1. Secondary Drama/English (and PE)
Tuesday September 6th
John Keenan

2. Blog

3. Learning outcomes
Have considered a pedagogy for teaching drama/English/PE
Greater understanding of some of the processes for learning

4. Learning Outcome
Have considered a pedagogy
How will I know?
Vox Box

5. What is your pedagogy?

6. What do you love?

7. About drama/English/PE

8. About teaching

9. poetry

10. Poem for Everyman I will present you parts of my self slowly if you are patient and tender. I will open drawers that mostly stay closed and bring out places and people and things sounds and smells, loves and frustrations, hopes and sadness, bits and pieces of three decades of life that have been grabbed off in chunks and found lying in my hands. they have eaten their way into my memory, carved their way into my heart. altogether- you or I will never see them - they are me. If you regard them lightly, deny they are important or worse judge them I will quietly, slowly, begin to wrap them up, in small pieces of velvet, like worn silver and gold jewellery, tuck them away in a small wooden chest of drawers and close.
John Wood

11. The Blot
What is Miss Maclean’s pedagogy?
Hannah

12. I want to be an teacher because...

13. Press the record button
Vox Box
Press the record button
My pedagogy is...

14. Teach...learn

15. Learning Outcome
Greater understanding of some of the processes students undertake in learning
How will I know?

16. Learn?
Qualified Teacher Status
‘understand...pupils’ learning’

17. Acquisition of knowledge Constructing understanding
Change of behaviour
Acquisition of knowledge
Constructing understanding
Adapted from Pritchard, 2005: 2

18. How do people learn?

19. Closure strategies – tell your partner what you know
Learning Strategy
Already know
Get attention
Relevant
Model
Teams
Goals
Visuals
Think and talk aloud
Mnemonics
Note taking
Closure strategies – tell your partner what you know
Adapted from Fulk 2000 cited in Sousa, 2001: 34

20. Your task In pairs 10 minutes Choose one learning outcome
Follow the strategy through a lesson
Be ready in 10 minutes to feedback to the group how you will know you have achieved your learning outcome

21. You have 10
minutes left
©CAS 2004

22. You have 9
minutes left
©CAS 2004

23. You have 8
minutes left
©CAS 2004

24. You have 7
minutes left
©CAS 2004

25. You have 6
minutes left
©CAS 2004

26. You have 5
minutes left
©CAS 2004

27. You have 4
minutes left
©CAS 2004

28. You have 3
minutes left
©CAS 2004

29. You have 2
minutes left
©CAS 2004

30. You have 1
minute left
©CAS 2004

31. STOP
©CAS 2004

32. WHICH 3 DO YOU DO MOST OFTEN IN CLASS? COPY FROM A BOOK 67 56
MORI POLL
COPY FROM A BOOK
LISTEN TO THE TEACHER FOR A LONG TIME
CLASS DISCUSSION
Cited in Grey, 2012: 215

33. New learning
Existing concepts, knowledge and experience
Geoff Petty

34. Teach others/immediate use of learning
5 %
10 %
20 %
30 %
50 %
75 %
90 %
Listening
Reading
Audio -Visual
Demonstration
Discussion groups
Practice by doing
Teach others/immediate use of learning
Students Receive
information
Students Apply their
Learning
Students are Increasingly
active, and challenged. Experience is increasingly practical and
multi-sensory
Student’s recall rate
25 ways of teaching without telling

35. Reflective writing and professional portfolios

36. What is in reflection?

37. Learning Outcomes Understand what the purpose of the portfolio is
Greater understanding of what it means to reflect

38. Learning Outcome
By the end of this session you should have greater understanding of the ways of developing your reflective writing with particular reference to your Portfolio assessment.
This is also good practice, to make sure everyone knows what the intention is. In this case, the session is designed to help you to improve your final reflective assignment by showing you the sources of information which can help you to develop as a teacher.

39. Why do we need to reflect?

40. Draw a square, a circle, a triangle and a snake anywhere on this page

41. Beach
Sea
What you wore
Right
Left
Box
Cup
Darkness

42. ask
open
blind
tell
unknown
hidden
Johari Window

43. Because we don’t know ourselves fully

44. The Choosing
We were first equal Mary and I with the same coloured ribbons in mouse-coloured hair, and with equal shyness we curtseyed to the lady councillor for copies of Collins’s Children Classics. First equal, equally proud. Best friends too Mary and I a common bond in being cleverest(equal) in our small school’s small class. I remember the competition for top desk or to read aloud the lesson at school service. And my terrible fear of her superiority at sums. I remember the housing scheme Where we both stayed. The same house, different homes, where the choices were made. I don’t know exactly why they moved, but anyway they went. Something about a three-apartment and a cheaper rent. But from the top deck of the high school bus I’d glimpse among the others on the corner Mary’s father, mufflered, contrasting strangely with the elegant greyhounds by his side. He didn’t believe in high school education, especially for girls, or in forking out for uniforms. Ten years later on a Saturday- I am coming home from the library- sitting near me on the bus, Mary with a husband who is tall, curly haired, has eyes for no one else but Mary. Her arms are round the full-shaped vase that is her body. Oh, you can see where the attraction lies in Mary’s life- not that I envy her, really. And I am coming from the library with my arms full of books. I think of the prizes that were ours for the taking and wonder when the choices got made we don’t remember making Liz Lochhead

