Trainee Autonomy Pack  · Web view9/1/2012  · Trainee Autonomy Pack. Autonomy means moving the...

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TRAINEE AUTONOMY PACK

Transcript of Trainee Autonomy Pack  · Web view9/1/2012  · Trainee Autonomy Pack. Autonomy means moving the...

Page 1: Trainee Autonomy Pack  · Web view9/1/2012  · Trainee Autonomy Pack. Autonomy means moving the focus from teaching to learning. Principles of learner autonomy could be: Autonomy

Trainee Autonomy Pack

Page 2: Trainee Autonomy Pack  · Web view9/1/2012  · Trainee Autonomy Pack. Autonomy means moving the focus from teaching to learning. Principles of learner autonomy could be: Autonomy

Trainee Autonomy Pack

Pack 1 Autonomy means moving the focus from teaching to learning.

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Trainee Autonomy PackA U T O N O M Y M E A N S M O V I N G T H E F O C U S F R O M T E A C H I N G T O L E A R N I N G .

Principles of learner autonomy could be:

Autonomy affords maximum possible influence to the learners. Autonomy means making use of self/peer assessment. Autonomy requires and ensures 100% differentiation.

In the event that the lecture is cancelled please use this self-study pack to support your own learning. You can use the formats provided or present your research in a format that best suits you.

TASK 1 Phonics and Early Reading

TASK 2 Early Mathematics

TASK 3 British Values

TASK 4 Improving Behaviour

TASK 5 The Teachers' Standards 2012

TASK 6 The School Profile

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TASK 1 - Phonics and Early Reading(This task might provide evidence towards [parts of] Teachers’ Standards: S3d, S2d, S5b, S5c, S7c.)

IntroductionSince the publication of 'The Rose Report 2006' - The Independent Review of Reading, schools have been reflecting upon their teaching of reading. Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.There are six overlapping phases. The table below is a summary based on the Letters and Sounds guidance for Practitioners and Teachers. For more detailed information, visit the Letters and Sounds website.

TASK 1a - Phonics OverviewHere is an example of an overview of the six overlapping phases.

Create your own overview to help you understand the different phases.

TASK 1b - Supporting beyond KS1

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In Key stage 2 there will be some children who are not yet able fluently decoding or who have difficulties in understanding what they have read. Research and list some strategies to help them with their phonic skills and comprehension.

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TASK 2 - Early Mathematics (This task might provide evidence towards [parts of] Teachers’ Standards: S3e, S2d, S5b, S5c, S7c.)

5 Counting Principles lay the foundation for flexible thinking in later years. IntroductionYou can probably count to 10 in French quite quickly, but can you count backwards just as fast? In French, can you count in 2s? Teaching children to count is more complicated than it sounds. It is more than just rote counting or calling numbers aloud in sequence.

In 1978, researchers Rochel Gelman and Randy Gallistel (1978) introduced the idea of five separate and distinct principles that children need to under-stand in order to be proficient counters. (see the list below) Children often learn to count without any direct instruction. However, many children do not learn the complexities of counting if they are not introduced to the ideas.

The 5 Counting Principles are often invisible unless you know what to look for and what to ask. The following pages describe these ideas so that you may observe your students and encourage their growth.

The Counting Principles“How to Count”1. The 1:1 Counting Principle2. The Stable-Order Principle3. The Cardinality Principle

“What to Count”4. The Abstraction Principle5. The Order-Irrelevance Principle

1. The one-one principle This involves the assigning of one, and only one, distinct counting word to each of the items to be counted. To follow this principle, a child has to be able to partition and re-partition the collection of objects to be counted into two categories: those that have been allocated a number name and those that have not. If an item is not assigned a number name or is assigned more than one number name, the resulting count will be incorrect.

2. The stable-order principle To be able to count also means knowing that the list of words used must be in a repeatable order. This principle calls for the use of a stable list that is at least as long as the number of items to be counted; if you only know the number names up to ‘six’, then you obviously are not able to count seven items. So, a child who counts 1, 2, 3 for one particular collection of three objects and 2, 1, 3 for a different collection cannot be said to have an understanding of the stable-order principle – although such a child would appear to have an understanding of the one-one principle. However, a child who repeatedly counts a three-item collection

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as 2, 1, 3 does appear to have grasped the stable-order principle – although, in this case, has not yet learned the conventional sequence of number names.

