CPD Occasion for SUPPORTER Educators of BEd 3 Understudy Instructors.


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ED3005 Learning and Teaching: The Emergent Professional 1. ED3004 Learning and Teaching: ... Understudy, educator and guide supporting and adapting together ...
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CPD EVENT for SUPPORTER TEACHERS of BEd 3 STUDENT TEACHERS Promoting Excellence through CPD 28 February 2008

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YOUR desires for the day OUR desires for the day Sharing data Allowing open doors for comprehension and elucidation Developing cooperative working models to bolster adapting together Norms of working

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Norms To make best utilization of everybody\'s an ideal opportunity To guarantee everybody who wishes can contribute inside the time accessible To empower supposing time To urge hazard taking To esteem all commitments To guarantee everybody feels great by putting nobody on the spot To esteem quiet and the privilege to stay noiseless To welcome chances to look for illumination To give a chance to reflection before official conclusions are taken To guarantee the meeting closes at the assigned time To welcome additions of cleverness

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Program Setting the Scene – Year 3, Term 2 Course Components Activity 1 BEd3, Term 2 – enquiry week, 4-week square, scrutinize week Activity 2 STNE Project – Research Strategy for Year 3 Learning together – PROPs; learning discussions Activity 3 Formative/Summative appraisal – supporting learning Activity 4 Plenary and Evaluation

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THE NEW BED Program OVERVIEW

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Why Change? 21 st Century Change Profession demographics Accountability Policy Research

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What Change? Supporting Principles of the BEd Program Learning: is a long lasting procedure through examination as a team with others to esteem differing qualities to convey successfully

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BEd Program Overview

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Foundation Stage Years 1 & 2 Knowledge & Understanding of Learning, Personal & Professional Growth ED1028 – Learning How to Learn (Self) ED1528 – Learning How Others Learn (Children/Adults) ED2044 – From Learning to Teaching (Personal & Professional Identity) ED2503 – Learning & Teaching In and Through the Curriculum (Broadening/Deepening Definition) THE BIG PICTURE; CHALLENGING ASSUMPTIONS, BELIEFS & VALUES; DEVELOPING CRITICAL ENQUIRY/INVESTIGATION

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Communication Environment Relationships Social Conventions and Feelings Communication Environment Relationships Social Conventions and Feelings Visible Investigation of Learning, Teaching & Curriculum Explicit Implicit Hidden

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Emergent Stage Years 3 & 4 Development of expert information, comprehension, abilities and qualities by and by ED3005 Learning and Teaching: The Emergent Professional 1 ED3004 Learning and Teaching: School and Community 1 ED4016 Learning and Teaching: The Emergent Professional 2 ED4017 Learning and Teaching: School and Community 2 CURRICULUM DISCRETE AREAS, CROSS CURRICULAR AREAS, LEARNING & TEACHING, ACTION RESEARCH, SPECIALISM

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Field Experience Years 1 & 2 Field Experience Years 3 & 4 - 25 serial days - 24 weeks & 20 days - sets in every class, (bunches in school) - individual in every class - investigative methodology in group - group examination - member perception - full engagement/duty - learning discussions - kept learning discussions - peer support/peer appraisal - class educator/guide evaluation - field notes, built inquiries - intelligent diary & arrangement of composed reflections proof (e-portfolio) Preparatory & intelligent instructional exercises Rehearsal Kids on Campus Teacher as coach/assessor) Tutor as tutor/assessor/interpreter

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Curriculum Knowledge & Pedagogy Situated learning - important reason \'Prepared, Willing & Able\' (Carr, 2001) A Curriculum for Excellence – 8 regions Time Allocation: Discrete & Cross Curricular - eye to eye instructing - guide coordinated action - individual study School based study errands (hypothesis practically speaking) Opportunity for arranged learning ventures Arts as a Tool for Learning Across the Curriculum

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Changing Professional Roles and Responsibilities Student Teacher Supporter/Mentor & Assessor Tutor Translator/Facilitator & Assessor

