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“ Something to do with Finland……”?

“ Something to do with Finland……”?. Manchester Metropolitan “University School” model Helen Scott, Head of Department for ITE & CPD Partnerships @ MMU. Rationale and background. Various maths projects with schools (eg: induction) Visit to Finland

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“ Something to do with Finland……”?

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  1. “Something to do with Finland……”? Manchester Metropolitan “University School” model Helen Scott, Head of Department for ITE & CPD Partnerships @ MMU

  2. Rationale and background • Various maths projects with schools (eg: induction) • Visit to Finland • Foregrounding student teachers’ beliefs and developing identities (eg: Britzman (1991, 2007) Beauchamp (2007), Collanus, Kairavouri and Rusanen (2012) ). • Development for teachers and MMU tutors • Need for Maths PGCE placements

  3. Secondary PGCE Maths 2011-12 • 2 schools with 9 student teachers • 2 schools with 15 student teachers • All students in trios • MMU tutor attached to each school • Trainees swopped schools (Block A to B) and tutor

  4. A focus on… • Scripted lessons • Misconceptions in maths • Team teaching • C/D border pupils • Disengaged pupils • Peer support/mentoring and challenge

  5. How it worked……… • Student teachers had same entitlement as others • Mixture of team teaching and individual teaching • Tutors worked with trainees in school for 1.5 or 2 days per week

  6. Feedback from students: Quality of Lessons & Collaborative Planning • “Working as a group has allowed me to be more creative and open to trying ideas” • “We’ve been given the opportunity to hone our skills and focus on delivering quality lessons’ • “I feel I am more confident to make my own mind up rather than follow someone else’s procedures”

  7. Feedback on feedback • “Constant feedback from peers, teachers, subject mentors and university tutor” • “Feedback sandwich forcing us to think critically about every lesson” • “HONEST feedback every lesson” • “I think the quality of my lessons would be much worse without this amount of quality feedback”

  8. Feedback: Support • “I only have to speak to the students in the normal model who have clashed with their mentor or have felt unsupported to realise how lucky I am to have the luxury of a wealth of diverse support” • “The link between academic work and our teaching practice is stronger due to the tutor”

  9. Feedback: Mentors • “Working in threes the subject mentor only observes the person taking their lesson, so not all observed taking their own class by SM” • “Some teachers took a more pro-active/reflective approach and others were more negative/disinterested” • “I would like to talk to the teachers informally about general education issues, but most of the communication is feedback or lesson planning”

  10. Benefits for University Tutor • Balance between observations, feedback, and planning • Bridging the gap between MMU and school • Ensuring trainees get a balanced opportunity within their trios • Flexibility in the model for individual needs • University in touch with school issues • Less travel

  11. Benefits for students • Collaborative planning-sharing resources and ideas • Support when things go wrong • Appreciate the ‘gradualism’ • Listening to the feedback of others • Support from the University tutor • A clear sense of ‘developing better’ than under traditional model

  12. Benefits for schools • Staff CPD. • Most convinced of benefits to trainees. • Higher quality lessons and conversations about learning • Benefits to pupils, particularly Year 11 • Value support and input from MMU Tutor

  13. Positive feedback from mentors: “The lessons I have observed have certainly been of a higher quality than the majority of lessons on the previous PGCE model. The trainees are taking risks, being innovative and working on developing strengths that would usually not be considered until Block B. The lessons are focusing on understanding rather than procedural algorithms, and their ability to discuss pedagogy and critically reflect on their own (and each other’s) lessons is excellent.”

  14. Negative feedback/issues from mentors • “Too many student teachers!” • Do “miles on the clock” matter ? • Weak students feel very exposed • Change of tutor between each school

  15. 2012-13 • Six schools, taking 9 student teachers each • MMU tutor works with two schools and moves between the two • Schools working more closely together • Model extended to MFL • Likely move to Science for Block B • Surplus of Maths placements!

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