3. The cardinal principle This principle says that, on condition that the one-one and stable-order principles have been followed, the number name allocated to the final object in a collection represents the number of items in that collection. To be considered to have grasped this principle, a child needs to appreciate that the final number name is different from the earlier ones in that it not only ‘names’ the final object, signalling the end of the count, but also tells you how many objects have been counted: it indicates what we call the numerosity of the collection. If a child recounts a collection when asked how many objects there are, then they have not yet grasped this principle. Until recently, it was generally assumed that a child understood the cardinal principle if, after counting a collection and being asked how many objects there were, they immediately repeated the last number name spoken. However, in 2004 Bermejo et al. showed that when children were asked to count a collection of five objects starting the count with the word ‘three’ many gave the answer ‘seven’, i.e. the last number name they had said. These three principles are considered by Gelman and Gallistel to be the ‘how-to-count’ principles as they specify the way in which children must execute a count. The remaining two are ‘what-to-count’ principles, as they define what can actually be counted.

4. The abstraction principle This states that the preceding principles can be applied to any collection of objects, whether tangible or not. Obviously, for young children learning to count it is easier if the objects are tangible and, where possible, moveable, in order to help them to distinguish the ‘already counted’ from the ‘yet to be counted’ group. To understand this principle, children need to appreciate that they can count non-physical things such as sounds, imaginary objects or even the counting words – as is the case when ‘counting on’.

5. The order-irrelevance principle This principle refers to the knowledge that the order in which items are counted is irrelevant. It does not really matter whether the counting procedure is carried out from left to right, from right to left or from somewhere else, so long as every item in the collection is counted once and only once.

References Gelman, R. & Gallistel, C. (1978) The Child's Understanding of Number.

Task:On the next page you will find a support card for teachers - defining 'The 1 to 1 Principle'. Your task is to create a support card for the other 4 principles. You may copy and paste the proforma or use the headings to create your own format.

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The 1 to 1 Principle

Description:

You say one number, and only one number, for each object.

1 2 3 4

Prior Knowledge:

Understanding the words to orally rote count

Key Questions to ask:

How many teddies can you fir in that car? Can you pass me 5 plates? How many blocks have I got? Can you take 6 steps forward?

Strategies that support the children's learning:

Move objects when counting Tap each object on its 'head' when

counting Bang a drum children make a mark for

each individual sound Set the table for a certain number of

people Count the number of letters in their

name Count the number of hot dinners

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TASK 3 - BRITISH VALUES (This task might provide evidence towards [parts of] Teachers’ Standards: S1a, S1b, S1c, S5c, Part 2.)

'Schools should promote the fundamental British values of democracy'The Prevent Stategy 2011

IntroductionBritish values has emerged as a national priority in recent years and has become part of the Professional Standards for Qualified Teacher Status (Teachers’ Standards 2012) Part Two: Professional conduct

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

What are British Values?'A belief in freedom, tolerance of others, accepting personal and social responsibility, respecting and upholding the rule of the law' David Cameron July 2014

'Pupils must be encouraged to regard people of all faiths, races and cultures with respect and tolerance.' DfE 2014

'It is expected that pupils should understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. The school’s ethos and teaching, which schools should make parents aware of, should support the rule of English civil and criminal law and schools should not teach anything that undermines it. If schools teach about religious law, particular care should be taken to explore the relationship between state and religious law. Pupils should be made aware of the difference between the law of the land and religious law.' (DfE 2014)

Please read the following document from the DfE:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf

Task:Using the above documentation design a scheme of work for a class. This might be 5 or 6 sessions over half a term or perhaps a 'citizenship themed' day.

You will need to consider:

Which year group?Prior learning?Common misconceptions?Resourcing?Key questions? Bloom's?

Key learning experiences?Differentiated outcomes?Hooks?Success Criteria?Assessment opportunities?

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TASK 4 - Improving Behaviour(This task might provide evidence towards [parts of] Teachers’ Standards: S7a, S7b, S7c, S7d, S7c, S1.)

Introduction Some educational writers focus on behaviour management strategies, such as clear classroom rules, routines and expectations, consistent and effective use of rewards and sanctions. Others focus on the importance of creating a climate in which pupils want to learn, feel safe and feel supported. During the PGCE course you will consider behaviour in detail and how behaviour supports learning.

Capel, Leask and Turner (2013:166) suggest that some of the things that bring about behaviour for learning are:

Effective lesson planning Knowledge of pupils – names, interests, backgrounds and attainment A professional manner Effective use of encouragement, praise and reward Confident, calm and considerate use of reprimand and sanctions.

In 2012 the Government’s expert adviser on behaviour, Charlie Taylor, produced a checklist on the basics of classroom management. It was intended so that teachers can use it to develop between five and ten essential actions to encourage good behaviour in students.

