 6 or 7 in SATS. We have covered forensic science and its role, using flame tests and reactions with sodium hydroxide to identify different transition metals and linked this to hospital tests for electrolyte levels and the different colours in fireworks. Last lesson I demonstrated the practical aspects of reactions of alkali metals with water, and need to reflect on this and being able to represent the reaction as symbol equations using word equations as a basis. Aspects of alkali metals links in to the extension units for the chemistry GCSE.

Differentiation/TA Deployment/SEN:

Differentiation by use of sheets of rules for balancing equations also by assessment of the lesson outcomes.

Homework:

Graph work on data analysis (C5.5a) for lesson/

C5.5d on alkali metals for homework.

Key words:

Group alkali metals trend atomic number

Exothermic endothermic symbol equation chemical properties physical property


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Timing

10-15 mins

5 mins

7 mins

5 mins

Structure (activities)



To include AFL, VAK

Starter:

Use activeteach periodic table for the following questions:

1. What do the 2 different areas of periodic table represent?

2. Name 2 physical and 2 chemical properties.

3. What information on the periodic table can you use to explain the trend in physical/chemical properties of

Group 1?

What is the difference between knowing and applying

(technique).

Main activities:

Use activeteach to show the reactions and ask students to describe the reaction.

If students are aware of atomic number = number of electrons get them to draw out the electron arrangement for lithium sodium, potassium.

Name differences and similarities.

Link to lesson objectives (success)

Self-assessment of data understanding using C1 5.5a to write a summary of the trends as you go down the group

(reflection on what you have learnt).

This is an opportunity to get stuck and persevere.

HYEW potassium and sodium (ask students to look at animation and make links between the different elements)

Plenaries/Questions

Metals/non-metals – how do you know? What links can you make? What questions can you ask to help you to find out (ref to

Key Stage 3)?

Atomic number, mass number, electron arrangement.

Is heat energy given out?

What technical work is used? Links between what you see and the theory.

Which muscle are you using?

Can use info on boardworks chem. alkali metals/atomic structure.

Students to show always one electron in outer shell, but one more shell each time.

This is resourcefulness, using information given and making links.

Mini-plenary –

How do these activities build your learning power?

How are headings on the data sheet different from the reactions of alkali metals with water?

Physical/chemical

Resourcefulness, key points chlorine is a poisonous gas.

Sodium and potassium are very reactive. Why is salt not hazardous questioning)?


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Timing Structure (activities)



To include AFL, VAK

7 mins 2 nd

main activity –

Utilising the reactions of the alkali metals to write word and formulae equations

For the basis of the activity give a simple word equation and a list of reactants and products.

Students to formulate their rules for writing symbol equations and balancing them.

10-15 mins

How will you learn best? Following rules, helping each other, or trying examples.

Formulae is chemistry, balancing is maths!

Students have the choice of trying the 2 different levels of balancing sheet, or using the worked example on the sheet, then trying the equations for sodium and potassium.

5 mins

Spend 3 mins for students to reflect on what they have learned (use success criteria)

How have you learned? Links? Challenge?

Collaboration? Reflection?

Plenaries/Questions

Explain how the equation is split into 2 halves?

Reactants and products

Difference between word and formulae?

Is any help given in the example.

Explain the different degrees of difficulty.

E.g. being given formulae/having to work it out.

Use your resilience muscles.

Simplified version of balancing.

Using scales is also available.

The trend in reactivity for alkali metals is… (a range of answers linked to success criteria)

Set homework – apply all information learned to answer sheet C 5.5d.


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S ESSION 3: L EARNING TO L EARN

26/27 J ANUARY 2016

Key question: How can teaching be differentiated to meet individual learning needs?

Standards Link:

S 5

Objectives




understand some of the importance of learning styles in shaping learners' attainment



understand the concept of differentiation as a strategy for responding to individual learning needs.

M AIN G ROUP A CTIVITIES

A Learning Styles

Pupils develop preferred styles of learning. Confident learning will occur if a pupil is being taught in a way which complements his or her preferred style

– lack of confidence will develop if the preferred learning style is seldom, if ever, used in class.

1 Presentation

The presentation will look at how research into the use of Gardner's multiple intelligences and Claxton's 4Rs has helped to focus on Learning to Learn

2 Student Activity: students will participate in some of the activities introduced in the presentation. strategies through pastoral activities for Year 7 at Tudor Grange School.


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A Discuss last week's school visit.

B Students :

 discuss today's session

 watch DVD units 7-20, "Learning Styles"

 how could the learning styles you have been introduced to today be incorporated into lessons.

C Lead Tutor refers students to the theories of Vygotsky and Bruner on how children learn in Annex F p.103.

D Lead Tutor sets up SBT3(a) – "Learning to Learn" p.47 and SBT3(b) – “Learning objectives” p.48

S UGGESTED R EADING

Brooks, V., Abbott, I., & Huddleston, P. (2012, 3 rd


School: A Student Teacher’s Guide to Professional Issues in Secondary Education

(McGraw Hill open University Press)

Gardner, H., (2000) Intelligence reframed: Multiple Intelligences for the 21 st

Century, Basic

Books

Pritchard, A. M., (2005), Ways of learning theories and learning styles in the classroom ,

London, David Fulton

EXTRA NOTES


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S ESSION 4: L EARNING O BJECTIVES

2/3 F EBRUARY 2016

Key question: How can lesson time be used efficiently?

How can pupil learning be managed effectively?

Standards link:

S 3,4

Objectives:


 understand the importance of learning objectives and their relationships to effective teaching and learning.

Subject Group Activities

A Discuss last week's school visit and SBT(3) on learning objectives

B The value of objectives in a lesson

Sharing objectives and outcomes for a lesson is good practice. They are statements of what pupils are to learn rather than what activities they will do.

There are two groups of objectives:

 objectives which focus on what pupils will learn

 objectives which focus on how the learning will take place

We need to phrase objectives in language that pupils can understand and respond to.

Examples of good ways of doing this are by using –

WALT ( w e a re l earning t o)

WILF ( w hat I 'm l ooking f or) or ALL pupils will be able to …

MOST

SOME pupils will be able to … pupils will be able to ….

To share objectives and outcomes with the pupils.

C Setting objectives

It is easy to set a main aim for your lesson – Lead Tutor gives a few examples – but for the aim to be achieved it's usually necessary to break it down into a series of small objectives (or targets) at the planning stage. Once you have the objectives, you can then go on to work out what learning activities you need to achieve each objective, and hence achieve the aim as a whole.

Objectives are usually characterised by the verb they contain. They are usually a list of what you want learners to know, understand and be able to do at the end of the lesson,

(graphics 9-12, p.106).


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D In groups, trigger word activity

1. Brainstorm words that could be used at the start of a question

2. Lead Tutor takes feedback

E Lead Tutor shares some of own learning objectives and explains how "must, should and could" can be used as differentiation tools.

F How to manage learning

You have already attempted to draw up part of a lesson plan so you know that lessons contain main different parts and activities. Learning objectives will reflect this.

During your observations in school you will have seen how teachers signal the end of an activity, start another, refer to learning objectives etc.

G Lead Tutor sets up SBT4

– "Learning objectives (2)" p. 50

S UGGESTED R EADING / ON LINE RESOURCES

Brooks, V., Abbott, I., & Huddleston, P. (2012,3 rd


Schools: A Student Teacher’s Guide to Professional Issues in Secondary Education

(McGraw Hill Open university Press)

Muijs, D., & Reynolds, D. (2003), Effective Teaching – Evidence and Practice , London, Paul

Chapman Publishing.

EXTRA NOTES


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S ESSION 5: B EHAVIOUR F OR L EARNING

9/10 F EBRUARY 2016

Key question:

Objectives:

How can pupil behaviour be managed effectively?

Standards Link:

S 7

By the end of the session, students should



recognise the importance of developing a range of 'micro strategies' to improve the behaviour of individuals and groups of pupils



think about how teachers use the school's behaviour policy to support their strategies for managing pupil behaviour in the classroom.


A Discuss last week's school visit

B Behaviour Management

1. In groups:

Think about your own days in school and note down the sort of misbehaviour you and your peers got up to. Did it vary from lesson to lesson and from teacher to teacher?

2 In pairs, discuss the sort of inappropriate behaviour you have seen and heard in school.

3. Responses are fed back and compared with class disruptions identified in graphic 19, p.108.

4. Lead Tutors show examples from DVD or Teachers Media.

5. Lead Tutor/group discussion: "Why do pupils behave badly?" Record responses on flip chart, then compare with vicious circles diagrams, graphic 20, p.108.

(Work/social expectations).


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C Micro Strategies for Behaviour Management

Behaviour management is a skill which teachers continue to refine and work on throughout their careers. It is helpful to think of the idea of a tool box for behaviour management skills. You need to put as many skills in your tool box as you can because you'll be dealing with all sorts of complex situations … and you need to decide what your most useful tools are likely to be so that you don't forget you've got them! The next part of the session will help you to think about the practical uses of

Behaviour Policies – and it will help you build your own micro-strategies for your own behaviour management toolbox.

1. Lead Tutor introduces video on "Behaviour" put together by Birmingham City

Council. The two schools represented here are in Birmingham, but the conflict situations are acted out rather than filmed "for real".

2. Student activity:

5

4

3

1

2

Watch the first 10 mins or so of the video dealing with poor behaviour in class. You will see possible situations acted out. As you watch, make notes on:

Why the situation developed Alternative courses of action

3. Lead Tutor takes feedback on each situation and focuses the discussion

4. Groups role play above situation(s) taking turns to be the teacher


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WARWICK IN SCHOOLS

5. Student activity:

Watch the remainder of the video. You will hear the teachers who were involved in the five scenarios give their views as to what they should have done to minimise disruption. Make a note of ideas which were not picked up in your group discussions.

The final part of the video shows two teachers managing behaviour effectively. Make a note of the micro strategies they are using.

6. Lead Tutor rounds off activity by identifying key behaviour management strategies discussed/demonstrated in the video.


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E XTRA N OTES :

D Plenary activity

In groups of 3,

 on the paper provided, draw up a list of TEN classroom rules to encourage positive behaviour

 base these on everything you have seen and heard about classroom management

 use words, pictures and diagrams to show your rules to greatest effect and which you could display in your classroom.

Lead Tutor takes feedback and compares with graphic 25, p.109 which is a list of 10

E

Top Tips to encourage positive behaviour ( Times Education Supplement 31 August

2007)

Lead Tutor sets up SBT5 "Behaviour for Learning" p. 51.


Brooks, V., Abbott, I., & Huddleson, P. (2012, 3 rd


Schools : A Student Teacher’s Guide to Professional Issues in Secondary Education

(McGraw Hill open university Press)

DfES (2003c) Secondary School Improvement Strategy – Behaviour and Attendance Strand ,

London DfES

DfES (2003d), Developing Children's Social and Emotional Well-being , London, DfES

Howarth, R., (2005), Emotional and Behavioural Difficulties, London, Continuum

OFSTED (2005), Managing Challenging Behaviour , London, Ofsted Publications


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S ESSION 6: I NTERACTIVE T EACHING M ETHODS

–

Q UESTIONING AND C OMMUNICATING

23/24 F EBRUARY 2016

Key question: How and why do teachers use interactive teaching methods?

