Dr Irene Bell, Stranmillis University College
Mr Jim Mullan, Queens University Belfast
Stranmillis UC students: 25 BEd (ITE) students undertaking a degree plus status
course in Essential Skills in Numeracy.
QUB students: 20 students from a workplace background (not ITE) undertaking
a part-time 2 year diploma in teaching essential skills.
1 student (volunteer) from each group taught a lesson in a Further Education
College. This lesson was videoed. Using cloud technology 2 separate learning
communities were established. (Digital interactive video exploration and reflection)
• The Stranmillis UC area held the video from QUB and was open to Stranmillis
students and both tutors.
• The QUB area held the video from Stranmillis and was open to QUB students
and both tutors.
•
Students engaged in reflection on the video on two occasions (at least) and
constructively analysed the video of the teaching of the student from the other
institution. Printouts from the online discussion.
•
Students critiqued their thoughts on participating in a cross institution exercise. Their
analysis was entitled:
Using video to explore classroom practice in teaching numeracy from
different perspectives and to develop communities for sharing
perspectives on video records
•
Submission of reflective essays on using the on-line environment.
In each case the exercise was incorporated into the assessment of the course on a
pass/fail basis.
•
Evaluate the ability of each individual group to engage in on-line discussion
•
Evaluate the ability of each group to analyse and critically reflect on what
they were viewing
•
Compare the similarities and differences made by the students from the two
institutions
•
Analyse the students’ written reflections on using an on-line community
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The two students who had volunteered for their teaching to be videoed were invited to engage in
the discussion forum. The Stranmillis student decided not to engage at any level with the
discussion. The QUB student decided to read the comments on her teaching but not to make any
response.

The enthusiasm with which the students engaged in the process as evidenced by the substantial
quality comments they made.
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The tutors offered scaffolding for the discussion but with hindsight this wasn’t necessary.
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Difference in confidence between the two groups of students in engaging in the process. “I found
it reassuring that another tutor agreed with my comment”
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Liked repeated viewings of the teaching.
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‘I believe that these offered the optimum environment in which to view and comment on the video
without bias or subjectivity’.
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Share the intended learning with the students at the start of the lesson
Recap and link the work to previous learning or set the work in an appropriate realworld context;
Provide clear exposition involving, where appropriate, multiple explanations, use a
variety of activities, including ICT and practical equipment, which entails the pupils
working individually, in pairs or in groups;
Provide opportunities for the students to problem-solve;
Integrate, when appropriate, the use of effective mental mathematics strategies;
Use skilful questioning, challenging the students’ understanding and requiring them to
draw conclusions and justify their thinking;
Highlight common misconceptions and exploit these in a sensitive way;
Relate the on going work to other parts of the course to encourage the students make
interconnections and think of mathematics holistically;
Engage the students fully by ensuring that the lesson had appropriate pace, challenge
and progression;
Teach step-by-step algorithms only when necessary;
Encourage the students to think and talk about how they learn and what they have
learnt, often through appropriate plenary sessions at the end of lessons.
Students initially commented on
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Classroom layout
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Initial relationship with the class
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Poor inclusion awareness on the tutors part (mini white boards)
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Formative assessment as the lesson progressed

Tutors physical appearance portraying ‘uncomfortable scenario’ (positively
presented)

Handling the entrance of late learners
Positive comments included:
 Very good use of resources

Very good subject knowledge as evidenced by
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several strategies
questioning at high level within lesson
use of inverse operations
not afraid to take explanations and ask ‘how’ or ‘why’.
At the second stage of the process reflecting on their peer’s comments required
professional development to deliver constructive criticism.
Comments focusing on teaching and learning
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Used phrases like – a more effective strategy in this situation – enhance visual
learning – structured teacher led discussion – success criteria should be task specific
Lack of recording worked examples
Use of everyday resources compared to commercial resources
Tutor needs to further develop incorrect answers or ask a respondent for an
explanation of their answer
More use of alternative solutions
Tutor did request formative feedback
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Very practical use of resources
Very comfortable relationship with the students – teacher approach appropriate to the
age group being taught
Good use of active learning
Related to assessment
Learning Intentions used accurately
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Observing another student made them question their own practice – increased self-awareness
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Easier to analyse another person teaching rather than you own – comments were all evidence
based – the conversation was easier.
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Peer comments made me think about missed observations – DIVES supplied the evidence for
their comments. Video allowed me to revisit the lesson.

Peer feedback was used as a means of promoting higher level thinking (student comment).

“the most fundamental metacriterion for judging whether or not good teaching is happening is the
extent to which teachers deliberately and systematically try to get inside students’ heads and see
classrooms and learning from their point of view.” (Brookfield, 1995. p.35)

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”Exchanged places with the learners”
Viewed lesson as the learner, teacher and the ‘college tutor’.
Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass
Further Education Sector

All new Essential Skills lecturers in the further education sector will be required to
have a degree in their subject specialism, and to undertake the Certificate in
Teaching - year 1 of the Post Graduate Certificate in Education (Further Education)
(PGCE(FE)) - within their first year of teaching. They will be required to complete the
PGCE (FE) within three years of appointment.
Government-Funded Education, Training and Employment
Programmes

All new Essential Skills tutors, delivering government-funded training and
employment programmes, will be required to have a degree in their subject
specialism, and to achieve the Certificate in Teaching - year 1 of the PGCE (FE) within their first year of teaching. Progression to the second year of the PGCE (FE)
will be optional.