1 / 17

Does reality TV have a place in ITT?

Does reality TV have a place in ITT?. Or I’m a trainee teacher get me out of here!. Jan Machalski Subject leader for Science Secondary PGCE and GTP at Bishop Grosseteste University College, Lincoln Jan.machalski@bishopg.ac.uk Jenny Dobbs

giulia
Télécharger la présentation

Does reality TV have a place in ITT?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Does reality TV have a place in ITT? Or I’m a trainee teacher get me out of here!

  2. Jan Machalski Subject leader for Science Secondary PGCE and GTP at Bishop Grosseteste University College, Lincoln Jan.machalski@bishopg.ac.uk • Jenny Dobbs Science mentor and ITT coordinator at Cherry Willingham Community School Jenny.Dobbs@cwcs.lincs.sch.uk Introductions and contact information

  3. The transition of ITT trainees into school based environments • Group cohesion in regard to lesson planning/AfL practice • Application of theory into practice for trainees teachers Aims for the study – Does video conferencing influence the training of teachers?

  4. On your tables take 5 minutes to write on your post it notes… What are potential concerns you would have of adopting such an approach to working with ITT trainees? Activity 1

  5. Why not just use Teacher’s TV? • Permissions - Who do you get them from? • Capture and future use? • Support for learning technologies. • Finding a school to participate. • Is the class being rewarded? • How do you convey existing attainment? • Restricting perceptions about an ideal lesson. • Impact on class behaviour. Activity 1 – Responses

  6. Focus for observation • Technology??? • Fire walling? • Will video link work? • Finding a staff member. • Technical problems • Impressionistic judgements. • Resistance from head teachers. • ITT team need to be supportive of the idea. Activity 1 – Responses

  7. The technical bit……..

  8. Trainees were given access about how to plan a lesson • The lesson was delivered, meanwhile the trainees watched via the video link. • Joint evaluation with the trainees and the teacher. Planning the trial

  9. On the second visit the trainees were given the task of jointly planning a lesson with an Afl focus. • The process of delivery and evaluation was the same as the first lesson. AfL

  10. Activity 2. You have been given a set of cards to sort. Organise the cards into a priority order. Your design should indicate what might be the greatest advantages of adopting Video-conferencing learning strategy for ITT trainees Be prepared to defend your choices – take 15 minutes

  11. Q6 – Have a commitment to collaborative learning. • Q7 – Reflect on and improve their practice. • Q10 – Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies…….. • Q17 – Know how to use skills in literacy…. Achieving the standards

  12. Q23 – Design opportunities for learners to develop their literacy and numeracy. • Q28 – Support and guide learners to reflect on their learning…… • Q29 – Evaluate the impact of teaching on the progress of all learners…. • Q32 – Work as a team member.. Achieving the standards

  13. “It allowed me to have an insight into how to deliver a structured lesson” • “With the Afl lesson it linked theory to practice in a realistic way” • “It allowed me to realise the need for 360o vision!” • “It gave me experience of being in a classroom, without actually being there” Quotes from the trainees…

  14. For some participants on the course this was one of their first experiences of observing a classroom teacher and therefore was highly useful… it could be done without the worry of getting involved in the classroom. • Overall it was a very valuable and memorable experience. Emergent thoughts from the trainees

  15. “A more positive experience of teaching practice with regular video conferencing between trainees” Hu,C.& Wong,A. (2006) Video Conferencing by student teachers: Does it make a difference? New Horizons in Education. 42-46. • “Effectiveness of using video conferencing for trainee supervision” Garrett,J. & Dudt,K. (1998) Using video conferencing to supervise student teachers. Society for IT and Teacher Education International Conference. 1-7. Useful Literature

  16. “Subject knowledge enhancement using video conferencing” Coyle,D (2004) Redefining Classroom boundaries: Learning to teach using new technologies. Canadian Journal of Education Administration and Policy. Issue 32 2-16. • “The article explores issues for developing primary teacher trainee mathematics subject knowledge from a tutor perspective, and ways of working together in an e-environment that can promote quality learning”. Burgess,H. Shelton Mayes,A. (December 2003) Tutoring primary trainee teachers through E-conferencing. Mentoring and Tutoring.. Vol. 11. Issue: 3 285-305. Useful Literature

More Related