How can questioning be used to good effect as an interactive tool?

How do teachers use subject language to help pupils learn?

Standards link:

S 4,5

Objectives:




understand why interactive teaching methods enhance learning



be aware of questioning as a teaching tool



know how to get the most out of questioning



be aware of the scope for non-verbal communication in the classroom



be aware of the importance of the teacher's language in helping pupils learn.


A Discuss last week's school visit

B The importance of interactive teaching methods

"A lesson that is dominated by the teacher's voice is seldom a successful lesson"

(Elliott 2004: 102)

Lead Tutor input:



Refer back to Session 1. Learning is not just a matter of passing on information.

The following must also be considered:



pupil engagement and involvement



active learning



social interaction and use of language



we remember 70% of what we discuss with others, 90% of what we teach others.

This suggests that pupil talk is important for the learning process.



In today's session we'll be looking at questioning and communicating. Questioning is a way of developing pupils' thinking skills and enabling them to make sense of what they are learning through articulating their knowledge and understanding. It's certainly not the only way to generate interaction in class – but questioning is certainly "your flexible friend" when it comes to planning interaction into your lesson framework.


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C What sort of questions do teachers ask?

1. Show video of Year 7 English Lesson or excerpt from Teachers Media.

2. Student activity in groups of three or four.

3. Think about the sorts of questions Juliet used in the video of the English Lesson.

How did she use questions to:

 check/assess pupils’ understanding

 introduce new material/check on prior knowledge

 encourage pupils to think deeply and develop their understanding

 organise/control/manage classroom.

3. Students share ideas with the rest of the group.

4. "Trigger word" activity (you looked at trigger words previously in the session on

Learning Objectives).

 In groups of 4 – brainstorm. List as many words as you can remember that trigger a question, e.g. "how", "describe".

5. Bloom's Taxonomy.

6. Benjamin Bloom headed a group of educational psychologists who developed a classification (taxonomy) of levels of intellectual behaviour important in learning. It can be used to ask questions at different levels of challenge, graphics 26 and 27, p.108. Groups discuss these.

7. DVD 2 Extract ……. Developing effective learners.

8. Lead Tutor input

 Difference between high order and low order questions, graphic 27, p.108 and graphic 29, p.108

 Students give examples of high and low order questions in the DVD extract

 Student activities in pairs: a. hot seating, using closed then open questions b. probing questioning using hobbies as a starting point.

 Importance of thinking through the objectives of a questioning exercise in order to decide the most appropriate questions.

D How to get the most out of questioning

1. Lead Tutor discusses with group



Good practice Preparation Graphic 30, p.108

Delivery Graphic 31, p.109

Reception Graphic 32, p.109

Responses Graphic 33, p.109



Pitfalls Presentation Graphic 34, p.109

Delivery Graphic 35, p.109

Information

Language

Graphic 36, p.109

Graphic 37, p.110

2. Look at graphic 38, p.111. In pairs discuss the ways in which pupil anxiety might be alleviated.


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E Top 10 tips for effective questioning (graphic 39, p.110)

F Communication in the classroom

“Communication and the teacher/pupil relationship lie at the heart of teaching”

( McGrath 1998:62 ) and

“By using the power of your position, appropriately, you can build good relationships with pupils. When pupils trust you, you are in a good position to learn. To build such trust you need to communicate with:



clarity, keeping sentences short



appropriate vocabulary



t he aim of building pupils’ confidence and encouraging them to participate



h onest and constructive feedback”.

( Elliott 2004:98 )

1. Non-verbal communication

For many of you this is the first time you will go into the classroom as a teacher and you need to be aware of the subtle, non-verbal signals you give to pupils before you say a word.



In pairs, discuss what these might be and note down ideas in the box below.

Positive Negative


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2. Subject Language

You are the experts in your subject where the ability to understand a variety of language is taken for granted. You need to remember that your subject has specific vocabulary and specialist terms which get in the way of pupil understanding.



In pairs, think of a very complicated word or phrase in your subject area. Try to explain this to your partner who, for this exercise, is 13 years old.



Group discussion: What else could you do to help understanding of subjectspecific vocabulary?

N OTES ON SPECIALIST TERMS :

3. You will be doing some teaching in your placement.



In pairs, make a list of the pitfalls teachers can fall into which spoil classroom talk, e.g. digressing from subject.

Lead Tutor takes feedback

G Lead Tutor sets up SBT 6 "Questioning and Communicating" (page 52)


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(McGraw Hill open University)

Morgan, N., & Saxton, J., Asking Better Questions , Routledge

E

XTRA

N

OTES


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S ESSION 7: A SSESSMENT

1/2 M ARCH 2016

Key question: How can assessment be used to improve pupils’ learning

Standards link:

S 6

Objectives:

By the end of the session, students will have been introduced to:

 current thinking about the main purpose of assessment



 the different forms which assessment can take some principles which inform good practice.



B What is assessment?

1. Student activity in groups:

 What do you think is the difference between assessment and marking?

Discuss.

 Make two lists, one of the assessment practices which teachers/tutors have used to assess your performance which you found helpful and one of those which you have found unhelpful.

Unhelpful Helpful


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2. Lead Tutor explains the difference between summative assessment, (assessment of learning), graphic 40, p.110, and formative assessment (assessment for learning) graphic 45, p.111. As you get older you associate the word assessment more and more with coursework and examination grades – these are part of the summative process (the extent of your progress against given criteria at the end of your course). In class, however, assessment is a range of regular activities which enable teachers and pupils to look at on-going progress and decide how to make further improvements.

3. Lead Tutors briefly outline the various uses of formative assessment in their role as subject teachers.

4. DVD 2 Extract Assessment for Learning (Music lesson).

5. Students discuss examples of pupils' involvement in assessment that they have seen in school.

G Websites

 In preparation for next week's training session, see if you can find two websites which would be useful for delivering your subject.

 Why would these be useful? Note these down on this page.


Black, P., et al (2003), Assessment for Learning: putting it into practice , Buckingham, Open

University Press




(McGraw Hill Open University Press)

Brooks, V., (2002), Assessment in Secondary Schools: the New Teacher's Guide to

Monitoring, Assessment, Recording, Reporting and Accountability, Buckingham, Open

University Press

Sadler/OFSTED comments on assessment (graphic 49, p.113 and pupil involvement in assessment.

E XTRA N OTES


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S ESSION 8:

P REPARATION FOR B LOCK P LACEMENT

B EYOND W IN S

8/9 M ARCH 2016

M AIN G ROUP A CTIVITIES

1. Students complete evaluation of Part A

2. Give to students - documentation for Block placement

 Training Entry Profile (WinSTEP)

 Raising Aspirations Proforma (WinSRAP)

 Evaluations:

Student evaluation Phase 2

Subject Mentor evaluation

 Travel claim form (where appropriate)

3. Handbook, Part B – the Block Placement

 Ensure students are clear on requirements of Part B.

4. How students will be assessed – WinSTEP and WinSRAP

 how the Core Goals relate to the chosen Teachers’ Standards

 how to complete the TEP and RAP.

5. Routes to teaching and promotion. University of Warwick PGCE and School

Direct and Teach First information.

6. Continuing your involvement after the WinS

 Warwick Volunteers

 Welcome Team

 Volunteering in your WinS schools

 Warwick Advantage.



B Resources

1. Last week you were asked to find websites which would be useful for delivering your subject. There are many free resources on the internet and most classes have a projector/link. Share your findings with the rest of the group.

2. Lead Tutor provides a variety of resources for students to look at. Students discuss how these could be used to support teaching and promote learning.


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3. Students discuss:

 how they could use pupils' interests as a starting point

 how they could use their own subject knowledge and skills to raise pupils' interest in their subject.

4. Using the GCSE syllabus, Lead Tutor conducts an audit with the group to identify their own strengths.

5. In school, ask your subject mentor if there is any possibility of using these strengths.

C Evaluation

Evaluation is one way in which you will learn to develop reflective practice.

1. Evaluation for the pupils

 Student activity. Think of a lesson you have observed recently and ask yourself these questions: a. How much did the pupils learn? How do you know? b. Were the objectives appropriate – or not challenging enough – or too challenging?

(Remember that good objectives will be challenging and will extend pupils' thinking). c. Was the atmosphere purposeful and positive? What sorts of off-task misbehaviour were there? d. How engaged were the pupils? Which pupils worked well? Why? Which pupils experienced difficulties? How could they be helped?

 In pairs, discuss your answers. Lead tutors take feedback.


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2. In preparation for evaluating your own teaching:

In pairs, discuss a recent lesson you have observed or taught in part or in full, and answer these questions:

 give 3 things which were good about the lesson and give 2 things which could be improved

 would you have enjoyed the lesson if you were a pupil?

 did the teaching strategy achieve the overall objectives?

 was the plan adequate?

 how positive were the timings and transitions

 how positive did you feel about the lesson?

6. Lead Tutor shows evaluation check-list sheet, p.71 and discuss with group.

D Equal Opportunities – bullying

1. Groups discuss:

 what they have found out about their school's anti-bullying policy

 any instances of bullying they have seen in school during their visits

 how these were dealt with.

2. In groups, prepare an anti-bullying poster and slogan to display in the classroom.

Use words, pictures, diagrams or any other visual tool.

E Lead Tutor sets up SBT 8 – “Plan and Teach any part of a lesson” (see proforma P14-

19).

F Lead Tutor checks s/he has details of students' block placement.

EXTRA NOTES


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43

44

45

55

57

58

59

60

PART B: SCHOOL PLACEMENT

Part B gives you and your school information about what is expected during the

Half-days and Block placements in the Spring/Summer Terms.

CONTENTS

Page

39 S CHOOL -B ASED TASKS : AT A GLANCE

42

P LACEMENT RESPONSIBILITY FOR H EALTH AND S AFETY AND THE ROLE OF THE

S TUDENTS

W ARWICK IN S CHOOLS D OCUMENTATION

IE3E [1,2,3] I NTRODUCTION TO S ECONDARY S CHOOL T EACHING M ODULE

S CHOOL BASED T ASKS : I N D ETAIL

P LACEMENT I NFORMATION FOR M ENTOR AND W IN S S TUDENT :

G UIDANCE ON GOAL RELATED PLACEMENT ACTIVITIES

G OOD PRACTICE FOR MEETINGS

S UBJECT MENTOR / CLASS TEACHER OBSERVATION FORM

L OG OF MENTOR STUDENT MEETING

O BSERVATION G UIDANCE

66

67

68

71

F ORMS /P ROFORMAS :

L ESSON O BSERVATION F ORM

P OST HOC LESSON PLAN

L ESSON PLAN PROFORMA

E VALUATION OF TEACHING


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Page

45

46

47

48

50

51

52

S

CHOOL

-

BASED

T

ASKS AT A

G

LANCE

S CHOOL BASED T ASK 1: H OW PUPILS LEARN

S CHOOL BASED T ASK 2: L ESSON P LANNING

S CHOOL BASED T ASK 3(a): P UPILS

’

PERCEPTIONS OF

L EARNING

S CHOOL BASED T ASK 3(b): L EARNING OBJECTIVES (1)

S CHOOL BASED T ASK 4: L EARNING O BJECTIVES (2)

S CHOOL BASED T ASK 5: B EHAVIOUR FOR LEARNING

S

CHOOL

-

BASED

T

ASK

6: Q

UESTIONING AND

C

OMMUNICATING w/b 18 January w/b 25 January w/b 1 February w/b 8 February w/b 8 February w/b 22 February w/b 29 February

54 S CHOOL BASED T ASK 7: A SSESSMENT

S CHOOL BASED T ASK 8: P LAN AND T EACH ANY PART OF A

LESSON ( SEE LESSON PLAN FORM P14 IN P ART A ) w/b 7 March w/b 7 March

NB: Aim to plan and teach a starter activity as soon as you feel confident enough to do so


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S

CHOOL

-

BASED

T

ASKS

–

AT A GLANCE

These are given for guidance only. It may not be possible to carry them out on the dates suggested, but you should try to cover them all during your 10-day placement. Throughout, students should take a "hands-on" approach and work with individual pupils and small groups in the classroom, as well as asking for opportunities to teach parts of lessons

YOU SHOULD NOT JUST SIT AT THE BACK OF THE CLASS!!!

