risk-taking. a collaborative, inter-disciplinary study of risk-taking as a positive way forward for...
TRANSCRIPT
Risk-taking
A collaborative, inter-disciplinary
study of risk-taking as a positive way forward
for Science and other student teachers
to develop their practice
A collaborative, inter-disciplinary
study of risk-taking as a positive way forward
for Science and other student teachers
to develop their practice
Kerry Whitehouse
Secondary Subject Leader PGCE Physical EducationInstitute of Sport & Exercise ScienceUniversity of Worcester
Paul Clarke
Secondary Subject Leader PGCE Business Studies and EconomicsInstitute of EducationUniversity of Worcester
Sue Wood-Griffiths
D&T Course TutorInstitute of EducationUniversity of Worcester
Sue Howarth
Secondary Subject Leader PGCE ScienceInstitute of EducationUniversity of Worcester
A collaborative, inter-disciplinary
study of risk-taking as a positive way forward
for Science and other student teachers
to develop their practice
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
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
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
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…..
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?
Outcomes 3
Other patterns emerging:
• Personal – overcoming fears/developing confidence
• Relational – tutors/mentors/pupils
• Locational – school ethos / facilities
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'
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
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.
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.
RisksNo 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
OutcomesPupil 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
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
Benefits to PupilsPossible ‘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
Benefits to Student TeacherPraise 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
Template Modification
Benefits to mentors
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
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
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)
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
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
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
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
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
School-based Training
If more training takes place in workplace-led environments, then this kind of study might be an important dimension
