Paired placements in MFL and Paired placements in MFL and Science: expedient or valid Science: expedient or valid

learning experience?learning experience?

Allison Bolster, PGCE Partnership Allison Bolster, PGCE Partnership Director, University of Bristol Director, University of Bristol

A.Bolster@bristol.ac.ukA.Bolster@bristol.ac.uk

StarterStarter

In pairs…In pairs…

What are your experiences of paired or What are your experiences of paired or multiple placements?multiple placements?

Discuss the pros and cons (your view)Discuss the pros and cons (your view)

Initial feedbackInitial feedback

RRCG Project Aims RRCG Project Aims

Part 1(with UWE): filmed vignettes of ITE good Part 1(with UWE): filmed vignettes of ITE good practice esp. in relation to school improvement practice esp. in relation to school improvement and pupil learning outcomes. and pupil learning outcomes. Part 2: to develop opportunities for trainees in Part 2: to develop opportunities for trainees in priority subjects to undertake collaborative priority subjects to undertake collaborative (paired) teaching on school placements(paired) teaching on school placementsImprove placement capacity for our 60 scientists Improve placement capacity for our 60 scientists and 40 linguists by increasing the number of and 40 linguists by increasing the number of paired placements offered by schools. paired placements offered by schools. Aim: pilot ways of improving quality of training Aim: pilot ways of improving quality of training experience offered by schools > collaborationexperience offered by schools > collaboration

Overall description Overall description

The project took place during the latter half The project took place during the latter half of the spring term and the summer of of the spring term and the summer of 2009. 2009.

Nine schools were identified to take part, 5 Nine schools were identified to take part, 5 for MFL, 4 for Science, and subject for MFL, 4 for Science, and subject mentors from each were invited to take mentors from each were invited to take part in a series of workshops. part in a series of workshops.

Science Project FocusScience Project Focus

The aim for Science became to research The aim for Science became to research with some of those schools ways of with some of those schools ways of turning joint placements, where two turning joint placements, where two student teachers in the same department student teachers in the same department have two separate teaching timetables, have two separate teaching timetables, into paired placements, where at least into paired placements, where at least some of the lessons are taught some of the lessons are taught collaboratively (the ‘Y’-shaped model). collaboratively (the ‘Y’-shaped model).

MFL Project FocusMFL Project Focus

In Modern Languages, at UOB In Modern Languages, at UOB (elsewhere?) no efforts had been made to (elsewhere?) no efforts had been made to explore the possible pedagogical benefits explore the possible pedagogical benefits – for both trainees and pupils in schools – – for both trainees and pupils in schools – of collaborative teaching.of collaborative teaching.

I will then in this talk mainly concentrate I will then in this talk mainly concentrate on the methodology and outcomes of the on the methodology and outcomes of the project as related to MFLproject as related to MFL

Overall planOverall plan

Three two-hour paired placement Three two-hour paired placement workshops:workshops:

11st:st: initial introduction, mentors only initial introduction, mentors only 22ndnd: both trainees and mentors, start : both trainees and mentors, start

collaboratively planning paired activities collaboratively planning paired activities for summer placement,for summer placement,

33rdrd: after the summer placement - mentors : after the summer placement - mentors and trainees review the experience/ and trainees review the experience/ identify future priorities. identify future priorities.

Workshop 1- mentors onlyWorkshop 1- mentors only

Previous presentation at AT meeting from our Previous presentation at AT meeting from our then local PLA about TDA MPPthen local PLA about TDA MPP

Starter: a chance to openly discuss their own Starter: a chance to openly discuss their own pre-conceived ideas/ expectations about the pre-conceived ideas/ expectations about the pros and cons of paired placementspros and cons of paired placementsIntroduced to previous research by the TDAIntroduced to previous research by the TDA

firstly on the benefits of paired placements for firstly on the benefits of paired placements for all interested stakeholders (trainee, HEI, school, all interested stakeholders (trainee, HEI, school, school mentor and most importantly for pupils),school mentor and most importantly for pupils),

then on different modes of collaboration then on different modes of collaboration

