1. Working in the Post Compulsory Sector.
Learning and Teaching
24th September pm

2. Starter Activity: What advice will you give this teacher?

4. Scholarship, enquiry and new knowledge
If teaching is to be seen as a form of scholarship, then the practice of teaching must be seen as giving rise to new knowledge (Schon 1995, p. 31).
Politics and practice?
it seems fundamental to me to clarify at the beginning that a neutral, uncommitted and apolitical education practice does not exist (Freire (1970, 1998b, p39).

5. How did you learn your subject specialism?
Individually: How did you learn your subject specialism?
How did you learn your subject specialism?

6. Broad subject groupings
What pedagogies (practices and politics) are evident in your subject areas? How has your subject been taught/ learnt and what does this suggest to you?

7. Subject specific pedagogy is…
How to teach a subject or vocation
Teaching how to think in your subject or vocational area.
How to think like a hairdresser, historian, chef etc
How to………………?
…..?

8. Starting to think about thinking skills (cognitive theories)
ngdomains.htm
e.htm
Revised version of the taxonomy: axonomy

9. Benjamin S. Bloom ( )
1956: developmental steps that a learner has to take.
A ‘taxonomy’ that takes them from lower order to higher order skills.
This can help you to stage your lessons, plan and resource your lessons, write your learning outcomes, form your questions….
Image sourced from:

11. Individual reflection/ paired discussion
Apply one of the domains of learning to a learning experience you have had either recently or in the past i.e. What did you learn? What steps were involved in that learning? What methods and resources were used to support that learning?

12. A learning pyramid image can be referenced from Geoff Petty, Teaching Today

13. Advantages and limitations
Advantages and limitations? In small groups, analyse and evaluate a teaching and learning method (draw on this session and previous discussions related to learner need, preference etc.)
Explanation/ teacher talk
Demonstration
Practicals
Debates and discussions
Group and project work
Role play and simulations

14. Microteaching: a reminder
15 minutes
Peer and tutor feedback
You will need a completed University lesson planner and copies of resources- to give to the observer at the start of your session
9th or 10th October

15. Timing
Teacher activity
Student learning activities- with assessment opportunities highlighted (reference to English/ Maths skills where appropriate)
Resources used

16. Hints and tips
Your microteaching session will be on an aspect of your subject specialism. Don’t overcomplicate it  What else might you be mindful of at this stage?

17. New to teaching? According to Petty:
‘Most novice teachers make these two mistakes:
They err on the side of the instructor
They teach the way they were taught, even if this is not best practice or most appropriate for the situation in which they are teaching’
(Teaching Today, 3rd ed, p.135)

18. Homework for 29th Sept am Learning and teaching website
Jim Crawley’s website
Your task:
to read the Brief Overview sheet, these websites and any other supporting texts (ie. teacher education and psychology texts in the library)
Either: To describe one teaching and/ or learning experience and relate it to a learning theory or learning theories
Or: to explain a learning theory and its application to teaching and learning

19. A bit more http://infed.org/mobi/what-is-pedagogy/
resources/effective-practice/revised-blooms-taxonomy/ Anderson and Krathwohl (2001) Learning Object roll over
videos/julie-smith-fine-art-course-overview/wv-342 consider the pedagogies (practices and politics) expressed here

20. See the video (animation) Bloom’s Bakery for verbs that can be used in writing learning outcomes and also in forming questions.
Note: revised terms used