45. Because we don’t realise the external factors which constrain us

46. 4. to ground teachers emotionally;
For Brookfield, critical reflection is important for some of the following reasons:
1.    to increase the probability that teachers will take informed actions – those that can be explained and justified to self and others;
2.       to enable  teachers to provide a rationale behind their practice which  can be crucial to establishing credibility with student;
3.       to avoid self-laceration - believing that the teacher is to blame if students are not learning;
4.       to ground teachers emotionally;
5.       to enliven the classroom by making it challenging, interesting and stimulating for students;
6.       to increase democratic trust as a result of the examples and modeling conveyed by the teacher, thereby allowing students to learn democratic behaviour and a moral tone.
These are reasons why we reflect. Someone once said to me – so it’s just to make us feel better then, in a rather negative way and I thought that if that is all it does then it is something. Teacher can be too hard on ourselves. Appraisal is often blaming ourselves when it may not have been our fault. Reflection does more than this as you can see from the list. You may not agree with everything here but some should ‘strike home’ as an important weapon in the teacher armoury.

47. Critical dialogic reflection
What is reflection?
Descriptive writing
Descriptive reflection
Dialogic reflection
Critical dialogic reflection

48. 2. Grading reflection
1. Descriptive writing: what happened
2. Descriptive Reflection: consideration of what happened
3. Dialogic Reflection: shows awareness of self and role; examination of qualities of judgements; gives alternative explanations of events; is analytical; is integrative, links factors and perspectives; is deliberative; is cognitive; is multi-narrative, weighs competing claims and viewpoints; has contextual awareness; explores alternative solutions; is social reconstructionist
4. Critical Dialogic Reflection: integrates theory into dialogic reflection
Adapted from Hatton and Smith 1995

49. Reflexive practice involves thinking more critically about themselves, their assumptions, actions, and
situations they encounter; to see multiple interpretations and constructions of reality
(Cunliffe, 2004 pp )

50. Brookfield (1995) US
STUDENTS
THEORY
COLLEAGUES

51. the component of emotional
Lens One US
Self talk
the component of emotional
intelligence that frees us from being a prisoner of our own feelings.
Goleman (2002, p.57)

53. Lens 2
Others
There is another way of seeing things differently – others. Think of the blind part of the Johari window – they know things about us we don’t. Why not ask them? Ask about how they think we are doing and what we could do differently. They may be wrong, but at least we are opening ourselves up to thinking differently.

54. Lens 3:
Theory
Having books and journal articles with us lets us access some of the best teacher in the world. Those who have been successful and been through what you have, have written it down. Read. Learn from the experts. Better still, negotiate with theory – do you agree? Are there better approaches. The more you read, the more you will see that there is no simple answer but there are answers. There is no simple student, no simple teacher, no simple critical incident. It may take a few ‘shots’ to get it right but theory gives you another ‘shot’.

55. Enriched by theories of experts
Whose theory?
Expertise
Your theories
Peer theories
Informed and challenged by experiences elsewhere; theories supported by research in literature
Enriched by theories of experts
Expertise

56. Structuring your views
Brookfield (1995) US
THEORY
Structuring your views
PEERS
These are four of sources we can use. Have a look at them and consider how each one can bring a unique perspective onto a situation. In the case of this session, we are going to view ‘critical incidents’. These are moments in your teaching practice which have made you consider whether you stop and think – moments when potentially you learnt something new about yourself and your professional practice. The lens idea is a metaphor – we view things differently through lenses and each one helps us to see an incident differently. We have to be aware that we see matters in only one way and someone else will do so differently. A lesson we think went well, a student may have been upset by, or not learnt from and vice versa. Colleagues – and as a trainee teacher, particularly experienced ones like mentors – can also help you to see an event differently. For example, someone else may be a lot more charitable about your ‘mistakes’ understanding that you are learning and need to make them to develop. Sometimes teachers are afraid to get student views. This is a shame. What are we scared of – that they might be negative? The student has a right to be heard and can help us to change our lessons. In the end her/his learning is paramount not our teaching so listen to your students. Theory is like having an expert always with you. The writers have been where you are and have read around the subject of teaching as well so can give you an overview. We should always use theory as another ‘voice’ to help us to become better teachers.
EXPERTS

57. Theory Behind Reflection John Dewey – the legitimacy of ‘I’
What is reflection?
Theory Behind Reflection
John Dewey – the legitimacy of ‘I’
Jurgen Habermas – interpretation, acting
David Kolb – experiential learning
Reflection Theorists
Jenny Moon
Hatton and Smith

58. What is in reflection?

59. Some helpful references
Gillie Bolton Reflective Practice (2nd Ed)Paul Chapman 2005 John Dewey Experience and education Collier 1938 Hatton, N and Smith,D Refelction in teacher education David Kolb Experiential learning as the science of learning and development Prentice Hall 1984 Eddie McNamara Positive Pupil Management and Motivation: a Secondary teacher’s Guide David Fulton 2000 Jenny Moon Handbook of reflective and experiential learning Routledge 2004 David Tripp Critical Incidents in teaching Routledge 1993