Assessing the potential of interviewees for teaching

Geography- the use of mini-teaching tasks in schools

Debbie Moss

Keele University

Background to the 2005/6pilot

• Built on idea by previous PGCE course leader, Rob Whiting

• Pilot to run in 1 Partnership school• Planning of 4 mini tasks to make up 1 lesson

Geography Interview task: Teaching activity2005/6

In one of Keele’s Partnership schools you will be expected to teach a 15-minute session to a class of Year 9 pupils on one of the following topics:

What is Development?Are there too many people in the

world?How does trade affect development?

Should we give aid?You will be expected to keep to 15 minutes, as you will be delivering one of 4 short sessions to pupils, which relate to the topic of Development. The 4 sessions (4 ‘mini lessons’) will make up one complete lesson for a class of year 9 pupils. The other 3 sessions will be delivered by 3 other interviewees.

It is therefore extremely important that you keep your planning tight as you will be asked to stop teaching at the end of 15 minutes.

You will need to consider to consider the following when planning your ‘mini lesson’:

How you will introduce the topicHow you could involve pupils in the lesson

How you will manage and use resourcesHow you will assess what pupils may have learnt from

your lessonThis activity should allow you to demonstrate your potential for

teaching vibrant Geography lessons in the future.

Programme for Geography PGCE Interview at Keele University and Edensor Technology College 9.45-10.15 Introduction to course10.15-10.45 Written task10.45-11.30 Individual interviews/Coffee11.30-12.15 Presentations and group activities ‘What do you consider to be the important issues in teaching Geography in the 21st Century?’ 12.15-1.15 Travel to Edensor Technology College and lunch 1.00-1.45 Teaching tasks to Key Stage 3 pupils 2 .00-3.00 Formal interview with Rob Whiting (Director of Humanities at Edensor Technology College) and PGCE Course Leader, Debbie Moss Evaluation and any further questions

Why a PGCE course ?Other routes into teaching

Significance of PGCEWhy Keele?

locationSignificance of moving to Masters course

Significance of fieldwork/ costWhat do you understand by terms teaching and learning?

How do pupils learn?Importance of theory and research to improve practice in classroom

What is Geography?Perceptions/misconceptions

Geographical thinkingWhy do you want to teach geography?

Aren’t there more important subjects for pupils to learn?How do you learn geography?

Is it a subject in crisis in schools?Should it be taught as a separate subject or as part of integrated humanities subject?

Its relationship to CitizenshipThe wider geographical community

What/ who do you understand as being part of ‘the wider geographical community?’Responsibility as a teacher

Improving subject’s identity (GAP)

Pupil Candidate Evaluation Form: Keele University PGCE Interviewees 1 Excellent 2 Good 3 Satisfactory 4 weak 5 unsatisfactory Comments

A

B

C

Did the candidate maintain your interest throughout the presentation?

A B C D

D

A B C

Did the candidate use interesting resources?

D A B C

Did the candidate involve pupils in their presentation?

D A B C

Did the candidate appear enthusiastic about their subject?

D A B C

Do you think this candidate related well to pupils?

D A

B

C

How well did the candidate make you think about important issues in geography?

D

Were there any other special qualities you thought a candidate brought to their presentation that you would like to comment on? Please comment in space provided.

Geography Interview task: Teaching activity 2006/7

In one of Keele’s Partnership schools you will be expected to teach a 15-minute session to a class of Key Stage 3 pupils (11-14) on one of the following topics:

A landform of your choiceAn environmental hazard of your choice

A local issue of geographical interestAn issue related to sustainability

A mapwork exerciseAn exercise which challenges pupils’ perceptions of

geography

You can choose your lesson from any, or a combination, of the above topics.

• How you will introduce the topic• Why it is of interest to pupils• Its geographical significance• How you could involve pupils in the

lesson• How you will manage and use

resources• How you will assess what pupils may

have learnt from your ‘mini’ lesson

Factors which affect successful use of ‘mini’ teaching tasks in schools

• Efficient administrative procedures

• Positive relationships with Partnership schools-distance, facilities, technology support of head teacher

• Wider involvement from mentors

• Time/ Cost/Energy!

How did it perform as a task predicting performance on course?4 indicators given a score to assess

potential for teaching subject1. References (3)2. Academic knowledge/engagement at interview (4)3. Social/group performance (2)4. Teaching task (1) Strongest indicator teaching task

Why should you do it?

• Hits all 5 ECM outcomes

• New teacher standards

• Strong indicator of potential to teach vibrant geography lessons in classroom

• Widening participation

• GAP-Potential to identify candidates who can contribute to wider geographical community.

Feedback from interviewees

‘I am satisfied that it made me fully aware of the demands of the programme’

‘Very stringent testing, I felt challenged by programme, however all tasks were relevant to becoming a teacher’

‘Surprised and shocked by having to teach but made me think that Keele took preparing you for teaching extremely seriously’

Feedback from teachers

‘We have a positive outlook to pupil involvement in many aspects of school life..their opinion matters and we care about what they think’

‘Improves pupils’ self esteem, they feel part of decision making process which could lead to a feeling of belonging’

‘After candidates left and we were discussing each one, I had a really intelligent discussion with my pupils on what it is to teach and learn….and they listened!’

Feedback from pupils

‘I think it’s important that you get views from those that will be receiving the lessons’

‘I found it difficult to judge because they can’t just be a nice person, they have to be a good teacher’

‘I care about my teachers and who I get’

‘You get to be a part of the future and say what you want’

Why should you do this?

Can you afford not to?