BrainstormBrainstorm

Benefits?Benefits?o TraineesTraineeso PupilsPupilso MentorsMentorso SchoolsSchoolso HEIsHEIsSee HandoutSee Handout 11

Modes of operationModes of operation

Observing and being observed teaching (either direct, Observing and being observed teaching (either direct, using video or video conferencing) involving: each other, using video or video conferencing) involving: each other, mentor, other teachersmentor, other teachersCollaboratively teaching: with each other, mentor, other Collaboratively teaching: with each other, mentor, other teachersteachersPlanning: with each other, mentor, other teachersPlanning: with each other, mentor, other teachersAssessing: sharing practice and moderating work Assessing: sharing practice and moderating work together, with mentor or other teacherstogether, with mentor or other teachersResource developmentResource developmentAnd others…including cross curricular collaborations and And others…including cross curricular collaborations and professional issues professional issues

Modes of collaborationModes of collaboration

Classroom assistant modeClassroom assistant mode

Linear sequence modeLinear sequence mode

Pre-teaching observation modePre-teaching observation mode

Planning/teaching splitPlanning/teaching split

Class division modeClass division modeFollowing Arthur et al (1997, from Dickson 2009)Following Arthur et al (1997, from Dickson 2009)

Key Findings 1, NottinghamKey Findings 1, Nottingham

strong evidence of benefits in terms of emotional supportstrong evidence of benefits in terms of emotional supportevidence of good use of some collaborative practice, evidence of good use of some collaborative practice, other possibilities little usedother possibilities little usednearly all participants positive about possible further nearly all participants positive about possible further benefitsbenefitstime and resources a barrier but ‘2 easier than 1’?time and resources a barrier but ‘2 easier than 1’?

lack of awareness limited some uselack of awareness limited some use lack of training an issue lack of training an issue nearly everyone involved felt that pairing was supportive nearly everyone involved felt that pairing was supportive

of learningof learning

Key Findings 2, NottinghamKey Findings 2, Nottingham

81% of students were positive; 15% neutral and 81% of students were positive; 15% neutral and 4% negative overall on the use of paired 4% negative overall on the use of paired placementsplacementsMajor gains were mentioned by most students in Major gains were mentioned by most students in terms of the lower levels of Maslow’s hierarchyterms of the lower levels of Maslow’s hierarchyThose students who had actively prepared for Those students who had actively prepared for the use of the paired placements had often the use of the paired placements had often achieved the higher levelsachieved the higher levelsHigher levels were most often attained where Higher levels were most often attained where students shared at least one teaching groupstudents shared at least one teaching group

‘‘He was full of ideas…but so, well, disorganised…He was full of ideas…but so, well, disorganised…to start with it drove me mad but when we were to start with it drove me mad but when we were open about it things got much better…I suppose open about it things got much better…I suppose we kind of complemented each other…I’m sure we kind of complemented each other…I’m sure my lessons became much more varied and my lessons became much more varied and interesting through his ideas…I also think I interesting through his ideas…I also think I helped him to organise his lesson plans better, helped him to organise his lesson plans better, he told me that anyway…early on he kept he told me that anyway…early on he kept running out of time…just unrealistic really…running out of time…just unrealistic really…when we got to know each other better we could when we got to know each other better we could say these things…I learnt many different say these things…I learnt many different strategies from him, more than my tutor…or strategies from him, more than my tutor…or mentor…’mentor…’

‘‘She was brilliant…I found it really hard at first…I just She was brilliant…I found it really hard at first…I just wanted to have a go…I mean, I did think you needed to wanted to have a go…I mean, I did think you needed to plan but, well, why write it all down?… I always ran out of plan but, well, why write it all down?… I always ran out of time at the beginning, year 7 was a nightmare…but time at the beginning, year 7 was a nightmare…but sharing that class helped so much…I had to be planned sharing that class helped so much…I had to be planned so we could work together…we shared ideas…I think so we could work together…we shared ideas…I think that helped us both…I like to get kids involved, you that helped us both…I like to get kids involved, you know, role play and silly, well, models I suppose…it all know, role play and silly, well, models I suppose…it all takes time, but I know now that good planning can make takes time, but I know now that good planning can make it happen…she was just so, ‘structured’ in her thinking…it happen…she was just so, ‘structured’ in her thinking…but maybe too controlling…I think I helped her loosen-up but maybe too controlling…I think I helped her loosen-up a bit…’a bit…’