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Changing Approach to Learning 1.Observe/Participate 7.Evaluate & Review 2.Think Critically 6.Implement 3. Question 5.Make Decisions 4.Try & Test Out

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Key Learning Tool \'Learning Conversation\'

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Passive Acceptor Confident Creative Contributor Personal Identity Professional Identity

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BEd3 – TERM 2 On Campus Course ED3005 Learning and Teaching: The Emergent Professional 1 An Overview

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On grounds course points (1) To build up understudies\' information and comprehension of disciplinary settings and aptitudes over the scope of orders inside the school educational modules To encourage create theoretical comprehension over a scope of curricular connections. To bolster understudies in assuming liability for their own proficient advancement To outfit understudies with the limit for educated basic leadership through examination and enquiry.

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On grounds course points (2) To create information and comprehension of the standards of instructive consideration and social equity in connection to understudy learning picks up. To encourage understudies\' procurement of a scope of learning and educating approaches which bolster student learning picks up. To encourage understudies\' procurement of ways to deal with appraisal which bolster student learning picks up. To create learning and comprehension of the nature and reason for parental association and interdisciplinary coordinated effort.

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On grounds encounters include: Arts as a Tool for Learning Across the Curriculum (ATLAC) Robbie\'s Autumn Adventure - > P1-3 on grounds classroom R An I N B O W Days (cross curricular) Assessment in Practice – Maths and Language (Aberdeen City)

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BEd3 – Term 2 ACTIVITY 1

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Activity 1 In table gatherings: Discuss the substance and ways to deal with the on grounds segments of BEd3 Identify warms/cools

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BEd3 – TERM 2 Field Experience Course ED3004 Learning and Teaching: School and Community 1 An Overview Enquiry Week 4 Week Block Research Week

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Field Experience Course Aims (1) To create information and comprehension of the school and group connections for learning and to bolster the esteeming and utilization of individual and expert examination in such settings. Inside a school setting understudies will : develop learning and comprehension of discrete and coordinated parts of every single disciplinary connection inside the school educational modules. further create learning, comprehension and trust in order related aptitudes. build up a scope of expert aptitudes and capacities through the arranged execution, assessment and survey of learning and showing encounters with youthful learners in a school setting. explore and assess a scope of learning & instructing approaches inside curricular

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Field Experience Course Aims (2) apply evaluation approaches which bolster student learning picks up. take part in veritable, important and intentional school based study ventures which interface hypothesis to hone. pass on hypothetical comprehension of instructive consideration and social equity in functional application apply, research, and upgrade proficient information, understanding & abilities. create individual and expert trust in their creating parts and obligations as educators of youthful learners. create university working associations with different experts and student bolster aides. create correspondence and expert working associations with guardians.

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Key Components - Enquiry week Information gathering week + instructing alongside your educator and show particular lessons. Where understudies are new to the school, accumulate data about the group and the school, as far as: The area and physical environment of the school (group walk) data about the school, to be recorded in portfolio Policies Management structure School move Record keeping. gatherings and gathering course of action. All understudies Gather data about the move from Nursery to P1

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Key Components - Enquiry week Information gathering week + instructing alongside your instructor and show particular lessons. Assemble data about the students and the running of the class as far as: where the understudies are in their learning in key educational modules regions similitudes and contrasts in learning gatherings and gathering course of action how the instructor arranges, surveys and records learning and showing how the educator composes and deals with the pace of the day techniques set up to oversee conduct sending of bolster staff inside the classroom association with different offices and the more extensive group.

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Key Components - Enquiry week Information gathering week + educating alongside your educator and show particular lessons. Concur gets ready for your four week arrangement with your class educator : Identify a strategy for making arrangements for 10 days consistent set up which subject the class will take a shot at, so you can choose a sub-theme and plan a \'storyline\'. distinguish parts of numeracy and dialect that you should get ready for that period and where cross-curricular connections may happen make a begin to a \'Major Book\' which will record some part of kids\' learning over the 4 week position. See

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