1. In-Service Cert Ed /PGCE/PGDipE 20 th November 2014

3. how we use language O People often use language without any conscious consideration of its intent and impact. In fact, many will claim that they didn’t know they were causing offence or that it was just part of banter O To truly demonstrate respect and fairness to all, language use observes these intentions and is consistent Source: Diversity in Diction Equality in Action (TUC UNISON)

4. learning outcomes O To consider different factors that may inform or impact upon your planning O To consolidate requirements for Initial Teaching Assignment O To introduce Stephen Brookfield’s critical lenses as a basis for understanding ourselves, our colleagues and to aid our own critical reflection O To review planner for next few weeks O To continue work on iPDP – reflective blogs

5. what informs or impacts on your planning?

6. National policy specification organisation learner

7. learning outcomes for the initial teaching assignment O Knowledge and understanding O Intellectual; and cognitive outcomes O Professional outcomes O Key / transferable outcomes

8. CERT EDPGCEPGDipE Knowledge & understanding UnderstandCritically analyseCritically: Evaluate Analyse Appraise Intellectual & cognitive outcomes Relating literature to own practice Apply, reflect, engage, undertake, demonstrate. Critically reviewing literature and relating to own practice. Critically analyse, critically evaluate, reflect, undertake, demonstrate. Critically reviewing and evaluating a range of literature and relating to own practice. Critically evaluate, critically reflect, synthesise, critically analyse. Professional outcomes Work, exhibit, design, plan, implement, evaluate, demonstrate. Work, critically reflect, synthesise, demonstrate. Key / transferable outcomes Exhibit, demonstrate, evaluate, communicate, work. Exhibit, demonstrate, critically evaluate, communicate, work. Critically reflect, demonstrate, critically analyse, critically evaluate, communicate, work.

9. meta-cognition: learning to learn O What do we need to know about knowing? O What do we need to learn about learning? O Are we applying and accepting the same frameworks we expect our students to take forth?

10. Brookfield, S (2006) Against Naive Romanticism: from celebration to the critical analysis of experience

11. Abstract: “The importance of building on adult learners' rich experiences is celebrated as a defining characteristic of adult education. This paper argues that we must move from celebration to a critical reflection on experience. Critical reflection is defined as the illumination of power dynamics and the uncovering of hegemonic assumptions about practice. The author explores how adult educators can be engaged in a modelling of critical reflection on experiential practice by viewing what they do through four complementary lenses—their autobiographies as adult learners, their students' eyes, their colleagues' perceptions, and the lens of theory. Experiential educators' use of the circle is discussed as an example of how critical reflection challenges orthodoxies of experiential learning.”

12. A critically reflective educator knows that while meeting everyone's needs sounds compassionate and student-centred it is pedagogically unsound and psychologically demoralising. She knows that clinging to this assumption will only cause her to carry around a permanent burden of guilt at her inability to live up to this impossible task. She is aware that what seems to be an admirable guiding rule for teachers, and one that she is tempted to embrace, will end up destroying her.

13. activity O In pairs, you will be allocated a section to read through. O Identify the following: O What you recognise O What you like

14. proposed schedule: Thursday 27 th Nov: Equality & Diversity Assessment for Learning Thursday 4 th and 11 th December Microteaching Thursday 18 th December Formative assessment