‘‘we took it in turns to start with, they were terrible. They just we took it in turns to start with, they were terrible. They just wouldn’t listen…I think us both having a mare helped in a wouldn’t listen…I think us both having a mare helped in a way cos we had to stop and think…finally we spoke to way cos we had to stop and think…finally we spoke to our mentor and decided to try some team teaching…our mentor and decided to try some team teaching…sometimes this was just one of us dealing with the usual sometimes this was just one of us dealing with the usual suspects but we also sometimes split the lesson and the suspects but we also sometimes split the lesson and the group…I think it was working like this that got them more group…I think it was working like this that got them more settled…we also gave them more attention…when we settled…we also gave them more attention…when we gave them a choice of ways of learning it went really gave them a choice of ways of learning it went really well…we tried out things, you know those ones we well…we tried out things, you know those ones we looked at last term at uni and we got some good ideas looked at last term at uni and we got some good ideas from a school session too…sometimes they worked…it from a school session too…sometimes they worked…it was the variety that really helped though…I think we was the variety that really helped though…I think we both got lots better with managing things…’both got lots better with managing things…’

‘‘they were my worst group but it was OK with us they were my worst group but it was OK with us being in it together…at least it wasn’t just me being in it together…at least it wasn’t just me who had a problem…we had support [at the who had a problem…we had support [at the school] but they just seemed to be able to do it, school] but they just seemed to be able to do it, experience I suppose…the best bit was splitting experience I suppose…the best bit was splitting the group, we could do so much more…I think the group, we could do so much more…I think we got to know them better and how to react…it we got to know them better and how to react…it made us organise better…they tried to take made us organise better…they tried to take advantage at the start but we put a stop to that! advantage at the start but we put a stop to that! …it was good to find out, when she was away …it was good to find out, when she was away near the end, that they were still better with me near the end, that they were still better with me on my own…I must have learnt something…’on my own…I must have learnt something…’

Overall IssuesOverall Issues

Nature of pair: no pattern re sex, age, class, Nature of pair: no pattern re sex, age, class, race or strength of student (but strong views!); race or strength of student (but strong views!); support for mixed degree background to help SK support for mixed degree background to help SK development.development.One mentor or two: both potentially successful; One mentor or two: both potentially successful; ‘senior’ and ‘junior’ model useful; meetings ‘senior’ and ‘junior’ model useful; meetings together and separate as appropriate.together and separate as appropriate.Timetables: shared groups important for moving Timetables: shared groups important for moving to higher levels; degree of sharing?to higher levels; degree of sharing?Time and resource: investment issue to allow Time and resource: investment issue to allow proper planning.proper planning.

First or second placement priority?First or second placement priority?

Moving schools forward (leaving schools Moving schools forward (leaving schools behind?)behind?)

Individual subject issues Individual subject issues

Cross curricular pairingCross curricular pairing

Coordinator, mentor, tutor, student training.Coordinator, mentor, tutor, student training.

Informed by the work of Dr Peter Sorensen

Plenary: identify together various aspects Plenary: identify together various aspects of trainee collaboration at different stages of trainee collaboration at different stages in the school placement cycle, with in the school placement cycle, with strategies to maximise benefits and strategies to maximise benefits and overcome problemsovercome problems

• Autumn?Autumn?• Spring?Spring?• Summer?Summer?

Workshop 2 – mentors & studentsWorkshop 2 – mentors & students

Just before the short final summer placement: Just before the short final summer placement: each group of three (comprising mentor, Student each group of three (comprising mentor, Student x and Student y) worked togetherx and Student y) worked together Short recap on advantages/possible challenges Short recap on advantages/possible challenges of paired placementsof paired placements Additional research input provided from the Additional research input provided from the Universities of Bristol, Bath Spa and UWE Universities of Bristol, Bath Spa and UWE Paired Placements Project (Science) Paired Placements Project (Science) HandoutHandout 22

Mentors and trainees then came up with five Mentors and trainees then came up with five very different plans. very different plans.