YOU SHOULD PLAN AND TEACH A STARTER ACTIVITY

AS SOON AS YOU FEEL CONFIDENT ENOUGH TO DO SO

Uni wk wk/beg

School Based Task (SBT)

16 18 Jan 1. How Pupils Learn (p.45) Observe a lesson and note down what you think at this stage the teacher does to bring about effective learning.

17 25 Jan 2. Lesson Planning (p.46)

18 1 Feb 3 Pupils’ Perceptions of Learning

(p.47)

19 8 Feb 4. Learning Objectives (1) (p.48)

Learning Objectives (2) (p.50)

During your observation make notes under these headings:



How each stage of the lesson is managed, i.e. beginning, transitions, ending.



Which words and phrases does the teacher use to move from one activity to another?

Using the proforma on p.48, interview

2-3 pupils from a class you are observing about their learning

Observe a lesson and comment on the following:



What were the learning objectives?



Were they made clear to the pupils? How?



How did the teacher know that the learning objectives had been achieved?



Find out about the School’s

Behaviour Policy, Anti-Bullying

Policy and Code of Conduct (and, if possible, get copies of these documents).

HALF TERM w/c 15 th

February 2016


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20 22 Feb 5. Behaviour for Learning (p.51) Observe a lesson and note down examples of strategies the teacher uses to manage behaviour.

22

23

29 Feb

7 Mar

6. Questioning and

Communicating (p.52)

7. Assessment (p.54)

Observe a lesson taught by your mentor in which there is a fair amount of interactive, whole-class teaching.

During the lesson, record as many of the questions as you can manage to write down. After the lesson, you should discuss the purposes of different types of questions with your mentor.



Observe a lesson and list all the ways in which the teacher monitors and assesses pupils.



If possible, discuss with your mentor how the department involves pupils in their assessment.



If possible, look at a sample of marked work and discuss with your mentor how to make marking effective and how to manage the work load.

Plan and teach any part of a lesson. 24 7 Mar 8. Preparation for Block

Placement and Beyond the

WinS


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Placement responsibility for Health and Safety and the role of WinS students

During the placement, we would expect our WinS students to prove to be effective, safe and reliable individuals. However, you will appreciate that during this period they are under the school’s control and that, therefore, the statutory duty of care and consequent liabilities rest with the school.

As the WinS Placement Provider, the University expects the school to treat them in the same way as their employees with regards to their health, safety and welfare. The University also expects that, as Placement Provider, schools will:



provide WinS students with an induction in workplace health and safety arrangements, including fire precautions for specific activities and situations



include WinS students in the risk assessment programme so far as it is relevant to their activities



provide appropriate instruction and training in working practices and in the particular control measures identified in the risk assessments



provide ongoing supervision and training for WinS students in the performance of their duties

 have a system of recording and investigating accidents and incidents, including ‘near misses’



we would ask that the school notifies the University of any work related accidents, untoward incidents or health problems involving University students that the school is made aware of.

If there are special circumstances for particular WinS students, the University, in cooperation with the placement school, will undertake a detailed risk assessment prior to the placement.

WinS students in school are not employees of the school or LA and thus cannot carry legal responsibility for the safety of pupils with whom they work. Equally they do not have the right to administer sanctions such as detentions to pupils, nor to contact parents. All contact of this nature should be under the direct supervision of a qualified teacher. The legal status of WinS students is that they are visitors to the school.

WinS students should always know how to access the support of senior staff; where a risk assessment suggests that this support may be needed quickly, help should be positioned appropriately. WinS students do, however, have a general responsibility on placement for the safety of themselves and others.

Visiting tutors from the University have a similar legal status, even though they are qualified teachers.

Insurance

Students on the WinS Programme will be considered visitors for insurance purposes and should be covered by the school’s public liability insurance policy. If you have any questions please contact the Student and Academic Services Team.


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WARWICK IN SCHOOLS DOCUMENTATION

2.

1.

ALL the following documents should be completed, signed and returned to the WinS

Co-ordinator as soon as possible after the end of the Block Placement and no later than midday Friday 6 st

May 2016 in order for the student Certificate of Completion to be authorised.

There are four pieces of evidence which students need to complete during their school placement and have signed by their mentor/class teacher:

Warwick in Schools: Training Entry Profile (WinSTEP)

This provides evidence to demonstrate that the Student has achieved core goals 1 –

10. This needs to be verified by the school subject mentor to say that the student has successfully completed the Warwick in Schools placement and that it is a fair record of the experience and achievements of the student. It also provides a record of evidence towards some of the Teacher s’ Standards.

Warwick in Schools: Raising Aspirations proforma (WinSRAP)

Section A needs to be completed by the

Section B needs to be completed by the

Student

Mentor

This provides evidence to demonstrate that the Student has achieved:



Core Goals 11-13 by receiving training and experience to enable them to encourage wider participation and the raising of young people’s aspiration for

Higher Education



Core Goal 14 by using the opportunities provided by participation in the scheme for the development of their personal and transferable skills.

3. Warwick in Schools: Attendance Register

This is the official record of days spent in school by Student. It must be signed by the mentor/class teacher.

These three documents must be completed, signed by the mentor/class teacher and returned to the WinS co-ordinator along with the Evaluations.

4. Warwick in Schools: Evaluations

To be completed and returned to the WinS co-ordinator:



Block Placement – by Student



Subject Mentor – by Mentor/class teacher

NB: If the school disagrees with any of the student’s claims, please ensure that she/he is made aware of this and has an opportunity to discuss the difference with you before the TEP is completed. Please ensure that documents 1, 2, 3 and 4 are signed and dated by the school mentor.


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IE3E [1,2,3]

“I

NTRODUCTION TO S ECONDARY S CHOOL T EACHING

”

M ODULE

WARWICK IN SCHOOLS TRAINING AND PLACEMENT PROVIDES THE PRACTICAL

EXPERIENCE ESSENTIAL TO COMPLETE THE ASSESSMENT FOR THIS MODULE


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1

S CHOOL BASED T ASK 1:

H OW P UPILS L EARN

W / B 18 J ANUARY 2016

NB: A IM TO PLAN AND TEACH A STARTER ACTIVITY AS SOON AS YOU FEEL CONFIDENT

ENOUGH TO DO SO

Observe a lesson and give examples, of what the teacher does to bring about effective learning.


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L ESSON P LANNING

W / B 25 J ANUARY 2016

1 Observe a lesson with the teacher's plan in front of you (as you are assisting an experienced teacher, you may well find that lesson plan details are brief or initially unavailable in written form. If this is the case, discuss the lesson with the teacher concerned and make notes in the form of a brief lesson plan yourself).

During the observation note particularly how each stage of the lesson is managed (i.e. beginning, transitions, ending.)

Write down any words and phrases that the teacher uses to move from one activity to another.

2 Work with individuals or a small group of pupils, as directed by your mentor the class teacher.


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S CHOOL BASED T ASK 3( a

):

L EARNING TO L EARN

W / B 1 F EBRUARY 2016

You should arrange with your school-based mentor to interview 2-3 pupils from a class you are observing, about their learning. The pupils interviewed should be of different abilities, if possible. You may wish to give each pupil a copy of the question sheet for 5 minutes or so before you speak to them, so that they can think back and make notes. You could then use the questions as the basis for a discussion, recording the answers yourself.

Pupils’ perceptions of learning

Think back to some really good lessons. What happened in these lessons?

How would you describe a good lesson?

How would you describe a good teacher?

What sort of activities in the classroom do you enjoy most?

What sort of activities do you not like?

What sorts of activities help you to learn the most?

What sorts of homework really help you to learn?

What do teachers do to help you learn?

What can other pupils do to help you to learn?

What stops you from learning sometimes?


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S CHOOL BASED T ASK 3( b )

L EARNING O BJECTIVES (1) ( TO BE DISCUSSED IN NEXT TRAINING SESSION )

W / B 1 F EBRUARY 2016

B EGINNINGS

How did the pupils come into the classroom?

How were they settled down?

How did the lesson begin?

How were learning objectives communicated?

How were resources distributed?

T RANSITIONS

How were changes of activity indicated?

How was the change managed?

E NDINGS :

How was homework set?

How were learning objectives reviewed in the plenary session?


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How was the lesson ended?

How were resources collected in?

How did pupils leave the classroom?

A SSESSMENT

What form did oral assessment take?

What form did written assessment take?

At which stages in the lesson did assessment take place?


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L EARNING O BJECTIVES (2)

W / B 8 F EBRUARY 2016

1 Students observe a lesson and comment on the following:

What were the learning objectives?

Were they made clear to the pupils? How?

How did the teacher know that the learning objectives had been achieved?

2 Find out about the School's Behaviour Policy, Anti Bullying Policy and Code of Conduct

If possible get copies of these documents.


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B EHAVIOUR FOR L EARNING

W / B 22 F EBRUARY 2016

1 Students observe a lesson using proforma below which lists some features of managing behaviour.

W HAT TEACHERS DO TO M ANAGE B EHAVIOUR

Feature

Note down examples of the following features in a lesson you are observing

Example

Non-verbal signals given by teacher

Use of voice

Teacher's movement around the class

Teacher direction of pupil movement

Routines/ground rules

How Beginnings, Transitions and

Endings are orchestrated

Use of personal contact and humour

Seating of pupils

Scanning the room

Warnings/use of sanctions

Ignoring bad behaviour

Use of praise

2 Next week's session will be about interactive teaching methods in the classroom.

Students discuss with their subject mentor the issues involved in whole-class questioning.


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Q UESTIONING AND C OMMUNICATING

W / B 29 F EBRUARY 2016

Students observe a lesson and complete the following tasks. These can be completed over a series of different lessons. For each task identify a time period of between 5 and 30 minutes over which you will do your recording.

1 During that period record (by keeping a tally) each time that the teacher asks a closed or open question and give 3 examples of each type of question.

Closed question Tally Examples

2

Open question

While watching the lesson, record the words used by the teacher to

“trigger”

a question and keep a tally of the number of times each one is used e.g.

Trigger word e.g. Tally Total

Why?

What?

How?

Who?

