In-Service Cert Ed /PGCE/PGDipE

20th November 2014

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)

learning outcomesO To consider different factors that may inform

or impact upon your planningO To consolidate requirements for Initial

Teaching AssignmentO 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 weeksO To continue work on iPDP – reflective blogs

what informs or impacts on your planning?

National policy

specification

organisation

learner

learning outcomes for the initial teaching assignment

O Knowledge and understandingO Intellectual; and cognitive outcomesO Professional outcomesO Key / transferable outcomes

CERT ED PGCE PGDipE

Knowledge & understanding

Understand Critically analyse Critically: 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, 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.

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?

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

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.”

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.

activityO In pairs, you will be allocated a

section to read through.

O Identify the following:OWhat you recogniseOWhat you like

proposed schedule:Thursday 27th Nov: Equality & DiversityAssessment for Learning

Thursday 4th and 11th DecemberMicroteaching

Thursday 18th DecemberFormative assessment