1. 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

2. 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

3. 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

4. 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.

5. 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

6. 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.

7. 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)

8. 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

9. 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

10. 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 ed to you for looking at later

11. Theory on the move
8 Teacher Standards
Click to select

12. On android

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

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

15. Tag an observed event…

16. Receive an

17. 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 address receiving all s during pilot
Focus group will be held with trainees in November to gather feedback

18. 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)

19. 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)

20. Any Questions?