111111

111

6

3

3. Record the number of times the teacher asks: a girl who puts her hand up a girl who does not put her hand up a boy who does not put his hand up a boy who puts his hand up


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4 Record the number of times a pupil calls out the answer without being asked

Boy Girl

5 While watching the lesson you will hear a number of questions being asked by the teacher. Record how many were asked to:

Check/assess pupils’ understanding

Check prior knowledge

When introducing new material

Encourage pupils to develop their understanding

Organise/manage/control pupils

6 Keep a tally of how the different questions asked by the teacher relate to Bloom’s taxonomy

Bloom’s Taxonomy Number of times used

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluate


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A SSESSMENT

W / B 7 M ARCH 2016

1 Students observe a lesson and list all the ways in which the teacher was monitoring and assessing pupils (see proforma below). Was there any evidence of teacher intervention as a result of the assessment procedure?

What the teacher did?

Teacher assessment of the lesson

What the teacher found out? How the teacher responded?

2 Discuss with mentor or class teacher the implications of pupil involvement in assessment and find out how their department involves pupils.

3. Students look at a sample of marked work and discuss with their mentor/class teacher how to make marking effective and how to manage the work load.

4. Discuss planning and teach part of a lesson next week with subject mentor/class teacher


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P LACEMENT I NFORMATION FOR M ENTOR /S TUDENT

G UIDANCE ON GOAL RELATED PLACEMENT ACTIVITIES

In arranging a programme for the Student on their placement, school mentors should note that the student is expected to undertake the following kinds of activities, designed to provide opportunities for the student to achieve the Core Goals of the scheme (see Annex A).

Evidence should be collected in a portfolio and shown to the mentor who signs the WinSTEP and WinSRAP to verify that they have seen it.

1. Behave professionally in the school setting and demonstrate and promote in young people positive values, attitudes and behaviour (Core Goal 1)

The student is expected to: a. Show professional qualities such as punctuality and promote in young people reliability and initiative. b. Satisfy consistently the requirements of the code of conduct for school placements

(see Annex B).

2. Observe good teaching in their subject across a range of ages and abilities .

The student is expected to focus on and make notes on the following in their portfolio. a. How the objectives and content of lessons observed can be located in the National

Curriculum or other non-statutory curriculum frameworks or national strategies (Core

Goal 6). b. How the teacher plans and structures their lessons and any effective teaching strategies observed (Core Goal 5). c. How the teacher provides for the range of young people within their classes (Core

Goal 7). d. The ways in which good teachers manage effectively the behaviour of the pupils in their classes (Core Goal 4).

3. Talk to a range of school staff, such as the SENCO, the gifted and talented coordinator, a member of senior management, a pastoral manager, an NQT.

The student is expected to discuss and make notes on the following in their portfolio: a. How the school and teachers provide for pupils with special educational needs and how they provide for gifted and talented pupils (Core Goal 7) b. How the school and teachers take practical account of diversity and promote equality and inclusion (Core Goal 8) c. How the school responds to current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children, including examples of how the school deals with bullying (Core Goal 9). d. How teachers establish constructive relationships with young people in schools (Core

Goal 2).

4. Assist teachers in their subject, by supporting individuals or small groups in lessons.

The student is expected to focus on and make notes on the following in their portfolio: a. How they established fair, trusting, supportive and effective relationships with young people (Core Goal 2). b. How they engage supportively with individuals or groups of young people in lessons, including examples of effective communication with young people about their learning (Core Goal 3). c. How they showed awareness of issues of diversity, equality and inclusion in their interactions with young people (Core Goal 8).


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5. With the guidance of the mentor, plan and deliver one or more lessons or parts of lesson (with groups or a whole class) in their subject and reflect on their planning and teaching (Core Goal 8)

The student is expected to include in their portfolio: a. Their teaching plans, including learning objectives, resources used and their reflections on the experience (Core Goal 5). b. How the content of teaching episodes, for which they have been responsible, relate to the National Curriculum or other curriculum frameworks

(Core Goal 6).

6. If possible, focus their support in a number of lessons on a group of young people identified by the school as needing to have their aspirations raised.

The student is expected to focus on and make notes on the following in their portfolio: a. How they have shared their own experience of Higher Education (HE) with these young people (Core Goal 11). b. How they have encouraged these young people to have a positive attitude to learning in school and to aim higher (Core Goal 12). c. How they have demonstrated their personal interest and enthusiasm for their own subject (Core Goal 12).

7. Plan and deliver a Widening Participation/Aim Higher project sometime during the placement (Core Goal 11).

Some examples of such projects: a. Preparing and presenting a PowerPoint presentation for a group of pupils on their own experience in HE. b. Putting up a display about HE in general and their own HE institution in particular. c. Being interviewed about their experience of being a student by a young person in a year group assembly. d. Arranging for a group of pupils to visit the WinS student’s own HE institution and subject department.

9. Reflect on their experience and summarise their achievements .

The student should: a. Summarise in the WinS Training Entry Profile (see Annex C) their personal achievements and experience on the scheme in relation to Goals 1-9 and the aspect of the Teachers’ Standards (Goal 10). b. Record in the WinS Raising Aspirations Proforma (See Annex D) evidence of their impact on young people in terms of Goals 11-12, widening participation and raising aspirations (Goal 13). c. Evaluate the contribution of their participation in the scheme to their own personal development and transferable skills (Goal 14).


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G OOD PRACTICE FOR MENTOR STUDENT MEETINGS

General guidance on the conduct of meetings:



if at all possible, mentortrainee meetings should be part of the student’s agreed timetable so that they do not get squeezed out by other commitments;

 A record of each meeting should be kept on the proforma “log of mentor meetings”.

We suggest that the meeting notes be written by the trainee and signed by the mentor and student;



We realise, however, that informal student/mentor meetings occur regularly and in these cases the student should note down later the main points of the discussion.

Suggested topics for meetings:



needs assessment and target-setting



progress on targets and action points



teaching approaches to particular topics



approaches to particular classes or individual pupils



statutory assessment and exam syllabuses



resources



lesson planning and forward planning



subject knowledge development



content of the Training Entry Profile

 student’s lesson evaluations

The mentorstudent meeting is the ideal opportunity for mentors to discuss students’ teaching files with them. We expect our students to operate at high levels of professional practice. They are expected to produce clear, full and detailed lesson plans, forward plans and records of pupils’ progress.


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M ENTOR L ESSON O BSERVATION F ORM

Name of Student Name of School

Subject:

Year Grp: Observer:

Strengths

Planning and Preparation

Teaching Strategies

Assessment

Ability

Day/Time

Number:

Points for Development appropriate teaching objectives differentiation appropriate resources use of ICT links to NC/SoW range of activity use of assessment information sharing of learning targets connection to pupils’ experience clear structure explanation language questioning pace voice enthusiasm interactive teaching collaborative group work promotion of active learning differentiation focus on key skills subject knowledge lesson conclusion homework response to pupil feedback monitoring feedback to pupils pupil evaluation of progress

Management and Inclusion

Agreed Targets management of entry to room and start of lesson positive ethos management for inclusion high expectations of behaviour anticipation handling disruptions body language and movement promotion of self-control time management resource management provision for SEN collaboration with other adults management of end of lesson and exit from room

Review Date:

Signed (Observer) ……………………………………………………… Date: …………………………………………………………….

Signed (Student) ………………………………………………………. Date ………………………………………………………………


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LOG OF MENTOR-STUDENT MEETINGS

This record is to be completed weekly during placement and signed by the mentor and student.

Week beginning: Student: School: Mentor:

Focus for discussion:

Summary of discussion:

3

2

1

Agreed action points:

Signed ………………………………………. (Mentor) Date …………………………………………

Signed: ……………………………………… (Student) Date ………………………………………..


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O

BSERVATION

G

UIDANCE

Why Observe?

During your placement you will be required to observe teachers and pupils and it is a crucial part of your early training. Observing and being observed is also increasingly a common feature of professional development throughout a teacher’s career.

Focused observation with a clear purpose should allow you to achieve a number of objectives:

 an understanding of a child’s learning experiences



an appreciation of the variety of skills which teachers employ in the classroom



experience of different teaching and learning styles



an introduction to the classes which you are going to teach



Induction into the life of the department, its policies, strategies and approaches.

What to expect and what is expected of you?



Lessons will vary. Few lessons will be perfect, some will be routine. In the words of

OFSTED they will be “requiring improvement, good or outstanding”.



All lessons should provide you with a learning experience.



You will need to be positive and pro-active in your approach. Avoid being negative and passive (“all I have done is sit at the back and observe”).



Ensure your observation time is well spent. With the agreement of the normal teacher, when appropriate, go around the class, talk to the pupils, look at their work and help them with their activities.



If it is convenient ask/discuss with the teacher why she/he adopts a certain approach.

Remember teachers build up a whole bank of experiences over the years that they draw on instinctively. Teachers often take their skills for granted and you may need to prompt them to analyse why they behave like they do.



Be reflective and constructive. Avoid criticism and insensitivity in discussion with the permanent teacher – remember you are the one being trained.



Make sure you keep a record or log of what you observe (some advice is provided at the back of these guidelines). Be prepared to give feedback to your mentor.


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What are the different types of observation?

During your placement you may be involved under the direction of your Subject Mentor in many different types of observation:



Pupil shadowing – following a pupil or group of pupils around for half a day or a whole day. This allows you to access a range of different teaching and learning styles.



Subject/Class specific – you will be looking at how your subject is taught or how pupils of certain age groups/abilities/gender learn and are taught.



Peer

– observe other trainees and get them to observe you. This can be helpful and non-threatening because you are both at the same point of training and experience.



Video – watching videos of classroom teaching which has the advantage of a pause and playback to allow detailed analysis. You might even be brave enough to volunteer to have your lesson videoed!



Tutor time

– remember that if you enter a PGCE course you will be joining a Tutor Team.

Eventually, after working alongside a Tutor, you will be expected to carry out the duties of the Tutor. It is important to observe and identify good practice both in registration and

PSHE. Good tutoring requires as high a level of skill as good classroom teaching.


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What to observe?

How to record your observations

The areas of observation are far-ranging and should cover most aspects of the T eachers’

Standards. There is no shortage of things to observe. It is very important that you determine a focus for your observations which you record, analyse and evaluate.

There are three instruments for observation for you to use in your block placement:

1. Lesson observation proforma which contains a clear box for your Observation Focus

(page 66).

2. Post-hoc lesson plan

– use this to construct the plan of a lesson you have observed

(page 67).

3. Lesson outline which will make you focus on the structure of a lesson, how it is timed and how teacher and pupil activities are balanced (pages 69-70).


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Observation Areas

A

B

Make a post-hoc lesson plan on the pro forma supplied.

Structure of the lesson . How do the teacher's decisions on structuring contribute to the effectiveness of the lesson?

C

D



What different activities make up the lesson and how long is spent on each?



How are the pupils grouped for each phase of the lesson (whole class. individuals, pairs, groups)? If pupils work in groups, how are these groups decided on?



How does the teacher manage transitions from one part of the lesson to another?



How are resources managed?



How is the furniture laid out?

Behaviour management.

How do the teacher's actions communicate expectations about standards of behaviour?



How does the teacher manage pupils' entry into and exit from the room?



What other norms of classroom behaviour are established and how are they communicated e.g. removing coats, apologising for late arrival, raising hands for attention.



What use is made of praise? How often? In what form? Of whom?



How are reprimands delivered? How often? In what form? To whom?



How is humour used?



