Does reality TV have a place in ITT

Does reality TV have a place in ITT?

Or Im a trainee teacher get me out of here!Introductions and contact informationJan Machalski Subject leader for Science Secondary PGCE and GTP at Bishop Grosseteste University College, Lincoln Jan.machalski@bishopg.ac.uk

Jenny Dobbs Science mentor and ITT coordinator at Cherry Willingham Community School Jenny.Dobbs@cwcs.lincs.sch.uk

Aims for the study Does video conferencing influence the training of teachers?The transition of ITT trainees into school based environments Group cohesion in regard to lesson planning/AfL practiceApplication of theory into practice for trainees teachers

Activity 1On your tables take 5 minutes to write on your post it notes

What are potential concerns you would have of adopting such an approach to working with ITT trainees?Activity 1 ResponsesWhy not just use Teachers TV?Permissions - Who do you get them from?Capture and future use?Support for learning technologies.Finding a school to participate.Is the class being rewarded?How do you convey existing attainment?Restricting perceptions about an ideal lesson.Impact on class behaviour.Activity 1 ResponsesFocus for observationTechnology???Fire walling?Will video link work?Finding a staff member.Technical problemsImpressionistic judgements.Resistance from head teachers.ITT team need to be supportive of the idea.

The technical bit..

Planning the trial Trainees were given access about how to plan a lesson

The lesson was delivered, meanwhile the trainees watched via the video link.

Joint evaluation with the trainees and the teacher.AfLOn the second visit the trainees were given the task of jointly planning a lesson with an Afl focus.

The process of delivery and evaluation was the same as the first lesson.Activity 2.You have been given a set of cards to sort. Organise the cards into a priority order. Your design should indicate what might be the greatest advantages of adopting Video-conferencing learning strategy for ITT trainees

Be prepared to defend your choices take 15 minutesNon-InvasiveAllows a library of practice to built upPermits observation to be done remotely (Logistics)Allows group discussion between ITT students to occurAllows students to model best practiceBuilds up observation skillsStudents can observe practitioners put theory into practiceAllows aspects of the lesson to reviewed in detailStudents can watch the lesson more than onceAchieving the standardsQ6 Have a commitment to collaborative learning.

Q7 Reflect on and improve their practice.

Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies..

Q17 Know how to use skills in literacy.Q23 Design opportunities for learners to develop their literacy and numeracy.

Q28 Support and guide learners to reflect on their learning

Q29 Evaluate the impact of teaching on the progress of all learners.

Q32 Work as a team member..Achieving the standardsQuotes from the traineesIt allowed me to have an insight into how to deliver a structured lesson

With the Afl lesson it linked theory to practice in a realistic way

It allowed me to realise the need for 360o vision!

It gave me experience of being in a classroom, without actually being there

Emergent thoughts from the traineesFor some participants on the course this was one of their first experiences of observing a classroom teacher and therefore was highly useful it could be done without the worry of getting involved in the classroom.

Overall it was a very valuable and memorable experience.

Useful LiteratureA more positive experience of teaching practice with regular video conferencing between trainees Hu,C.& Wong,A. (2006) Video Conferencing by student teachers: Does it make a difference? New Horizons in Education. 42-46.

Effectiveness of using video conferencing for trainee supervision Garrett,J. & Dudt,K. (1998) Using video conferencing to supervise student teachers. Society for IT and Teacher Education International Conference. 1-7.Useful LiteratureSubject knowledge enhancement using video conferencingCoyle,D (2004) Redefining Classroom boundaries: Learning to teach using new technologies. Canadian Journal of Education Administration and Policy. Issue 32 2-16.The article explores issues for developing primary teacher trainee mathematics subject knowledge from a tutor perspective, and ways of working together in an e-environment that can promote quality learning. Burgess,H. Shelton Mayes,A. (December 2003) Tutoring primary trainee teachers through E-conferencing. Mentoring and Tutoring.. Vol. 11. Issue: 3 285-305.