Andrew Pollard (TLRP) and Patti Barber (Primary PGCE) Institute of Education,

1. Pedagogic Principles & Concepts in Teacher Education: exploring TLRP applications Andrew Pollard (TLRP) and Patti Barber (Primary PGCE) Institute of Education, University of London

2. A professional opportunity? • TLRP’s outputs • Making sense through pedagogic principles • Case study: PGCE M level module • Making sense through conceptual tools • Case study: a Commentary on Pedagogy & Professionalism

3. ‘Mastery of the fundamental ideas of a field involves ... discovery of previously unrecognized relations and similarities between ideas. The cultivation of a sense of interconnectedness is surely the heart of the matter.’ Jerome Bruner, 1966

4. A professional opportunity? • TLRP’s outputs • Making sense through pedagogic principles • Case study: PGCE M level module • Making sense through conceptual tools • Case study: a Commentary on Pedagogy & Professionalism

5. Three broad conclusions emerge from research on student learning: that most variation is attributable to differences in student abilities and attitudes, and family and community background. that “teacher quality” is the single most important school variable influencing student achievement. that vital teacher characteristics include: the ability to convey ideas in clear and convincing ways; to create effective learning environments for different types of students; to foster productive teacher-student relationships; to be enthusiastic and creative; and to work effectively with colleagues and parents. (OECD, 2005)

6. (McKinsey & Company, 2007) The quality of an education system cannot exceed the quality of its teachers. The only way to improve outcomes is to improve instruction. High performance requires every child to succeed.

7. A professional opportunity? • TLRP’s outputs • Making sense through pedagogic principles • Case study: PGCE M level module • Making sense through conceptual tools • Case study: a Commentary on Pedagogy & Professionalism

8. TLRP outputs A. Generating knowledge and understanding about teaching and learning B. Supporting the development of research expertise and capacity

9. TLRP outputs A. Generating knowledge and understanding about teaching and learning

10. www.tlrp.org Home page - news, features, search (five ways), site navigation

11. Site suggestions for students

12. Seventy research projects

13. Research briefings

14. Schools findings

15. Practitioner activities

16. User summaries

19. TLRP outputs for all B. Supporting the development of research expertise and capacity

20. Knowledge accumulation though thematic analysis

21. ‘Meetings of Minds Fellowships’

23. Research development resources

24. Many authors Alan Brown, Warwick; David Bridges, Cambridge; Peter Bryant, Oxford; Anne Campbell, Leeds Met; Patrick Carmichael, Cambridge; Philippa Cordingley, CUREE; John Elliott, East Anglia; Morwenna Griffiths, Edinburgh; Stephen Gorard, Birmingham; Martyn Hammersley, Open; Higher Education Academy, York; Paul Lambe, Exeter; Neil Mercer, Cambridge; Jennifer Nias, Plymouth; Terezinha Nunes, Oxford; Carrie Paechter, Goldsmiths; Philosophical of Ed Society of GB; Lesley Saunders, GTC E; Pat Sikes, Sheffield; Paul Standish, Sheffield; Chris Taylor, Cardiff; Sally Thomas, Bristol; Andy Tolmie, IoE, London; David Watson, IoE, London; UCET Teacher Ed Ref Group; Anna Vignoles, IoE, London; Deborah Youdell, IoE, London

26. Anne Campbell on practitioner research

27. Martyn Hammersley on paradigms

29. International links

30. The work and resources of TLRP A. Generating knowledge and understanding about teaching and learning B. Supporting the development of research expertise and capacity

31. Impact and significance

33. A professional opportunity? • TLRP’s outputs • Making sense through pedagogic principles • Case study: PGCE M level module • Making sense through conceptual tools • Case study: a Commentary on Pedagogy & Professionalism

34. ‘Mastery of the fundamental ideas of a field involves ... discovery of previously unrecognized relations and similarities between ideas. The cultivation of a sense of interconnectedness is surely the heart of the matter.’ Jerome Bruner, 1966

35. Why ‘evidence-informed principles’? • affirms a holistic approach to teaching and learning or pedagogy • represents cumulative evidence and experience • supports contextualised judgement by teachers, tutors, practitioners and policy-makers

37. 1. EQUIPS LEARNERS FOR LIFE IN ITS BROADEST SENSE

38. 2. ENGAGES WITH VALUED • FORMS OF KNOWLEDGE • 3. RECOGNISES THE • IMPORTANCE OF PRIOR • EXPERIENCE AND LEARNING

39. 4. REQUIRES THE TEACHER • TO SCAFFOLD LEARNING • 5. NEEDS ASSESSMENT TO • BE CONGRUENT WITH • LEARNING

40. 6. PROMOTES • THE ACTIVE ENGAGEMENT • OF THE LEARNER • 7. FOSTERS BOTH INDIVIDUAL AND • SOCIAL PROCESSES AS OUTCOMES • 8. RECOGNISES THE SIGNIFICANCE • OF INFORMAL LEARNING

41. 9. DEPENDS ON • TEACHER LEARNING • 10. DEMANDS CONSISTENT POLICY FRAMEWORKS WITH SUPPORT • FOR TEACHING AND • LEARNING AS THEIR • PRIMARY FOCUS

42. Case Study: PGCE M Level development

43. Learning and Teaching in the Core subjects

44. The Structure of the Module • 10 TLRP Principles • principles 1, and 3 - three core subject sessions face-to-face with subject specific tutors • principles 4, 5, 7 and 8- individual sessions integrating understanding across the core subjects • Principles 2, 6, 9 and 10- self-study tasks

45. School based tasks and self study tasks- see Appendices A,B,C,D,E, F and G • Principle 2: Engages with valued forms of knowledge • Principle 4: requires the teacher to scaffold the learning • Principle 5: Needs assessment to be congruent with learning • Principle 6: Promotes the active engagement of the learner • Principles 7 and 8: Fosters both individual and social processes and outcomes - and - recognises the significance of informal learning • Principle 9:Depends on teacher learning • Principle 10: Demands consistent policy frameworks with support for teaching and learning as their primary focus

46. Principle 4 Requires the teacher to scaffold learningGeneric taught session 1 Preparation In preparation for this session you should do the school based task and reading. School based Task How do teachers use questions? From TLRP website http://www.tlrp.org/

48. Principle 5 Needs assessment to be congruent with learning School based task  • To track and evaluate a sequence of lessons in each of the CORE subjects to see the progress made by different children. • This would be done through the sessions that you teach on ATSE as explained in the school based tasks. • Bring evidence of this to the session on January after school experience. Your examples should include: - • Lesson Plans including learning intention /task /differentiation • Observations of effectiveness of the lesson with regard to learning. • Examples of assessment opportunities. • * Evidence of learning by 3 different children.  (*This should include photocopies of work, recorded observations of work, discussions involving the child(ren), questioning of children by teacher or yourself, notes on how children assessed the lesson.)

49. Principle 8Recognises the significance of informal learningschool- based task presented in generic session 3 Aim: To implement and evaluate activities which enable the use of informal learning in formal processes. • Task-Boxing clever: using shoeboxes to support home–school knowledge exchange. 1.To Interview two teachers in your school re home-school exchange. Analyse their provision and perceptions. (is it effective? Is it one-way? Is home learning valued? How could it be developed? What might the practical difficulties of further development be?) 2. To implement the ‘Shoebox’ task as described in the Pamela Greenhough article with two children in your Spring School Experience class. 3. To write an evaluation of what this task offered you in terms of opportunities for: a. home- school knowledge exchange b. the possibilities for planning next steps in those children’s learning.