How are pupils addressed? How does knowing pupils' names help the teacher?



How does the teacher anticipate problems e.g. by starting questions with 'put your hand up if ….’ by having spare equipment ready?



How are unexpected events dealt with e.g. a pupil arrives late, a pupil comes from another class with a message, a pupil asks to go to the medical room?



How does the teacher position himself/herself around the class at different stages of the lesson?



How does the teacher avoid having pupils left with nothing to do or unable to progress?

Questioning and Interaction – How are the questioning styles and nature of interaction designed to suit the class and the topic?



What questions does the teacher ask which are open/closed, higher order/lower order



How does the teacher respond to pupils' answers? How does s/he make use of them to develop teaching?



How do individual pupils respond to questioning? How often do they offer to answer? How often are they chosen to answer (a) when they have offered (b) when they have not offered?


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E Differentiation . How is the lesson designed to cater for the needs of individual pupils?



How are the tasks set varied for individual pupils?



What evidence is there of the teacher's knowledge of individuals' characters and abilities?



How does the teacher mediate between pupils and resources in different ways for different pupils?



How are question and answer or discussion sessions differentiated?



What role is played in the lesson by pupils helping each other?

F

G

H

Lesson Delivery . How are the purpose and main ideas of the lesson communicated to the pupils?



How is the topic introduced? What explanation is offered of the purpose, objectives and relevance of the lesson?



How does the teacher mediate between pupils and the teaching resources e.g. how does s/he introduce a textbook exercise?



By what means are the main ideas of the lesson communicated e.g. by teacher exposition, by reading from a text, by practical demonstration?



How does the teacher suit language to the age and ability of the pupils?



How does the teacher make sure that instructions are understood by all?

Assessment.

What does the teacher do during the lesson to help him/her to know what pupils understand and can do?



What methods of assessment are used?



How many pupils does the teacher get information about by each means?



What written work is produced by pupils? What assessment of their capability and understanding can be made from it?



Observe a small group closely throughout the lesson and make an assessment for each individual, based on this lesson, of what they know and can do.

Teachers’ Standards.

Choose an individual Standard and decide which aspects of the lesson you observe contribute towards demonstrating that standard. You may want to list out beforehand, perhaps with other students, the aspects that you will be looking for.


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Shadowing a pupil over a number of lessons

When you focus on an individual pupil or group of pupils this should be carried out discreetly.

You might ask yourself the following questions:



How well does the pupil respond in the different lessons?



Does the pupil actively participate?



Does the pupil ask or answer questions?



How well does the pupil cope with tasks given?



Does he/she stay at a task? How often is the pupil off-task? What off-task activities is he/she engaged in?



How does the pupil interact with different teachers?



Does the pupil collaborate with other pupils?


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School

Teacher

Day & Date

Subject

Topic of lesson and place in series

Observation focus

Observation Notes:

Time line

(if appropriate)

OBSERVATION

L ESSON O BSERVATION F ORM

Class

Room

Start time


66

Ability

No. of Pupils

Finish Time

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POST-HOC LESSON PLAN

Class:

Room

No of Pupils

Topic

National Curriculum reference:

Day

Lesson

Start time

Date

Ability

Finish time

Pupil Learning Objectives

Specific targets in relation to: knowledge, understanding, skills, attitudes


During lesson

Provision for special needs, including more able

Homework


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U NIVERSITY OF W ARWICK

Class

Room

Day

Lesson

LESSON PLAN

Date

No of Pupils Start Time Finish time

T OPIC

National Curriculum Reference:

Pupil Learning Targets:

Specific targets in relation to knowledge, understanding, skills, attitudes


During Lesson:

After Lesson:

Personal Targets

Personal Survival Kit:

Memory stick

Board Cleaner

Whiteboard marker

Whiteboard cleaner

Laptop/Computer

Pencils

Pens

Glue Stick

Paper clips

Drawing pins

Textbooks for pupils for self

W IN S


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Time Teacher Activity

Introduction

LESSON OUTLINE

Pupil Activity

Finishing off


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Prompts and Exposition Notes

Provision for special needs, including more able

Homework

Reminders


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EVALUATION OF TEACHING

Ask yourself, "If I were a pupil in my class ….

… would I have found the learning worthwhile

… but lazy, could I have got away with doing very little?

… and very able, would I have felt challenged?

… but were of lower ability, would I have felt lost or confused?

… but shy, would I have had a chance to contribute orally in some way?

… and hard-working, would I have felt praised and have my achievement acknowledged?

… would I be able to summarise what I had learned during the lesson?

… would I be able to describe how I could improve my learning?

Yes No

Your comments on:

Lesson start/STARTER

Lesson end/PLENARY

Instructions

Transitions

Activities

Matching/differentiation

Assessment – how?

Involvement of all pupils

Timing

Resources

Pace

Pupils' learning

Pupils' behaviour

Pupils' interest and involvement

Your expectations of any questions/ misconceptions

What was the best part of the lesson?

Targets/action points for future lessons


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P AGE

73

80

83

99

101

103

105

PART C

A

PPENDICES

A NNEX A W IN S C ORE G OALS WITH EXAMPLES

A NNEX B C

ODE OF

C

ONDUCT FOR SCHOOL PLACEMENTS

A NNEX C W IN S T RAINING E NTRY P ROFILE

A NNEX D W IN S R AISING A SPIRATIONS P ROFORMA

A NNEX E T EACHERS

’

STANDARDS : ( THOSE INTRODUCED IN THE W IN S

PROGRAMME )

A NNEX F V YGOTSKY & B RUNER

– T HINKING ABOUT L EARNING

A NNEX G P OWERPOINT SLIDES FOR T RAINING S ESSIONS


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ANNEX A

Core Programme for Warwick in Schools

Core Goals 1 – 10: Goals related to Teachers’ Standards

Core Goal 1

–

Professional

Behaviour

Induction and training

WinS students will be introduced to:

WinS students are to learn how to behave professionally in a school setting, and to demonstrate and promote in young people positive values, attitudes and behaviour.



A code of practice for their school placement, making clear how they should behave as a professional in a school and classroom context;



the positive values, attitudes and behaviour that schools seek to foster in young people;



how they might demonstrate and promote these in school placements.

Core Goal 2 – Relating to young people

WinS students are to learn how they can establish fair, trusting, supportive and constructive relationships with young people in schools.





Ways of promoting effective and productive adult-pupil relationships in and out of the classroom;



how to respond constructively and appropriately when interacting individuals or groups.

Examples of achievements during school placement experience



They have behaved professionally in the school and classroom and provided a positive role model to young people, showing qualities such as punctuality, commitment, willingness to learn, reliability and initiative;



they have satisfied consistently the requirements of the code of practice for their school placement.




They have learnt from observations of how experienced members of the school workforce establish constructive relationships with young people;



they have treated young people consistently, with respect and consideration.

Sources of evidence of achievement



Confirmation by the schoolbased mentor. (Note 1)



The WinS student records.

(Note 2)





(Note 2)




Related

Teachers’

Standard(s)

S1 Set high expectations which improve, motivate and challenge pupils

S8 Fulfil wider professional responsibilities Teachers’

Standards

Related Teachers’

Standard(s)

S1 Set high expectations which improve, motivate and challenge pupils.

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Core Goal 3 –

Engaging with young people’s learning



WinS students are to learn to communicate effectively in engaging with young people’s learning, when supporting individuals or groups of young people in the classroom, and to give timely, accurate and constructive feedback.

Core Goal 4 –

Managing behaviour



Different ways in which they can assist members of the school workforce by engaging with young people’s learning in the classroom;



how to communicate effectively with individual and groups of young people, and provide timely, accurate and constructive feedback on their classroom work.

WinS students are to develop some knowledge and understanding of the ways in which effective teachers promote good behaviour, and to begin to develop some strategies for managing young people’s behaviour when working with individuals or groups of young people.





The importance of a purposeful learning environment and the teacher’s responsibility for establishing this;



key strategies used by effective teachers and other members of the school workforce for managing behaviour;



how WinS students should respond to incidents of inappropriate behaviour in the school and classroom;



some strategies they might employ for keeping individuals and small groups of young people on task.




They have cooperated with members of the school workforce by engaging supportively with individuals or groups of young people in the classroom;



they have communicated effectively with individuals or groups of young people, providing timely, accurate and constructive feedback on their classroom work.




They have discussed with experienced members of the school workforce key strategies for managing young people’s behaviour and recorded observations of these in the classroom;



in their interactions with young people they have shown awareness of classroom rules and procedures;



they have identified instances where the school’s behaviour policy has been used;



they have noted any systems of rewards and sanctions in place and identified instances of these being used.




Confirmation by the schoolbased mentor. (Note 1)




(Note 2)




The WinS studentt records.

(Note 2)







(Note 2)




(Note 2)


Standard(s)

S2 Promote good progress and outcomes by pupils


Standards

S7 Manage behaviour effectively to ensure a good and safe learning environment.

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Core Goal 5 – Planning and delivering part or all of a lesson





WinS students are to learn how to plan and structure part or all of a lesson, and to begin to develop knowledge and understanding of some effective teaching strategies and different kinds of resources for promoting learning within their subject or phase.



In their subject or phase, how lessons are structured and sequenced;



how to plan for part or all of a lesson

(with a group or a class) to assist a teacher in the classroom;



how to restructure and use personal subject knowledge for teaching purposes and to support young people’s learning;



some effective teaching strategies that might be employed in various stages of a lesson;



different kinds of resources for promoting learning.



With the guidance of a teacher, they have planned and delivered one or more lessons or parts of lessons (with groups or a whole class) in their subject or phase and reflected on their planning and teaching;



they have shown awareness of appropriate teaching strategies;



in their planning and delivery they have shown secure subject/curriculum knowledge;



under the guidance of a teacher, they have prepared appropriate resources and used them in the classroom.




(Note 2)




(Note 2)







(Note 2)

Core Goal 6 –

Understanding the curriculum





WinS students are to gain a basic knowledge and understanding of the relevant statutory and non-statutory frameworks for their subject or phase.



How the school curriculum is structured in terms of the Early Years Foundation

Stage and the various Key Stages;



the main features of statutory and nonstatutory curriculum frameworks for their subject and phase, including those provided through the National

Strategies.



They have linked the objectives and content of lessons or teaching episodes in which they have participated to relevant statutory and non-statutory curriculum frameworks;



they have referred to relevant statutory and non-statutory curricula and frameworks accurately, using correct terminology.




(Note 2)




(Note 2)


Standard(s)

S4 Plan and teach well structured lessons.


Standard(s)

Part Two : Personal and

Professional Conduct.

75

Core Goal 7 – The range of young people in a class



WinS students are to become aware of the need for teachers to provide for the range of young people within a class and some of the ways they manage this.





Some examples of the range of competences that they might encounter in a given year group;



some of the ways in which social, religious, ethnic, cultural and linguistic influences might be taken into account in teaching;



how teachers plan for differentiation provide for the needs of more able young people and others who have special educational needs.



They have assisted teachers in lessons by supporting individual young people or small groups who have been identified by the teacher as needing additional help or greater challenge;



they have shown awareness of the distinctive needs of these young people;



they have been able to identify ways in which they have sought to respond to these needs.







