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Student Teacher Lesson Debriefs

Student Teacher Lesson Debriefs. Tony Macfadyen University of Reading t.m.macfadyen@reading.ac.uk. REVIEW. A practical and easily accessible framework to help give structure to the ‘learning conversation’ between student and mentor. The REVIEW framework. R eassure and re integrate

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Student Teacher Lesson Debriefs

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  1. Student Teacher Lesson Debriefs Tony Macfadyen University of Reading t.m.macfadyen@reading.ac.uk

  2. REVIEW • A practical and easily accessible framework to help give structure to the ‘learning conversation’ between student and mentor

  3. The REVIEW framework • Reassure and re integrate • Establish focus on learning objectives and planning • Visit through questions • Input own contribution • Emphasise and summarise key points discussed • What have you learnt, what will you do now? (Original Source: The RFU, undated)

  4. UoR – Our background • B. Sharp (1992) ‘the learning gradient’ in ‘Acquiring skill in sport’ • It is not until learners have finally been questioned on their knowledge, & their ability to analyze and assess can we be fully sure that information has been retained • TLRP (2007) ‘promote the active engagement of the learner’

  5. REVIEW based around • 10 Principles of Mentoring and Coaching (CUREE) • Effective Teaching and learning: evidence –informed principles (TLRP & ESRC) • Assessment for Learning (AfL) promoting research based evidence of the need to actively involve students in their own learning (Black and Wiliam)

  6. Students were saying … • Mentors (too) helpful in wanting to advise; they jump in ‘too quickly’ before student has had a proper opportunity to explain their actions / thoughts • Did not give student time to show what they knew (which was ‘frustrating’ – key theme)

  7. Is there some thing better than: ‘How did that go?’ Professional dialogue?? Staff were asking for help with this issue

  8. Influences… • Indirect teaching styles:- you cannot just expect small groups to magically be able to work together and coach each other without support & guidance • Scaffold Learning (TLRP, 2007)

  9. So, what is REVIEW and how does it work?

  10. Mentor feed back on REVIEW • ‘really like it.. structure helps’ • ‘works well to navigate what happened in the lesson’ • ‘it’s an excellent prop that I’ve used a lot’ • ‘as a new mentor it was really helpful to have something to work with …gave me confidence’ • ‘Great to be able to dig deeper into a trainee’s understanding’

  11. Students said: • more opportunity to express ourselves • better coverage of the key areas in a lesson [more methodical] • Helps us to really think about what we have done, helps with reflection, ‘especially when your mind is buzzing after the lesson’ • It’s great to be asked questions • Much more of a ‘partnership’ when teachers use REVIEW

  12. Tutors noticed • More equal discussions of a better quality • Trainees better able to articulate / explain why they did things and justify their decisions • A more structured dialogue • Trainees involved in their own learning

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