Andrew Pollard (TLRP) and Patti Barber (Primary PGCE) Institute of Education,

Teaching and Learning Research Programme

Andrew Pollard (TLRP) and Patti Barber (Primary PGCE)

Institute of Education, University of London

Pedagogic Principles & Concepts in Teacher Education:

exploring TLRP applications

1. A professional opportunity?

2. TLRP’s outputs

3. Making sense through pedagogic principles

– Case study: PGCE M level module

4. Making sense through conceptual tools

– Case study: a Commentary on Pedagogy & Professionalism

‘Mastery of the fundamental ideas of a field involves ... discovery of previously unrecognized relations and similarities between ideas.

The cultivation of a sense of interconnectedness is surely the heart of the matter.’

Jerome Bruner, 1966

2. TLRP’s outputs

Three broad conclusions emerge from research on student learning:

1.that most variation is attributable to differences in student abilities and attitudes, and family and community background.

2.that “teacher quality” is the single most important school variable influencing student achievement.

3.that vital teacher characteristics include: the ability to convey ideas in clear and convincing ways; to create effective learning environments for different types of students; to foster productive teacher-student relationships; to be enthusiastic and creative; and to work effectively with colleagues and parents. (OECD, 2005)

The quality of an education system cannot exceed the quality of its teachers.

The only way to improve outcomes is to improve instruction.

High performance requires every child to succeed.

(McKinsey & Company, 2007)

2. TLRP’s outputs

3. Making sense through pedagogic principles– Case study: PGCE M level module

4. Making sense through conceptual tools– Case study: a Commentary on Pedagogy & Professionalism

TLRP outputs

A. Generating knowledge and understanding about teaching and learning

B. Supporting the development of research expertise and capacity

TLRP outputs

www.tlrp.org

Home page - news, features, search (five ways), site navigation

Site suggestions for students

Seventy research projects

Research briefings

Schools findings

Practitioner activities

User summaries

TLRP outputs for all

Knowledge accumulation though thematic analysis

‘Meetings of Minds Fellowships’

Research development resources

Many authors

Alan Brown, Warwick; David Bridges, Cambridge; Peter Bryant, Oxford; Anne Campbell, Leeds Met; Patrick Carmichael, Cambridge; Philippa Cordingley, CUREE; John Elliott, East Anglia; Morwenna Griffiths, Edinburgh; Stephen Gorard, Birmingham; Martyn Hammersley, Open; Higher Education Academy, York; Paul Lambe, Exeter; Neil Mercer, Cambridge; Jennifer Nias, Plymouth; Terezinha Nunes, Oxford; Carrie Paechter, Goldsmiths; Philosophical of Ed Society of GB; Lesley Saunders, GTC E; Pat Sikes, Sheffield; Paul Standish, Sheffield; Chris Taylor, Cardiff; Sally Thomas, Bristol; Andy Tolmie, IoE, London; David Watson, IoE, London; UCET Teacher Ed Ref Group; Anna Vignoles, IoE, London; Deborah Youdell, IoE, London

Anne Campbell on practitioner research

Martyn Hammersley on paradigms

International links

The work and resources of TLRP

Impact and significance

2. TLRP’s outputs

Jerome Bruner, 1966

•affirms a holistic approach to teaching and learning or pedagogy

•represents cumulative evidence and experience

•supports contextualised judgement by teachers, tutors, practitioners and policy-makers

Why ‘evidence-informed principles’?

1. EQUIPS LEARNERS FOR LIFE IN ITS BROADEST SENSE

2. ENGAGES WITH VALUED FORMS OF KNOWLEDGE

3. RECOGNISES THE IMPORTANCE OF PRIOR EXPERIENCE AND LEARNING

4. REQUIRES THE TEACHER TO SCAFFOLD LEARNING

5. NEEDS ASSESSMENT TO BE CONGRUENT WITH LEARNING

6. PROMOTES THE ACTIVE ENGAGEMENT OF THE LEARNER

7. FOSTERS BOTH INDIVIDUAL AND SOCIAL PROCESSES AS OUTCOMES

8. RECOGNISES THE SIGNIFICANCE OF INFORMAL LEARNING

9. DEPENDS ON TEACHER LEARNING

10. DEMANDS CONSISTENT POLICY FRAMEWORKS WITH SUPPORT FOR TEACHING AND LEARNING AS THEIR PRIMARY FOCUS

Case Study: PGCE M Level development

Learning and Teaching in the Core subjects

The Structure of the Module

10 TLRP Principles

•principles 1, and 3 - three core subject sessions face-to-face with subject specific tutors

•principles 4, 5, 7 and 8- individual sessions integrating understanding across the core subjects

•Principles 2, 6, 9 and 10- self-study tasks

School based tasks and self study tasks- see Appendices A,B,C,D,E, F and G

• Principle 2: Engages with valued forms of knowledge• Principle 4: requires the teacher to scaffold the learning• Principle 5: Needs assessment to be congruent with learning• Principle 6: Promotes the active engagement of the learner• Principles 7 and 8: Fosters both individual and social processes

and outcomes - and - recognises the significance of informal learning

• Principle 9:Depends on teacher learning• Principle 10: Demands consistent policy frameworks with

support for teaching and learning as their primary focus

Requires the teacher to scaffold learning

Generic taught session 1

School based TaskHow do teachers use questions?From TLRP websitehttp://www.tlrp.org/

Preparation

In preparation for this session you should do the school based task and reading.

Principle 4

Principle 5 Needs assessment to be congruent with learning

School based task

• To track and evaluate a sequence of lessons in each of the CORE subjects to see the progress made by different children.