(Note 2)




(Note 2)

Core Goal 8

– Equal opportunities



WinS students are to develop awareness of how teachers take practical account of diversity and promote equality and inclusion in their teaching,





Some of the key differences between young people that provide the context for consideration of issues of diversity, equality and inclusion in teaching and learning;



some of the ways teachers take account of these in their planning and teaching.



They have adhered to the school’s equal opportunities policy;



they have shown awareness of issues of diversity, equality and inclusion in their interactions with young people.







(Note 2)


Standard(s)

S5 Adapt teaching to respond to the strengths and needs of all pupils.

Related

Teachers’

Standard(s)


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Core Goal 9 – The wellbeing of young people

WinS students are to begin to develop an awareness of current legal requirements, national policies and guidance on the safeguarding and promotion of the wellbeing of children and young people.

Core Goal 10

–

Reflective practice





Sources of information regarding current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of young people.



examples of school policy statements relating to the safeguarding and promotion of the well-being of young people in schools.

WinS students are to learn how to reflect on their own contributions to teaching and the effective practice of others, to act upon advice and feedback from mentors, and to take increasing responsibility for their own personal and professional development.





They have cooperated with school staff in the implementation of policies relating to the safeguarding and promotion of the wellbeing of young people in schools and behaved in a way consistent with these;



they have reflected on any examples observed of the application of the school’s policies, for example, in relation to bullying.







(Note 2)


Standard(s)

Part Two : Personal and

Professional Conduct





How to reflect on school placement experience and to record their reflections;



examples of how to use personal reflection and feedback from mentors to improve their own practice;



how a WinS students experience in school can be aligned to aspects of the

QTS standards and recorded in the

WinSTEP; (Note 3)



different routes into ITT, entry requirements and teaching as a career;



how to evaluate and enhance their own subject knowledge to strengthen applications for ITT.




(For those interested in ITT) They have summarized in the WinSTEP their personal achievements and experience on the scheme in relation to Goals 1

–9 and the aspects of the Teachers’ Standards indicated in the right-hand column for these goals

(Note 3).


Related

Teachers’

Standard(s)



The WinS student entries for their WinSTEP. (Note 3)

S8 Fulfil wider professional responsibilities.

77

Core Goals 11 – 13: Goals related to Widening Participation and Raising Aspirations

Core Goal 11 – Raising aspirations for HE Induction and training



WinS students are to help to raise the personal aspirations of young people for

Higher Education, particularly those from groups that are typically under-represented in HE.



The Widening Participation agenda;



the Higher Education system in England and routes into HE;



the range of HE provision locally and the kinds of courses available.



the advantages and benefits available to those who have a Higher Education qualification in contrast to those who do not;



the challenge to schools to raise the aspirations of groups typically underrepresented in HE.



The WinS has presented his or herself positively to young people in schools as an enthusiastic and committed student in

Higher Education;



they have planned and taken opportunities in formal and informal settings to share with young people their own experience of Higher Education;



they have shared with young people the advantages and benefits of obtaining a

Higher Education qualification;



they have sought in specific ways to raise the aspirations of young people for HE, particularly those from groups typically under-represented in HE.

Core Goal 12

– Raising interest in learning


WinS students are to help to raise the interest and enthusiasm of young people for learning in general, drawing on their own subject knowledge and skills in their interactions with young people to promote interest in their subject.





The need to raise the aspirations of particular young people in relation to learning;



the concept of under-achievement and the issues associated with it;



ways of sharing with young people their own enthusiasm for learning and for their own subject.




Confirmation by the school-based mentor. (Note 1)



The WinS student records. (Note 2)










They have taken opportunities to explain to young people in schools how a positive attitude to learning in school has benefited them personally;



they have demonstrated their own interest and enthusiasm for learning in the classroom;



they have got alongside one or more individual young people who might be under-achieving in school and encouraged them to aim higher.






Confirmation by the school-based mentor. (Note 1)



The Wins student records. (Note 2)

78

Core Goal 13

– Evaluation of WP and raising aspirations

WinS students are to evaluate their impact on young people in schools in relation to

Goals 11 –12.






How the WinS Raising Aspirations

Proforma (WinSRAP) for the evaluation of

Goals 11 and 12 is structured and how to gather evidence to complete this.



They are able to identify young people they have worked with who, for various reasons, need to have their aspirations for

Higher Education or learning raised;



they have recorded evidence related to the impact of their contribution in terms of

Goals 11 and 12.




The WinS completion of the

WinSRAP. (Note 4)

Core Goal 14: Personal Development and Transferable Skills

Core Goal 14 – Personal development Induction and training


WinS students are to evaluate the contribution of their participation in the scheme to their own personal development and transferable skills.



How a WinS student experience in school can contribute to their personal skills development profile; (Note 5)




They have demonstrated and developed useful transferable skills, such as planning and organizational skills, communication skills, and working with others.




Contributions to the WinS student personal skills development profile.

Notes

Note 1: Confirmation by the school-based mentor can be by signature against a simple checklist.

Note 2: The WinS student portfolio of written records may take various forms and could include such things as: a diary of activities, observations of teachers and young people, reflections on their experiences and interactions with young people, teaching plans, resources produced, notes on specific issues, evaluations, and a record of their achievements in relation to various goals.

Note 3: All Warwick students are expected to maintain a personal development profile (PDP).

79

ANNEX B

WARWICK IN SCHOOLS CODE OF CONDUCT

The Warwick in Schools (WinS) code of conduct is designed: (a) to ensure that you behave appropriately on placement; and (b) to protect you, young people and the school in which you are working. Adherence to this code of conduct will help to make your time on school placement as effective and pleasant as possible.

An over-riding principle is that as a WinS student you must work within the placement school’s policies and practices with respect to Child Protection, Equal Opportunities and

Diversity, and, Health and Safety.

In the code below the phrase ‘young people’ is used to refer to the children, pupils or students in your placement school.

Professional

Core Goal 1 for the scheme is that WinS students are to learn how to behave professionally in a school setting, and to demonstrate and promote in young people positive values, attitudes and behaviour. This means:



You comply with this code of practice.



You familiarise yourself with school policies and procedures and act in ways consistent with these.



You should always be positive wherever possible and ensure that good behaviour and achievements in learning by young people are brought to their teacher’s attention.



You should communicate enthusiasm for learning in general and for your subject in particular.



You should be punctual, reliable, well organised, conscientious, thoughtful and helpful.



You should be polite, cooperative and sensitive in your interactions with any members of the school workforce, showing awareness of the many calls upon their time.



You should at all times accept the authority of senior members of staff within the school and be willing to seek and accept advice from your mentor or other members of staff with whom you work.



You should show initiative and be willing to take responsibility, within the constraints of your position as a WinS student.

 You should comply with the school’s expectations regarding appropriate dress and appearance for teachers.



You should not record or pass on in any way negative comments about the professional practice of any members of the school workforce, other than reporting suspicions of child abuse (see next page).

80

Child Protection

You have a responsibility to ensure that young people are treated with respect and are free from abuse. This means:



You must work in a place which is accessible to others and in which you can be observed working with the young people.



You do not agree to supervise or work with young people on your own without a responsible member of the school workforce present.



You must never take or arrange to meet young people outside school premises without a responsible member of the school workforce present.



You must not make reference to any young person that may be heard by people outside of the school.



You must never make any unnecessary physical contact with young people.

 You must report any suspicions that a young person is being abused to the school’s named person; this is the Head Teacher unless you have been informed otherwise.



You must not use any social media to contact the young people, nor allow them to contact you (e.g via Facebook, Twitter)

Equality and Diversity

All young people must be treated appropriately with regards to gender, ethnic origin, religion or disability. This means:



Providing for all young people, regardless of gender, race, ethnicity, religion, or disability.



Being mindful of the difficulties that some groups can face and ensuring that any obstacles to them are removed.



Being aware of personal prejudices and stereotypical views and avoiding labels related to these.

 Valuing each young person’s worth.

Health and Safety

You have a duty to safeguard your own health and safety, that of the young people with whom you work, and that of anyone else with whom you may come into contact during your working day. This means:



You should make sure that you are familiar with the Health and Safety Policy and practices of the school in which you work; you should know where the first aid box is kept, who is in charge of first aid arrangements and the emergency evacuation procedures.



You should also make sure that the place where you work and the equipment you use is safe for you and for the young people.



If, while you are on the school premises you or a young person you are working with has an accident, no matter how small, you must ensure that a report is made to the person responsible for recording accidents at the school.

Declaration

To the best of my knowledge I know of no reason that would make me unsuitable to work with young people, I have no impending or actual police cautions or criminal convictions and furthermore I understand that it would be a criminal offence for me to seek work with young people if I am banned or unsuitable. I agree to abide by this code of conduct.

Signed:

Name (print):

Date

81

82

WARWICK IN SCHOOLS

Training entry profile

A summary of achievement and experiences on the Warwick in Schools scheme (2014/15) for an applicant to initial teacher training

Name:

Student ID:

Subject:

School:

Year:

20--/--

83

ANNEX C

:

Name of student

Name of placement school:

Placement subject:

The two principal aims of the scheme are:

1 to contribute to the recruitment of able and committed students to initial teacher training (ITT)

2 to increase participation in higher education by raising levels of aspiration and attainment of young people in schools (widening participation).

This WinS training entry profile (WinSTEP) for the above student summarises their placement experience and outcomes on the scheme, particularly in relation to Core Goals 1 –10 of the scheme – those that are aligned to aspects of the Teachers’ Standards. The WinSTEP can therefore be used to support a WinS student ’s application for ITT and, if they are successful, it can help their ITT provider to assess individual training needs.

A complementary document (the WinS raising aspirations proforma) is provided for the student to summarise their experience related to the second aim of the scheme, based on Core Goals 11 –13.

84

Core Goal 1 –

Professional behaviour

Warwick in

Schools students are to learn how to behave professionally in a school setting, and to demonstrate and promote in young people positive values, attitudes and behaviour.


The WinS student has been introduced to:


See Core Programme for examples



A code of practice for their school placement, making clear how they should behave as a professional in a school and classroom context;



the positive values, attitudes and behaviour that schools seek to foster in young people;



how they might demonstrate and promote these in school placements.

Related Teachers’ Standard(s)

Part Two : Personal and Professional

Conduct – Demonstrate consistently high standards of personal and professional conduct.

85

Core Goal 2 –

Relating to young people





WinS students are to learn how they can establish fair, trusting, supportive and constructive relationships with young people in schools.



Ways of promoting effective and productive adultpupil relationships in and out of the classroom;



how to respond constructively and appropriately when interacting with individuals or groups.

Related Teach ers’ Standard(s)

S1 Set high expectations which inspire, motivate and challenge pupils.

86

Core Goal 3 –

Engaging with young people’s learning

WinS students are to learn to communicate effectively in engaging with young people’s learning, when supporting individuals or groups of young people in the classroom, and to give timely, accurate and constructive feedback.







Different ways in which they can assist members of the school workforce by engaging with young people’s learning in the classroom;



how to communicate effectively with individuals and groups of young people, and provide timely, accurate and constructive feedback on their classroom work.


S2 Promote good progress and outcomes by pupils.

87

Core Goal 4

Managing behaviour

–

WinS students are to develop some knowledge and understanding of the ways in which effective teachers promote good behaviour, and to begin to develop some strategies for managing young people’s behaviour when working with individuals or groups of young people.







