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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

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Does reality TV have a place in ITT?

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  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

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