Schools A to CSchools A to C

School A: peer observation and feedback (also School A: peer observation and feedback (also requesting pupil feedback as part of a Student requesting pupil feedback as part of a Student Voice agenda)Voice agenda)School B: pre- teaching observation/video/ School B: pre- teaching observation/video/ mutual de-construction, and jointly planned mutual de-construction, and jointly planned and executed cross-curricular and executed cross-curricular German/Geography lesson.German/Geography lesson.School C: joint teaching of a Year 7 group in School C: joint teaching of a Year 7 group in which one trainee would act as teaching which one trainee would act as teaching assistant/LSAassistant/LSA

School DSchool D

School D, a high-achieving Language College, School D, a high-achieving Language College, three collaborative projects were planned:three collaborative projects were planned:

1.1. one with a challenging Year 10 where one one with a challenging Year 10 where one trainee acted as LSA;trainee acted as LSA;

2.2. another with a shared Year 7, collaboratively another with a shared Year 7, collaboratively delivering cross-curricular French/History delivering cross-curricular French/History lessons; lessons;

3.3. and a third involved joint Italian input into a G and a third involved joint Italian input into a G and T day for incoming Year 6 pupils.and T day for incoming Year 6 pupils.

School ESchool E

In School E, quite a challenging intake, there was In School E, quite a challenging intake, there was to beto be Mutual observation and feedback for each Mutual observation and feedback for each trainee at KS4 (one teaching French, the other trainee at KS4 (one teaching French, the other Spanish)Spanish) Collaborative work with a small group of G & T Collaborative work with a small group of G & T Year 8 students Year 8 students The most exciting challenge: 4 weeks’ The most exciting challenge: 4 weeks’ collaborative teaching of a particularly difficult collaborative teaching of a particularly difficult low-ability Year 8 group which the mentor would low-ability Year 8 group which the mentor would have deemed unsuitable for a trainee to teach have deemed unsuitable for a trainee to teach solo.solo.

Workshop 3: Mentors’ viewWorkshop 3: Mentors’ view

Valuable experience in terms of CPDValuable experience in terms of CPDConsideration needed to managing time/space Consideration needed to managing time/space for mentoring two studentsfor mentoring two studentsHaving a pair of students, rather than impacting Having a pair of students, rather than impacting negatively on their overall workloads, enabled negatively on their overall workloads, enabled greater trainee independence from the mentorgreater trainee independence from the mentor Value of this peer support, both emotional and Value of this peer support, both emotional and practical, was strongly confirmed by the student practical, was strongly confirmed by the student teachers, and is also a regular feature of the teachers, and is also a regular feature of the literature on multiple placements literature on multiple placements

Workshop 3: Students’ viewWorkshop 3: Students’ view

Initially found it difficult to share data and Initially found it difficult to share data and communicate thought-processes during joint communicate thought-processes during joint planningplanningCoordination of behaviour management took Coordination of behaviour management took time to establish time to establish CPD: skills such as negotiation, diplomacy and CPD: skills such as negotiation, diplomacy and perseverance had been practisedperseverance had been practisedPeer feedback with its need for honest Peer feedback with its need for honest professional dialogue proved especially usefulprofessional dialogue proved especially useful Agreed that time and space for sharing ideas Agreed that time and space for sharing ideas and collaborative planning needs to be factored and collaborative planning needs to be factored in to paired trainees’ school timetables in to paired trainees’ school timetables

Some felt it might be better to teach in Some felt it might be better to teach in pairs in Autumn placement, before had pairs in Autumn placement, before had established own teaching styles and established own teaching styles and preferencespreferences

Others felt more time/continuity were Others felt more time/continuity were needed – therefore Spring term might be needed – therefore Spring term might be preferable preferable

Results: Schools D and EResults: Schools D and E

Well-matched high achievers who had ‘been able Well-matched high achievers who had ‘been able to reach a much higher standard in their individual to reach a much higher standard in their individual teaching through working as a pair…’(MFL teaching through working as a pair…’(MFL mentor, School D).mentor, School D). Skills learnt includedSkills learnt included

communication and team-working communication and team-working mutual access to each others’ subject knowledge mutual access to each others’ subject knowledge

and previous professional experience, and previous professional experience, ability to share & develop ideas and resources, ability to share & develop ideas and resources,

producing lessons that were extremely well-producing lessons that were extremely well-planned, dynamic and engaging. planned, dynamic and engaging.

