Paired Placements: the
driver-navigator model
Paul Wilson
12 November 2010
pjwilson@marjon.ac.uk
Introduction
• Aim: outline of partnership guidance to
paired placements …
… in particular the driver-navigator
model
• Applicable to other phases of ITE and
subject areas
Background
• Previous practice
• Schools and trainees
• Developing placements
TDA Conference
• Nov 2006
• Smith (2004), Sorensen (2004)
• TDA Multiple Placement Project
(Menendez and Oulton, 2007)
Partnership Project
• TDA funded 07, 08, third year within
partnership
• Emphasis on active roles for both partners
• Development of partnership practice
• The driver-navigator metaphor
Impact
Using an evaluative framework,
compared with solo placements,
on these groups
•
•
•
•
Trainees
Providers
Pupils
Schools
Trainees
• Learning from each other
• Meeting trainees’ needs (Wilson and
Edwards, 2009)
• Opportunities to take on challenges
• Preparation for collaborative practice
• Concerns over missed opportunities for
‘solo’ experience
HEIs
•
•
•
•
•
Finding placements
Developing practice with the partnership
Innovative approaches
Focus on best placements
Improved organisational efficiency,
reduced journey time etc.
Pupils
•
•
•
•
•
•
Positive evaluations of impact on pupils
Better lessons, better learning
Innovative approaches
Better classroom management
Better support to individuals
Improved assessment
Schools
• Better lessons than solo placements
• Less demand on school resources than
two solo placements
• Reduces need for ‘lower level’ support
• Professional development of staff
• Opportunity to observe own classes
• Opportunity to create new pupil groupings
• Demands on school resources
• Demands on staff
Outcomes
• Need for careful pairing – empathy, trust,
confidence
• Shared responsibility and engagement no ‘free rides’
• Need for solo / paired balance
• Continuum of collaboration
• Need for careful preparation / training –
both in college and at start of placement
with a focus on roles and feedback
Partnership guidance
•
•
•
•
Planned provision of placements
Pairing: empathy and trust
College-based preparation
Mentor developing paired practice at the
start of the placement
• Timetabling and allocation of teaching
group
• Mentor meetings - the ‘sandwich’
• The driver-navigator model
Driver Navigator model
•
•
•
•
•
Classroom roles
Planning
Assessment
Evaluation – principles
Evaluation - mechanisms
• Driver – leads lesson in the classroom
• Navigator – assistant in the classroom
• Fixed roles with a particular class - avoids
confusion
• Both responsible for the class – shared
responsibility for planning, assessment,
evaluation, resources, supporting pupils,
managing pupils and marking
• Importance of navigator’s awareness of
the rationale behind the approaches used
• Managing the progression of lessons
• Identifying objectives, learning activities
and outcomes
• Producing resources
• Strategies for differentiation and inclusion
• Clear roles for both partners
• Identifying key areas for evaluation and
feedback to feed into the planning,
teaching, evaluation cycle
• Use outcomes to assess the pupils’
performance against the objectives.
• During the lesson the navigator has the
main responsibility for assessing every
pupil against the learning outcomes.
• The navigator reports back on pupils’
performance against the outcomes
• Empathy, trust and sensitivity
• Positive and constructive
• Agreed format for feeding back
• If in doubt – don’t say it! Only offer critical
feedback within agreed areas for
evaluation, or if expressly invited.
• Be careful not to give an impression to the
pupils that you are assessing each other
• The planning, teaching, evaluation cycle
• Start with initial feedback from driver
• Review pupils’ learning based on
achievement of learning outcomes
• The navigator’s feedback on agreed areas
• Positive feedback should may also touch
upon other aspects of the lesson, outside
of the agreed focus for evaluation.
• Refer to standards
Next
• Roll out across other subject areas
• Involvement of mentors in modelling the
navigator’s role – training implications
Review
• Aim: outline of partnership guidance to
paired placements …
… in particular the driver-navigator
model
• Applicable to other phases of ITE and
subject areas
References
•
Menendez, J. and Oulton, C. (2007), Report on TDA’s Pilot Multiple
Placement in Mathematics and Science 2007: Accessed on 16/2/09 at
http://www.ttrb.ac.uk/attachments/707d4ade-b695-4cac-99784b5564183522.doc
•
•
•
Smith, J.D.N. (2004), Developing Paired Teaching Placements, in
Educational Action Research 12 1 pp 99-125
Sorensen, P., Greenwood, Y., Linden, A. and Watts, R, (2004), Paired
Student Placements in Partnership Schools: TDA report accessed on
16/2/09 at http://partnerships.ttrb.ac.uk/viewarticle2.aspx?contentId=11868
Wilson, P. and Edwards, J., (2009), Paired ITE teaching placements:
implications for partnership development, Proceedings of the British Society
for Research into Learning Mathematics, Volume 29 Number 2 pp 82-87
•
Wilson, P. (2010), Developing Good Practice in Initial Teacher Education
using Paired Placements; available from pjwilson@marjon.ac.uk