Supporting students on placement: developing observational skills using mobile technology Sue Sentance, Philip Howlett, Debbie Holley, Mark Miller and Catherine Lee Department of Education Learning and Teaching Conference June 2013

Overview Background Teacher training overview Linking theory to practice Cognitive apprenticeship Design and development Theory on the move Supporting observational skills Design and demonstration Evaluation Trials and evaluation Future work

Teacher Training Overview Trainees spend 120 days in school Work closely with a mentor in a school Teach between 6 and 13 hours per week Complete 5 university assignments including a substantial professional development portfolio Need to evidence 8 teacher standards to qualify Trainees can be isolated from their peers whilst on placement

Linking Theory to Practice Theories, Themes and Issues Specific aims of the module (Learning Outcomes) Link to Teachers’ Standards: Motivation Progression Subject Knowledge Planning and teaching Responding to learners’ needs Assessment Managing behaviour Wider professional responsibilities 1. Provide a critical justification for teaching, learning and curriculum design to maximise learning opportunities for children; 2. Analyse and demonstrate critical engagement with current educational issues at home and abroad including classroom management and inclusion strategies; 3. Provide a critical analysis of frameworks for classroom management and justify strategies for provision in the appropriate phase of education. 4. Evaluate critically the principles of monitoring and assessment and apply them effectively within the learning and teaching context; 5. Evaluate critically a range of strategies for inclusion in the classroom and in the wider life of the school to improve their practice.

Trainees need … To develop good observational and reflection skills when observing experienced teachers To be able to relate theory to practice To understand the Teacher Standards To identify key theories/theorists

Observation Our trainees spend most of their time at the beginning of their placement observing and taking notes while observing experienced teachers delivering lessons. Training is needed to gain the maximum amount from observation (Borich, 2011) and mobile technology can help in providing some scaffolding to this training.

Cognitive Apprenticeships What is a cognitive apprenticeship? Specific domains of cognitive apprenticeships Content Method Sequence Sociology A key aspect of developing as a practitioner is learning from experts in the field, known as cognitive apprenticeship (Collins, 2006). Hayslett et al. (2009) – p97 – contrast with a traditional apprenticeship…but more of “an apprentice immersing himself/herself into the culture of the profession” (Collins, 1991)…see also p98 Seezink, Poell & Kirschner (2009)

Cognitive Apprenticeships (2) Content Conceptual, factual, procedural and strategic knowledge Method Modelling, coaching, scaffolding and fading Sequence Integrate and generalise knowledge and complex skills Sociology Situated learning, culture of expert practice, becoming part of the community of practitioners Seezink, Poell & Kirschner (2009) – pp204/205

Design of a mobile app for trainees The app has two main features: Theory on the move Tagging key events which relate to theory Although designed for trainees, these features could be applied to other domains

Using the app Click on a Teachers Standard Listen to relevant audio/ read short description Repeat as necessary Observe practice relevant to standard/theory Click “Tag Event” and choose standard Enter brief details and click “Send” Details emailed to you for looking at later

Theory on the move 8 Teacher Standards Click to select

On android

Return to Standards screen Click on a Standard ….. Brief description Audio example (Standard 4) 5-10 minute audio clip Return to Standards screen

Tag if you observe something related Tagging actual events Tag if you observe something related

Tag an observed event…

Receive an email

Evaluation App will be tested with > 200 new trainees in October 2013 as they begin their placements Usage can be monitored by having an additional email address receiving all emails during pilot Focus group will be held with trainees in November to gather feedback

Further work Develop similar apps for secondary subject areas : ML, Maths, English, Computer Science, Physics, Chemistry and Biology. These could be used in the same way but this time for developing pedagogical content knowledge (Shulman)

Summary Mobile technology has been deployed for two learning purposes Reinforcement of academic work on the move Relating real-world events to theory (and assessed work) This style of app could be utilised in a number of subject areas, e.g. anywhere where students undertake work experience, or need to collate evidence outside university of real events (e.g. business)

Any Questions?