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
‘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. The only way to improve outcomes is to improve instruction.
(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.
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
‘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 35

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
Simply an over view of the module structure to talk to

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
Need to stress about details being in appendices.
School based tasks and self study.
Include in appendices

46. Requires the teacher to scaffold learning Generic taught session 1
Principle 4
Requires the teacher to scaffold learning Generic 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
Example of generic lecture.
This might be a good occasion to go to TLRP website and explore using this session as a basis. You need to go to the website, go to ‘Practitioner’, teaching, class and Individual dialogue, How do teachers ask questions?
You need to on to the site, go to practitioner, then teaching, then questioning.
How do teachers use questions?
A reminder here about taping and permissions/ ethics.

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 8 Recognises the significance of informal learning school- 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.
Another example. Here it is important to point out the dates and the Grade Book submission.(Ros ?)

51. Home-corner: photography studio Shoebox home-school learning project:
Add Victoria Milward notes about the artist
Shoebox home-school learning project:
Greenhough et al (2005)

52. Research focus: How can early photographic representations be
understood, in relation to
meaning making?

53. Evaluations of the course
‘This module has really helped to ground my knowledge and understanding in teaching and learning practices’.
‘The principles are in my mind as I am teaching’.
‘I really enjoyed learning about the theories behind L and T and the TLRP principles which give a good basis to put them in practice and help you be an effective teacher.’
‘All of the L and T principles have highlighted what is expected of me when I begin to teach my own class.’
‘the principle of scaffolding learning and its theory is something I will take away and use throughout my teaching career.’

54. 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

55. Professionalism
The essence of professionalism is the exercise of skills, knowledge and judgement for the public good.
But teacher expertise is poorly understood in our society

56. ‘Pedagogy’ is the practice of teaching framed and informed by a shared and structured body of knowledge and combined with moral purpose.
By progressively acquiring such knowledge and mastering pedagogical expertise – through initial formation, continuing development and reflective experience – teachers are entitled to be treated as professionals.
Teachers should scrutinise and evaluate their practice to make rationally defensible professional judgements beyond pragmatic constraints and/or ideological concerns.

57. What do we talk about?
Curriculum Pedagogy Assessment So, what happens if we compare and contrast the concepts used to discuss curriculum, pedagogy and assessment?

58. Concepts in HMI’s The Curriculum from 5 to 16 (1985)
Breadth
Balance
Relevance
Differentiation
Progression
Continuity

59. So, a key contention:
Maybe …. that pedagogic concepts can be organised in terms of their function (the work that they do) and that, by making this logic explicit, we could create a more robust and sustainable conceptual framework for the professional expertise of teaching?

60. Concepts

61. Concepts are to do with:
Aims Contexts Processes Outcomes

62. 1. Societal aims To what vision of ‘education’ does the provision aspire?
2. Elements of learning What knowledge, concepts, skills and values are to be learned in formal education?
3. Community context Is the educational experience valued and endorsed by civil society?
4. Institutional context Does the school promote a common vision to extend educational experiences and inspire learners?
5. Process for social needs Does the educational experience build on social relationships, cultural understandings and learner identities?
6. Process for emotional needs Does the educational experience take due account of learner views, feelings and characteristics?
7. Process for cognitive needs Does the educational experience match learners’ cognitive needs and provide appropriate challenge?
8. Developmental outcomes Does the educational experience lead to development in knowledge, concepts, skills and values?
9. Cumulative outcomes Does the educational experience equip learners for adult and working life and for an unknown future? 

63. Curricular
concepts
Pedagogic
Assessment
1. Society’s educational goals
Breadth
Principle
Alignment
2. Elements of learning
Balance
Repertoire
Validity
3. Community context
Connection
Warrant
Dependability
4. Institutional context
Coherence
Culture
Challenge
5. Processes for learners’
social needs
Personalisation
Relationships
Inclusion
6. Process for learners’
emotional needs
Relevance
Engagement
Authenticity
7. Processes for learners’
cognitive needs
Differentiation
Dialogue
Feed-back
8. Outcomes for continuous improvement in learning
Progression
Reflection
Development
9. Outcomes for certification
and the lifecourse
Effectiveness
Empowerment
Consequence

64. Implications for professional practice64

65. Towards:
Strengthening the shared professional language for talking about teaching and learning
developing communities of warranted practices which contribute to the development of this language
Creating public representations of teacher expertise

66. For more information: Commentaries Teachers’ Guide to ‘Ten Principles’
Commentaries
Teachers’ Guide to ‘Ten Principles’
Resources for practitioner research
Practitioner applications for classroom enquiry
Notes to guide reading

67. 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

68. ‘Mastery of the fundamental ideas of a field involves
‘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