The importance of a purposeful learning environment and the teac her’s responsibility for establishing this;



key strategies used by effective teachers and other members of the school workforce for managing behaviour;



how WinS students should respond to incidents of inappropriate behaviour in the school and classroom;



some strategies they might employ for keeping individuals and small groups of young people on task.

Related Teachers’ standard(s)

S7 Manage behaviour effectively to ensure a good and safe learning environment.

88

Core Goal 5 –

Planning and delivering part or all of a lesson





WinS students are to learn how to plan and structure part or all of a lesson, and to begin to develop knowledge and understanding of some effective teaching strategies and different kinds of resources for promoting learning within their subject or phase.



In their subject or phase, how lessons are structured and sequenced;



how to plan for part or all of a lesson

(with a group or a class) to assist a teacher in the classroom;



how to restructure and use personal subject knowledge for teaching purposes and to support young people’s learning;



some effective teaching strategies that might be employed in various stages of a lesson;



different kinds of resources for promoting learning.


S 4 Plan and teach well structured lessons.

89

Core Goal 6 –

Understanding the curriculum

WinS students are to gain a basic knowledge and understanding of the relevant statutory and non-statutory frameworks for their subject or phase.







How the school curriculum is structured in terms of the early years foundation stage and the various key stages;



the main features of statutory and nonstatutory curriculum frameworks for their subject and phase, including those provided through the National

Strategies.

Related Teachers’ Standards


Conduct.

90

Core Goal 7 – The range of young people in a class





WinS students are to become aware of the need for teachers to provide for the range of young people within a class and some of the ways they manage this.



Some examples of the range of competences that they might encounter in a given year group;



some of the ways in which social, religious, ethnic, cultural and linguistic influences might be taken into account in teaching;



how teachers plan for differentiation to provide for the needs of more able young people and others who have special educational needs.



91

Core Goal 8

Equal

– opportunities

WinS students are to develop awareness of how teachers take practical account of diversity and promote equality and inclusion in their teaching.







Some of the key differences between young people that provide the context for consideration of issues of diversity, equality and inclusion in teaching and learning;



some of the ways teachers take account of these in their planning and teaching.



92

Core Goal 9 – The well-being of young people





WinS students are to begin to develop an awareness of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.



Sources of information regarding current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of young people;



examples of school policy statements relating to the safeguarding and promotion of the well-being of young people in schools.



Conduct

93

Core Goal 10

Reflective practice

–

WinS students are to learn how to reflect on their own contributions to teaching and the effective practice of others, to act upon advice and feedback from mentors, and to take increasing responsibility for their own personal and professional development.







How to reflect on school placement experience and to record their reflections;



examples of how to use personal reflection and feedback from mentors to improve their own practice;



how a WinS student’s experience in school can be aligned to aspects of the QTS standards and recorded in the

WinSTEP; (Note 3)



different routes into

ITT, entry requirements and teaching as a career;



how to evaluate and enhance their own subject knowledge to strengthen applications for ITT.

94


S8 Fulfil wider Professional responsibilities.

Additional achievements or experience not related to Core

Goals



Achievements during school placement experience Related Teachers’Standard(s) (where appropriate)

Signature of WinS student: Date:

Validation by a representative of the placement providing school/college

I confirm that this student has successfully completed the Warwick in Schools scheme and that this is a fair record of the experience and achievements of this student on this scheme.

Name:

Role:

Signature:

Date:

95

Notes for completion of the Warwick in Schools training entry profile (WinSTEP)

1 Induction and training: this column contains the programme for induction and training suggested in the Core Programme.

2 Examples of achievements during school placement experience: this column is to be completed by the individual WinS student..

3 Related Teachers’ Standards: these indicate the main aspects of Teachers standards to which the experience and achievements related to the Core

Goal of the scheme will be aligned. An additional box is provided for the inclusion of further experience that the WinS student may wish to link to additional aspects of particular Teachers’ Standards.

4 The validation of this record should be completed by a representative of the organisation providing the placement. This could be, for example, the

Professional Mentor or Subject Mentor, provided that the individual signing the validation has checked the sources of evidence cited by the WinS student

96

97

98

ANNEX D

Warwick in Schools

R

AISING ASPIRATIONS PROFORMA (WinSRAP)

Name of WinS student:

Name of placement school:

This form is for the WinS student to ‘evaluate their impact on young people in schools in relation to Core Goals

11 –12.’ (Core Goal 13)

Section A : to be completed by the WinS student at the end of their placement.The school-based mentor should then read and sign section A at the end.

Section B: to be completed by the WinS student’s school-based mentor.

Section A (For the WinS student to complete)

About the pupils

For which individuals or groups of young people in the school have you made the most significant contribution in widening participation and raising their aspirations?

Please give brief details

– you could include their year group, educational achievement, social background, special educational needs, attitudes to schooling and aspirations for higher education. Do not use any actual names of pupils or include confidential or sensitive information.

A1

Details of the young people you worked with on widening participation and raising aspirations

The young people you worked with

Approximately how many hours did you spend working with these particular young people?

About your achievements as a WinS student

Please give details of your most significant achievements during your WinS Scheme school placement.

A2

Core Goal 11

How have you helped to raise the personal aspirations of young people for higher education?

Your achievements during your school placement experience

99

A3

Core Goal 12

How have you drawn on your own subject knowledge and skills in interactions with young people to raise their interest and enthusiasm for learning and to promote interest in your subject

Your achievements during your school placement experience

A4

What evidence do you have of the impact you have made on the young people’s aspirations and attitudes to learning?

Evidence of the impact you made on young people

Signature of WinS student:

Signature of school-based mentor:

Date:

Date:

Section B (For the mentor to complete)

1 In your judgement, has this WinS student had a positive effect in raising the aspirations of young people in your school for higher education?

Yes  No  Unable to say 

2 In your judgement, has this WinS student had a positive effect in using their subject knowledge and skills to help young people in school with their learning and in raising interest in their subject?

Yes  No  Unable to say 

Name:

( Please print )

Signature: Date:

100

ANNEX E

T

EACHERS

’ S

TANDARDS

1

2

“Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical: forge professional relationships; and work with parents in the best interests of their pupils.

” (Teachers’ Standards, 2012 – Preamble)

In order to become a qualified teacher, candidates have to demonstrate competence against a series of "Standards" which are laid down by law and are referred to as the Teachers ’

Standards . In this programme we are going to address some of these standards. If you choose to go on into postgraduate teacher training, your course will equip you to satisfy all the standards.

The standards introduced in the WinS programme, are cross-referenced to the Core Goals on pages 85-92 and are as follows:

Set high expectations which inspire, motivate and challenge pupils (core goal part 2)

Promote progress and good outcomes by pupils (core goal 2)

5

3

4

Demonstrate good subject and curriculum knowledge (core goal 3)

Plan and teach well-structured lessons (core goal 5)

Use a range of teaching skills, strategies and resources (core goal 7)

6

7

8

Adapt teaching to respond to the strengths and needs of all pupils

Make accurate and productive use of assessment (core goal 4)

Manage behaviour effectively to ensure a good and safe learning environment (core goal

10)

Part Two PERSONAL AND PROFESSIONAL CONDUCT (core goals 6 & 9)

9 Ethics and behaviour

10 Wider professional responsibilities

Your subject mentor will be asked to comment on how far you have met the above standards. We do not, however, expect that you will be able to demonstrate these standards fully in such a short space of time, but you will be able to work towards achieving several of them.

101

ANNEX F

Influential Thinking about Learning: Vygotsky & Bruner

Vygotsky, L. A. (1898 – 1934)

A Russian psychologist who emphasised that learners needed interaction with those who have more knowledge and experience – such as teachers. For Vygotsky the relationship between the teacher and learner was the key to learning. He used the rather technical phrase zone of proximal development to describe the area of overlap and creative tension between what the learner knows and what the teacher is teaching.

Vygotsky believed that children would be able to solve problems with assistance from an adult or more capable peers before they could solve them alone. He developed three ideas out of this:

• that the zone of proximal development can be used to identify which skills can most effectively be taught

• that learning consists of the internalisation of social interaction processes

• that social problem solving will be more effective than solitary problem solving – two heads are better than one.

At one level this appears obvious; children benefit from teaching. However, when attempting to teach, you will find that it is not always easy to achieve. We often give children examples, support them by working through examples and then set them a series of similar tasks.

Often we withdraw support too soon and they are unable to generalise. This weakens the support children need. Teaching needs to target the zone of proximal development.

Vygotsky believed that language is a vital instrument for the development of thought processes. For Vygotsky, all learning is social. Language is the prime example of this and also the vehicle for it. Research indicates that two types of pupils benefit most from group work: pupils who give explanations and help others, and pupils who seek this help and ask for explanations. Within a group it is therefore recommended that there should be a mixture of high attainers with middle attainers or middle attainers with low attainers – if there is a completely mixed group, the middle attainers miss out. It is true to say that a group of pupils with very similar attainment levels should also be able to teach each other and learn from each other if there is an atmosphere of trust and open discussion. Each pupil will have a unique approach to problem solving.

Bruner, Jerome (1915 - ) developed many of Vygotsky's ideas. Bruner identifies three stages in the way we represent things to ourselves when we learn.

• Enactive representation consist of actions

• Iconic representation relies on images

• Symbolic representation relies on language

Enactive representation consists of actions or the memory traces of actions. In other words, certain commonly performed actions become automatic, forming items in the "muscle memory bank". For example, we can hold a conversation whilst climbing stairs because, for most of use, the action of climbing stairs takes little or no conscious thought. Learning and teaching are closely involved here. We often use enactive techniques (learning through doing) to master new areas, for example, we learn to swim by swimming.

102

Iconic representation relies on images : the environment is thought to be represented internally in a "concrete" way, a match by direct correspondence as Bruner calls it. We use spatial arrangements, colour patterns, movement, for instance, to help us remember things we have experienced. Drawing and diagrams can be used to explain what we mean

Symbolic representation is the most sophisticated level, in which the connection between object and representation is arbitrary yet accepted by those with whom we are communicating. Language is the most powerful example. The word "table" does not look like a table, it merely stands for it, and it stands for any sort of table. Mathematical and chemical formulae are examples of symbolic representation.

For Bruner, as for Vygotsky, all three level of representation interact with each other, although there must be a broad element of ages and stages. In other words, you adapt your teaching technique to the age and experience of your pupils. As adult learners we often use a combination of all three in order to master a new area. Bruner is perhaps most well-known for his assertion that any topic can be taught to a child of any age in an intellectually honest way: the key point here is the emphasis on the power of the teacher ensuring sufficient connections are made between the abstract and the concrete, the inactive, iconic and symbolic.

Bruner develops his ideas about learning further around the concept of what he calls scaffolding :

“ Teachers help pupils to learn by building, and then later by progressively moving

"scaffolds" which support pupil learning. Too much scaffolding and pupils do not use ideas independently; too little and they cannot access ideas”.

103

ANNEX G

What is Learning?