• This would be done through the sessions that you teach on ATSE as explained in the school based tasks.

• Bring evidence of this to the session on January after school experience.

Your examples should include: -• Lesson Plans including learning intention /task /differentiation• Observations of effectiveness of the lesson with regard to learning.• Examples of assessment opportunities.• * Evidence of learning by 3 different children.

(*This should include photocopies of work, recorded observations of work, discussions involving the child(ren), questioning of children by teacher or yourself, notes on how children assessed the lesson.)

Principle 8Recognises the significance of informal learning

school- based task presented in generic session 3

Aim: To implement and evaluate activities which enable the use of informal learning in formal processes.

• Task- Boxing clever: using shoeboxes to support home–school knowledge exchange.

1.To Interview two teachers in your school re home-school exchange. Analyse their provision and perceptions. (is it effective? Is it one-way? Is home learning valued? How could it be developed? What might the practical difficulties of further development be?)

2. To implement the ‘Shoebox’ task as described in the Pamela Greenhough article with two children in your Spring School Experience class.

3. To write an evaluation of what this task offered you in terms of opportunities for: a. home- school knowledge exchange b. the possibilities for planning next steps in those children’s learning.

SamiyahÕs box (the shoebox that was originally given to her was ruined so her mother replaced it w ith this tin can) contained: Photos Postcards SamiyahÕs 1st birthday card One of her favourite books Two of her favourite teddies The first picture she ever made in playgroup entitled ÔMy Chick.Õ

Home-corner:photography

studio

Shoebox home-school learning project:Greenhough et al (2005)

How can early photographic

representations be

Research focus:

understood, in relation to meaning making?

Evaluations of the course

• ‘This module has really helped to ground my knowledge and understanding in teaching and learning practices’.

• ‘The principles are in my mind as I am teaching’.• ‘I really enjoyed learning about the theories behind L and T and

the TLRP principles which give a good basis to put them in practice and help you be an effective teacher.’

• ‘All of the L and T principles have highlighted what is expected of me when I begin to teach my own class.’

• ‘the principle of scaffolding learning and its theory is something I will take away and use throughout my teaching career.’

2. TLRP’s outputs

Professionalism

The essence of professionalism is the exercise of skills, knowledge and judgement for the public good.

But teacher expertise is poorly understood in our society

• ‘Pedagogy’ is the practice of teaching framed and informed by a shared and structured body of knowledge and combined with moral purpose.

• By progressively acquiring such knowledge and mastering pedagogical expertise – through initial formation, continuing development and reflective experience – teachers are entitled to be treated as professionals.

• Teachers should scrutinise and evaluate their practice to make rationally defensible professional judgements beyond pragmatic constraints and/or ideological concerns.

What do we talk about?

Curriculum Pedagogy Assessment

So, what happens if we compare and contrast the concepts used to discuss curriculum, pedagogy and assessment?

Concepts in HMI’s The Curriculum from 5 to 16 (1985)•Breadth•Balance•Relevance•Differentiation•Progression•Continuity

So, a key contention:

Maybe …. that pedagogic concepts can be organised in terms of their function (the work that they do) and that, by making this logic explicit, we could create a more robust and sustainable conceptual framework for the professional expertise of teaching?

Problem

Analyse evidence

Collect evidence

Evaluate

Reflect

Plan enquiry

Dilemmas

Judgement

EvidenceConcepts

Concepts are to do with:

Contexts

Processes

Outcomes

1. Societal aims To what vision of ‘education’ does the provision aspire? 2. Elements of learning What knowledge, concepts, skills and values are to be learned in formal education? 3. Community context Is the educational experience valued and endorsed by civil society?

4. Institutional context Does the school promote a common vision to extend educational experiences and inspire learners? 5. Process for social needs Does the educational experience build on social relationships, cultural understandings and learner identities?

6. Process for emotional needs Does the educational experience take due account of learner views, feelings and characteristics? 7. Process for cognitive needs Does the educational experience match learners’ cognitive needs and provide appropriate challenge? 8. Developmental outcomes Does the educational experience lead to development in knowledge, concepts, skills and values? 9. Cumulative outcomes Does the educational experience equip learners for adult and working life and for an unknown future?

Curricular concepts

Pedagogic concepts

Assessmentconcepts

1. Society’s educational goals Breadth Principle Alignment

2. Elements of learning Balance Repertoire Validity

3. Community context Connection Warrant Dependability

4. Institutional context Coherence Culture Challenge

5. Processes for learners’ social needs

Personalisation Relationships Inclusion

6. Process for learners’ emotional needs

Relevance Engagement Authenticity

7. Processes for learners’ cognitive needs

Differentiation Dialogue Feed-back

8. Outcomes for continuous improvement in learning

Progression Reflection Development

9. Outcomes for certification and the lifecourse

Effectiveness Empowerment Consequence

Implications for professional practice

Towards:• Strengthening the shared professional language

for talking about teaching and learning• developing communities of warranted practices

which contribute to the development of this language

• Creating public representations of teacher expertise

For more information:www.tlrp.org

– Commentaries– Teachers’ Guide to ‘Ten

Principles’– Resources for

practitioner researchwww.rtweb.info

– Practitioner applications for classroom enquiry

– Notes to guide reading

2. TLRP’s outputs

3. Making sense through pedagogic principles– Case study: PGCE M level module

4. Making sense through conceptual tools– Case study: a Commentary on Pedagogy & Professionalism

Jerome Bruner, 1966

Andrew Pollard (TLRP) and Patti Barber (Primary PGCE) Institute of Education,

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