He notes “Teachers who follow these guidelines find there is more consistency of approach to managing behaviour, both in the classroom and around the school. When children know that teachers will stick to the behaviour policy and class routines, they feel safer and happy, and behaviour improves.

The checklist may seem too simple, but managing a school or a class is a complex operation and because of this complexity it is easy to fail to get the simple, but essential, things right. After all, who could have believed patients die in hospitals because staff fail to wash their hands properly?”

Task:Use Charlie Taylor's checklist (over the page) to create a mindmap to explore how your placement school enabled the list. If there are any omissions, can you suggest strategies?

Getting the simple things right:

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Behaviour checklist for teachers Classroom

Know the names and roles of any adults in class. Meet and greet pupils when they come into the classroom. Display rules in the class - and ensure that the pupils and staff know what they are. Display the tariff of sanctions in class. Have a system in place to follow through with all sanctions. Display the tariff of rewards in class. Have a system in place to follow through with all rewards. Have a visual timetable on the wall. Follow the school behaviour policy.

Pupils

Know the names of children. Have a plan for children who are likely to misbehave. Ensure other adults in the class know the plan. Understand pupils’ special needs.

Teaching

Ensure that all resources are prepared in advance. Praise the behaviour you want to see more of. Praise children doing the right thing more than criticising those who are doing the wrong thing

(parallel praise). Differentiate. Stay calm. Have clear routines for transitions and for stopping the class. Teach children the class routines.

Parents

Give feedback to parents about their child’s behaviour - let them know about the good days as well as the bad ones.

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TASK 5 - The Teachers' Standards 2012

The Teachers' Standards came into effect on 1st September 2012. The new standards define the minimum level of practice expected of trainees and teachers after QTS. As trainees you will become increasingly familiar with these standards and will need to evidence each aspect.

A copy of the 2012 Teachers' Standards can be found in your handbooks pgs.42-43. Use the following prompts to reflect upon your thoughts about the standards:

What are your general thoughts about the standards?

Our maxim is 'It's LEARNING not Teaching' - which aspects of the standards relate to this statement?

Are they fit for purpose in the 21st century?

Are there any omissions?

Which bits are ambiguous or need clarifying?

How do they correlate with your own philosophy on learning and teaching?

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TASK 6 The School Profile (This task might provide evidence towards [parts of] Teachers’ Standards: S3b,S2d, S5b, S5c, S7c.)

Introduction During the PGCE course you will go to at least two contrasting schools. On initial inspection these schools may look similar but a closer analysis will demonstrate key differences. Use the form to collect data on school 1. The source of the data will be:

The School Data Dashboard – http://dashboard.ofsted.gov.uk

Ofsted explains the dashboard as: the School Data Dashboard provides a snapshot of school performance at Key Stages 1, 2 and 4. The dashboard can be used by school governors and by members of the public to check the performance of the school in which they are interested. The School Data Dashboard complements the Ofsted school inspection report by providing an analysis of school performance over a three-year period. Data can be filtered by key stage or by topic:

Expected progress Attainment Attendance Narrowing the gap between disadvantaged and other pupils

Users are asked to refer to the guidance document for additional information on the measures contained in the reports. (Ofsted website http://dashboard.ofsted.gov.uk – accessed June 2013) The schools latest Ofsted report – http://www.ofsted.gov.uk/schools If your school does not have Dashboard or Ofsted data, for example if it has just converted to academy status or is an independent school ask your mentors about other performance indicators that are available.

What to do?

Look at data available on the Ofsted dashboard, from the latest school Ofsted report

School dashboard data

Compare the school with “similar schools” and “all schools” using the following

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indicators and answer the key questions.

Exam results

Similar Schools (quintile) All Schools (quintile)

Overall

English

Maths

How are the pupils doing in exams?

Progress

English

Maths

Are pupils making progress

Attendance

Attendance rate for this year

(%)

Comparison with other schools

(quintile)

How good is attendance?

Is your school narrowing the gap between disadvantaged and other pupils?

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Ofsted - Look at the latest Ofsted report for your school.

Date of last inspection

Overall Effectiveness Judgements GradePrevious inspection

Latest inspection

Achievement of pupils

Quality of teaching

Behaviour and safety of pupils

Leadership and management

Identify key strengths of the school and areas for improvement.

Describe the profile of the school in terms of its social, cultural, linguistic, religious, and ethnic mix. What is the relationship between this profile and the

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number of pupils eligible for the Pupil Premium?

What are the school's particular challenges and opportunities? How is diversity valued in the school as a whole, in the classroom, and in the pastoral system?

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