1. Risk-taking

2. A collaborative, inter-disciplinary study of risk-taking as a positive way forward for Science and other student teachers to develop their practice

3. A collaborative, inter-disciplinary study of risk-taking as a positive way forward for Science and other student teachers to develop their practice

4. Kerry Whitehouse Secondary Subject Leader PGCE Physical Education Institute of Sport & Exercise Science University of Worcester

5. Paul Clarke Secondary Subject Leader PGCE Business Studies and Economics Institute of Education University of Worcester

6. Sue Wood-Griffiths D&T Course Tutor Institute of Education University of Worcester

7. Sue Howarth Secondary Subject Leader PGCE Science Institute of Education University of Worcester

8. A collaborative, inter-disciplinary study of risk-taking as a positive way forward for Science and other student teachers to develop their practice

9. Challenging trainees to improve Good trainees show basic working competence in the classroom after 24 weeks; risk of a plateau in performance QTS professional attributes include: –reflect on and improve their practice (Q8 2007/11) –have a creative and constructively critical approach towards innovation (Q7  Q8 2011) Hard to interpret for trainees and mentors

10. Aims As tutors for 2ry PGCE training course for teachers, we want to explore interesting ways of developing good practice during the one year course We are interested in the idea of trainees challenging routines and trying something different which may or may not have been part of the planned lesson, in other words 'taking a risk' as outlined in the 'outstanding' OFSTED criteria for trainee teachers

11. Methodology Appreciative enquiry Ethnographic approach - views situations through the eyes of the participants –Case studies from Science, PE, Business and D &T via tutor observation / student reporting –Semi-structured interviews with mentors / trainees across subjects –Looking for patterns / egs of good practice

12. Outcomes 1 It is hoped that some of the exciting practices documented may become the norm instead of the exception At the very least, we will have over 40 examples of interesting practice…..

13. Outcomes 2 Process patterns emerging Presenting to /writing for new audiences Working in different ways with classes / to mentors Embracing a wider view of subject / collaboration across disciplines?

14. Outcomes 3 Other patterns emerging: Personal – overcoming fears/developing confidence Relational – tutors/mentors/pupils Locational – school ethos / facilities

15. Ethical Approval: Encouraging Risk-taking Appreciative inquiry - build upon positive experiences and practices to explore and provoke new ideas and share good practice Trainees encouraged to use new ideas to enhance portfolio and use at job interviews No expectation that any trainee will have to carry out anything that they are uncomfortable with. The emphasis is on 'expectation' rather than 'uncomfortable' as innovative practice may go beyond 'comfort zones'

16. Lots More Ethical Issues When encouraging 'risk taking' that there will be no link with negative assessment outcomes - either by trainee choosing not to try out a 'risky' lesson or by a 'risky' lesson not working School mentors - professional judgement about what is, or is not, appropriate for a trainee to carry out in a lesson Outcomes will be disseminated to school mentors, current and future trainees as examples of interesting and creative ideas to use. The contexts will be included so that any future use of the ideas is with an appropriate audience i.e. key stage / ability of pupils

17. Kerry Whitehouse (PE) Tutor I saw an outstanding lesson this morning with clear risk being taken by the student This students progress has been amazing from a potential to be satisfactory at interview to now an expected outstanding by completion of the course.

18. His mentor feels that our 'risk' work with both mentors and students has been key to this progress. The student also said that he would never have made this progress if his mentor hadn’t allowed him to try out new and 'risky' ideas.

20. Risks No volunteers Activity not completed Silliness resulting in mess Accident e.g. slipping, stepping off paper, causing mess / paint damage to floors or walls Activity did not work e.g. footprints smudged or too blurred to be of any use Wrong type of paint used e.g. harmful to skin / not easily removed

21. Outcomes Pupil volunteered and activity successful Class more than engaged – almost mesmerised Excellent set of tracks of a modern day human produced to compare with pictures of fossil hominid tracks Greater ability to interpret the fossil tracks having seen fresh ones produced Ban on putting posters up in room overturned by pupils insisting on having footprints displayed

22. Why Did This Work? Forward planning: pupil asked in advance with back-up volunteer in case of absence; paint consistency and skin toxicity checked in advance; mentor approval gained; wallpaper walkway taped out in advance; soapy water and paper towels ready to clean feet afterwards Novelty aspect – how many lessons, apart from PE, involve undressing?! Visual impact Clear relevance to topic under study Bringing a textbook picture to life

23. Benefits to Pupils Possible ‘dry’ topic, i.e. how modern footprints differ from fossil ones brought to life / made more interesting Relevance of the topic to the ‘real world’ more easily seen Visual reminder of topic each lesson in this classroom as prints on display Better understanding of the topic Greater engagement with the subject

24. Benefits to Student Teacher Praise from mentor and tutor for creativity Respect from group for letting them do something out of the usual Visual reminder each lesson in this classroom of a successful lesson Increase in confidence to try out new ideas Better understanding of a topic that was not a familiar one Greater awareness of how careful planning aids success, especially of a ‘risky’ lesson

26. Template Modification Benefits to mentors

27. More Science Examples New (to student/school) practical (acid rain ) Not using PowerPoint Bringing in live snakes Class practical instead of a demo 45 minute silent lesson with music Using data loggers for the first time Using drama to explain fertilisation Getting pupils to run the starter

28. Getting out of seats to collect information “ the class teacher thought that I was committing suicide” Y10 difficult class Really worked well, behaviour and learning improved

29. Inspiration from literature You need courage to overcome fears; teaching is such an ego-battering enterprise Jane Tomkins English Professor Duke University Creativity follows where uncertainty is tolerated and risk-taking encouraged Anna Craft ; Creativity in Schools (review of projects in USA and Europe for QCA)

30. Conditions for risk-taking and creativity Freedom from: –Undue time-pressure –Over-supervision –Competition –Restricted choices in approach and/or materials Anna Craft; Creativity in Schools

31. What does it mean to take risks? Views of Business mentors Going beyond comfort zone Managing new learning technologies Dealing with difficult relationships, especially emotional Stepping up for extra professional duties

32. What does it mean to take risks? Views of Business trainees Being prepared to not control the lesson directly Doing something that you don’t know will work Try something from other PGCE students Using new technology Teaching something out of your comfort zone Handing over responsibility to pupils Tackling difficult issues

33. Barriers in School? Time Students capabilities Participation Behaviour of students Resistance from staff Curriculum constraints Confidence (student/pupil) Mentors Facilities and space Resources School policies and practices Your own personality and teaching methods Your own experiences

34. Q to trainees: What encouraged us to try different activities? Observing other teachers Self motivation to improve /broaden experience Portfolio Interview Seeing others do great things

35. School-based Training If more training takes place in workplace- led environments, then this kind of study might be an important dimension

37. June 2012 www.bristishscienceassociation.org www.bristishscienceassociation.org