Dealing with difficult classesDealing with difficult classes

They had also given each other both moral They had also given each other both moral and practical support in terms of behaviour and practical support in terms of behaviour management in lessons, with excellent management in lessons, with excellent results in terms of pupil outcomes.results in terms of pupil outcomes.

This success was particularly marked in This success was particularly marked in the case of the challenging Year 8 class in the case of the challenging Year 8 class in School E which was team-taught for the School E which was team-taught for the whole month. whole month.

School E – the challengeSchool E – the challenge

More individual support, particularly on ICT and More individual support, particularly on ICT and writing tasks. Trainee (LSA) could assist writing tasks. Trainee (LSA) could assist learners without disruption to main activitylearners without disruption to main activity Pupil response to different teachers: readily Pupil response to different teachers: readily accepted having two teachers, so trainees could accepted having two teachers, so trainees could defuse otherwise difficult situationsdefuse otherwise difficult situationsTwo trainees could more easily target disruptive Two trainees could more easily target disruptive elements to keep them on task=lessinterruptions elements to keep them on task=lessinterruptions Pupils could focus better and produce higher Pupils could focus better and produce higher quality workquality work

Future developmentsFuture developments

Science colleagues from the Graduate School Science colleagues from the Graduate School and myself as MFL tutor have recently submitted and myself as MFL tutor have recently submitted another bid to the TDA for funding 2009/10 for another bid to the TDA for funding 2009/10 for paired placements in Schools facing Challenging paired placements in Schools facing Challenging Circumstances.Circumstances. On the basis of the project described above, we On the basis of the project described above, we are confident that collaborative work by trainees are confident that collaborative work by trainees has benefits for the trainee, the mentor, and also has benefits for the trainee, the mentor, and also for the pupilsfor the pupils We would hypothesise that these benefits will We would hypothesise that these benefits will inevitably impact favourably upon school inevitably impact favourably upon school improvement and longer-term pupil outcomes. improvement and longer-term pupil outcomes.

‘‘Collaboration and partnership are a way of life. Collaboration and partnership are a way of life. People work together. There is a consistent People work together. There is a consistent approach which is supportive. People are not approach which is supportive. People are not left to sink or swim. People are available to left to sink or swim. People are available to each other. Team teaching, mentoring, peer each other. Team teaching, mentoring, peer coaching, joint planning and mutual observation coaching, joint planning and mutual observation and feedback are a normal part of the everyday and feedback are a normal part of the everyday life of the school.’life of the school.’

‘‘A profile of change’, MacBeath and Stoll in Improving A profile of change’, MacBeath and Stoll in Improving School Effectiveness, MacBeath and Mortimer, 2001School Effectiveness, MacBeath and Mortimer, 2001

ReferencesReferences

University of Bristol/UWE (2009)University of Bristol/UWE (2009)Advantages of ITT for Advantages of ITT for schools, trainees and tutors schools, trainees and tutors DVD to be available on the DVD to be available on the Teacher Training Website by December 2009Teacher Training Website by December 2009

Dickson,D. (2009) Dickson,D. (2009) Issues and Developments Issues and Developments A A presentation to MFL ATs at University of Bristol, 28th presentation to MFL ATs at University of Bristol, 28th February 2009 February 2009

TDA(2008)TDA(2008)The Maths and Science Multiple Placement The Maths and Science Multiple Placement Project: Years 1 and 2 Project: Years 1 and 2 www.tda.gov.ukwww.tda.gov.uk

Partnership Development Schools supported by Bristol Partnership Development Schools supported by Bristol University, Bath Spa University and UWE (2008) University, Bath Spa University and UWE (2008) Paired Paired Placements: Creating a win/win environment for Schools Placements: Creating a win/win environment for Schools and Trainees and Trainees www.tda.gov.ukwww.tda.gov.uk