“Learning… that reflective activity which enables the learner to draw upon previous experiences to understand and evaluate the present, so as to shape the future and formulate new knowledge”

London Institute of Education

School Improvement Network

Research Newspaper

The Learning Process (1)



Having a reason for wanting to learn



What you want pupils to understand



What you want pupils to be able to do



What you want pupils to reflect about

 How you want pupils to behave

1

The Learning Process (2)

2

Review

Learn

Apply

Do

Sensory Input for Learning

We remember



10% of what we read



20% of what we hear



30% of what we see



50% of what we see and hear



70% of what we discuss with others



90% of what we teach others

Alistair Smith, Psychologist

3 4

The contents of a lesson plan



Ideas about what your pupils are intended to learn



Ideas about what your pupils are intended to do



Ideas about what resources you need



Ideas about what you are going to do during the lesson yourself

5 6

Social Learning



Language is vital for development of thought processes



Learning consists of internalisation of social interactions



Problem solving is more successful with adult or peer intervention



Zone of proximal development instrumental in development of skills

104

Sensory Input for Learning



Iconic(pictorial)



Symbolic (words and numbers)



Kinaesthetic (enactive)

“Scaffolding” for learning introduced, then progressively removed

Bruner

Visual, Auditory, Kinaesthetic

Learning

Visual

Auditory

Kinaestheti c

29% prefer to learn by seeing visual representations

34% prefer to learn by listening

37% prefer to learn by doing

7 8

The Value of Objectives for the

Lesson

The help in:



Knowing where you are going



Knowing how you are going to get there

 Knowing if you got there

Objectives

May be related to



What you want pupils to know



What you want pupils to understand



What you want pupils to be able to do



What you want pupils to reflect about

 How you want pupils to behave

9

Objectives

By the end of this lesson, pupils will be able to …



State



Describe



List



Identify



Organise



Solve



Show and understanding



Have decided



Evaluate etc.

11

10

Objectives and effective teaching and learning.



Impart Knowledge and develop understanding through effective use of lesson time

 Promote a love of learning and children’s intellectual curiosity



Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively



Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at difference stages of development

12

105

Differentiation by approach in a lesson.



V-A-K Stimuli



Learner friendly statements of outcome (positive statements of what they will know, understand and be able to do)



Provide WALT (What Are we Learning To do)



Be clear about WILF (What am I Looking For)



Build a sense of security; low stress; high expectations (praise and reward for learning)



Engage the emotions and interest of all

13 14

Differentiation in assessment.



Most Pupils will …



Some will …



A few will …

Differentiation by approach in a lesson.

Differentiation is about:



Planning for all to learn



Planning for variety



Planning for all to make progress and succeed



Providing choice for learning routes whilst being clear about expected outcomes



Listening to learners

Beginnings

– important to establish expectations and pace.



How are the pupils to come into class?



How are they to be settled down?



What will pupils do?



What will the teacher do?



How will you introduce a new topic?



How will you relate new topic to prior knowledge?



How will you communicate the learning objectives of the lesson to pupils?

15

Transitions – important so that the continuity of the lesson is not disrupted.



How often do you need to change the activity?





Are you clear about the order of activities?

How will you indicate change of activity to the pupils?



How will you manage the change – think ahead about the need for new resources/new groupings/pupil movement



How will you explain the change? i.e. how the next activity relates to the learning objectives of the lesson



Do you need to periodically review what has been learned?

17

16

18

Endings – important so that pupils have a sense of completion and achievement.



How will you sum up the learning?



Will you need to set homework?



Will you signpost the next lesson?



Is there any clearing up to do?

 How will pupils leave the classroom?

106

Class Disruption



Talking out of turn



Idleness or work avoidance



Hindering other pupils



Unpunctuality



Unnecessary noise



Breaking school rules



Out of seat behaviour



Verbal abuse of other pupils



General rowdiness



Impertinence



Physical aggression of other pupils



Verbal abuse of teacher



Physical destructiveness



Physical aggression towards teacher

Pupil’s vicious circles

Poor planning can lead to a spiral of decline

Anxiety

Work not engaging or challengin g or too difficult

Lower self esteem

Difficult home life

Fewer rewards from the work or teacher

External factors which also have an impact

Poor academic performan ce

Behaviour that is seen as disruptive

Personal

Issues

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Starting points (1)



Become familiar with school policies and practices



Be a positive role model



Prepare interesting, varied, well balanced lessons



Ensure that pupils understand the task and that it is achievable



Listen to what pupils have to say



Establish and stick to clear routines and rules



Anticipate problems before they arise



Establish you authority. You have a right to manage the class.

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Starting points(2)

 Keep calm, Respond in a controlled manner and don’t

“use a sledgehammer to crack a nut”

 Value pupils’ self-esteem



When you reprimand a child, repair the relationship as soon as possible



Remember it is behaviour you disapprove of, not the child.



Respect the pupils. When you are in the wrong apologise



Get to know the pupils you teach

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“The key to managing pupil behaviour effectively is effective class management. Well planned, well prepared and well managed lessons are less likely to promote behaviour problems in pupils. Likewise, an awareness of, and sensitivity to, pupil mood and motivation prevents much problem behaviour about which student teachers are most concerne d.”

Capel, et al (1995), Learning to teach in Secondary Schools

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Characteristics of well ordered classrooms



Lessons have purpose, organisation, pace and structure



Learning activities are engaging, challenging and appropriate



Routines/ground rules for behaviour have been established



There are rewards for behaving well



There are clear and appropriate consequences for misbehaviour



Relationships between teacher and pupils are positive and the teacher makes an effort to get to know pupils individually

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Top 10 tips to encourage positive behaviour

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

Be in charge



Use positive classroom rules



Make rewards work for you



Catch them being good



Be specific and clear in your instructions



Deal with low level behaviour





Be clear on the consequences of non-compliance

Find a “best outcome”

 Establish “start of lesson” rules



Manage the end of the lesson

Bloom’s Taxonomy

Use verbs aligned to Bloom’s Taxonomy to create discussion questions and lesson plans that ensure your students’ thinking progresses to higher levels.

Knowledge

Comprehend

Define, Label, Match

Apply

Analyse

Synthesize

Evaluate

Conclude, Explain, Review

Change, Predict, Solve

Debate, Prioritise, Examine

Negotiate, Incorporate, Revise

Appraise, Defend, Rank

Goldilocks

(using Bloom’s Taxonomy)

Knowledge

Comprehensio n

Application

Analysis

Synthesis

Evaluation

Whose Porridge was too sweet?

Why did Goldilocks like Little Bear’s bed the best?

What would have happened if

Goldilocks had come to your house?

Which parts of the story could not be true?

Can you think of a different ending?

Was Goldilocks good or bad?

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Low Order Questions

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Closed:

Require limited answers

Can be answered quickly



Control



Rhetorical





Recall

Observation

A concealed rebuke/request

Not expecting and answer

Checking factual knowledge

Asking for a description



Comprehension Checking that something has been understood



Pseudo-open Invites openness but only one answer

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High Order Questions

Expectation of extended answers to engage pupil’s thinking



Anecdotal



Response

Invitation to illustrate an idea

Invites/protects individual



Reasoning/analys is



Discriminating response

Invites extended commentary on causes

Invites rational comparing/evaluating



Problem solving Invites exploration hypothesising, decisions





Speculation

Enabling

Invites provisional ideas

Invites further comment

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Good Practice - Preparation



Prepare questions in advance



Link to learning outcomes



Check for ambiguity





Check for logical sequence

Differentiate – design questions with

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particular pupils in mind

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Good Practice - Delivery



Clear



Concise



Repeat if necessary



Broadcast or targeted?



Distribute with care

Good Practice - Reception



Avoid answering your own questions



Pause before expecting and answer



Allow more than one pupil to respond before answering

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Good Practice - Responses



Respond or ignore



Acknowledge and build on later



Repeat



Repeat key element



Rephrase



Praise



Correct mistakes





Prompt probe

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Pitfalls - Presentation



Not looking at a pupil when asking a question



Talking too fast



Voice pitched too low/high, loud/soft



Accepting too many answers from few pupils or simply from the middle

“wedge” of the room

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Pitfalls - Delivery



Only accepting the answers wanted or expected



The “guessing game” type of question and answer in mind and go “fishing” for it until a pupil “susses” what the answer is meant to be and gives it

Pitfalls - Information



Not giving pupils enough information to answer the question



Not making the point of the question clear



Making assumptions about what pupils know



Asking pupils to guess

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Pitfalls - Language



Using words that have a different meaning in a different context





Using subject specialist words that pupils are not familiar with

Not taking account of the maturity and ability of the pupils

Pitfalls - Emotions



Fear of being laughed at



Fear of being labelled a “square”



Fear of being the centre of attention



Fear of getting the wrong answer

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10 Top Tips for Questioning



A question is only closed if only one answer is expected

 Use Bloom’s Taxonomy

 Use 3 seconds or more “wait” time

 Use the “no hands up” rule



Allow pair/group collaboration



Involve other learners in the answer to a single question



Use wrong answers to develop understanding



Develop classroom climate of learning by mistakes



Improve the quality of your questions



Get learners to develop their own questions

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Assessment and Learning (1)

Before teaching:



Not giving pupils enough information to answer the question



To identify gaps in essential knowledge, skills or understanding which must be addressed before the new topic is introduced



To identify misconceptions/bad practices that pupils have already formed that will interfere with their ability to learn the new topic or skill

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38

Summative assessment

(Assessment of learning)

Usually



Formal



Terminal



Judgemental



Published



Has a wider audience than just pupil and teacher

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During teaching:



To allow pupils to ask questions about what is concerning them



To monitor progress and check for the development of misconceptions or errors of practice during teaching



To address problems immediately rather than allowing them to be overlooked or reenforced

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After teaching:

 Practice

– to consolidate new knowledge, skills or understanding and identify

 remaining difficulties

To help teachers to plan next steps in pupils’ learning

 To provide pupils with feedback so that they have a clear understanding of what they need to do to improve their work

How assessment relates to planning for teaching

Lesson

Plans

Assessment

Teaching

Strategies

Feedback

Pupil

Evidence of

Learning

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Formative assessment

(assessment for learning)



Takes place during the learning process



Often informal



Main audience is the pupil



Takes account of starting point



Feedback on progress



Targets for improvement



Informs planning

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Assessment is effective when pupils know:



What the purpose of the work



What they need to do in order to fulfil the purpose





How marking is to be done

What marks mean















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Effective marking

Not all work needs a detailed response

Most effort where there is a high risk of misunderstanding

Neatness of presentation not the important thing unless that was the objective of the piece of work

Responsibility to develop spelling and grammar

Comments only useful if pupils understand them and act on them

Couch comments in positive terms

Pupils want advice on how to improve

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46

Formative assessment strategies

 Two way verbal question and answer

 Observation of groups and individuals





Brainstorming exercises

 Quizzes, tests, exams (written, oral, aural)

Homework tasks

 Written tasks in class

 Practical tasks (role play, Posters, Making artefacts, presentations etc.)

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Sadler/OFSTED comments on assessment

… Even when teachers provide students with valid and reliable judgements about the quality of their work, improvement does not necessarily follow. Students often show little or no growth or development despite regular, accurate feedback

(Sadler 1989:119)

Even when teachers’ comments on work are thorough and point the way to improvement, pupils often do not engage with or respond to them. Corrections are frequently not made. Inadequate work is seldom improved. Even when pupils attempt to respond to comments, teachers do not sufficiently acknowledge this when marking their books. The full potential of marking to support progress is rarely capitalised upon.

(OFSTED 1998)

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