Course

Welcome to the Course: Introduction

Tracey Burrows,

Peter Hadfield

and James Atherton

2 October 2010

Faculty of Education and Sport

PGCE/Certificate in Education (Post-Compulsory Education)

Welcome to the Course: Introduction

Tracey Burrows,

Peter Hadfield

and James Atherton

2 October 2010

Faculty of Education and Sport

PGCE/Certificate in Education (Post-Compulsory Education)

A brief introduction to

this 2-year part-time course

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MinimumCore(Module X)

ProfessionalPractice 2


Planning and Preparingto Teach PTLLS

Policy, Settings

& Practice

ProfessionalDevelopment

& ActionResearch

Curriculum& Context

Assessing Learners

EvaluatingTeaching

Bases of L&T

Year

: Term

The spiral curriculum

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Policy, Settings

& Practice


& ActionResearch

Curriculum& Context

Assessing Learners

EvaluatingTeaching

Bases of L&T

Year

: Term

The spiral curriculum The whole thing is based on a spiral curriculum, organised in eight units. Six of them are conventionally taught, and two more practice-based

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Policy, Settings

& Practice


& ActionResearch

Curriculum& Context

Assessing Learners

EvaluatingTeaching

Bases of L&T

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: Term


We start with an overview to put everything into context and to act as a foundation....

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Policy, Settings

& Practice


& ActionResearch

Curriculum& Context

Assessing Learners

EvaluatingTeaching

Bases of L&T

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: Term


And then go into greater depth and detail...

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Policy, Settings

& Practice


& ActionResearch

Curriculum& Context

Assessing Learners

EvaluatingTeaching

Bases of L&T

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: Term


With the taught modules complemented by practice—in your own workplace

The course mantra:

“It’s in the Handbook!”

Also see volume 2 (Working Papers)

available to download from the website at:

http://www.bedspce.org.uk

The course mantra:

“It’s in the Handbook!”

Also see volume 2 (Working Papers)

available to download from the website at:

http://www.bedspce.org.uk

The handbook (available for download from the site) goes into considerable detail because this is not just about adult education; it’s also a case-study of it

The PCE Learning Community

Grantham College C

astle College

Oxford & Cherwell

Tresham

Leicester College

Bedford College

Barnfield College

Central B

edsNHC

UoB


Grantham College C

astle College

Oxford & Cherwell

Tresham

Leicester College

Bedford College

Barnfield College

Central B

edsNHC

UoB

There are some 600 students on the course, in ten centres around the Midlands


Grantham College C

astle College

Oxford & Cherwell

Tresham

Leicester College

Bedford College

Barnfield College

Central B

edsNHC

UoB

...teaching a wide range of disciplines, subjects and students in many different settings and at many levels. We try to make use of this diversity as a strength to promote learning from each other.

Qualified Teacher (Learning and Skills) status (QTLS)

The PGCE/Cert Ed course is endorsed by the Sector Skills Council for Lifelong Learning (LLUK) and incorporates the outcomes of PTLLS, CTLLS and DTLLS, as well as being a University award

In order to be awarded QTLS you must satisfactorily meet the PGCE/Cert Ed course outcomes

… and be registered with the Institute for Learning

… and complete a period of professional formation

www.ifl.ac.uk

http://www.ifl.ac.uk/

Qualified Teacher (Learning and Skills) status (QTLS)

The PGCE/Cert Ed course is endorsed by the Sector Skills Council for Lifelong Learning (LLUK) and incorporates the outcomes of PTLLS, CTLLS and DTLLS, as well as being a University award

In order to be awarded QTLS you must satisfactorily meet the PGCE/Cert Ed course outcomes

… and be registered with the Institute for Learning

… and complete a period of professional formation

www.ifl.ac.uk

The course carries professional accreditation, leading to the standard awards for teachers in this sector of education. The university affiliation adds extra value.

http://www.ifl.ac.uk/

Finance

• Fees for 2010-11: £755• Means-tested student grant available• Grant of £400 available from IfL, paid via employers, for

this year only.

Finance

• Fees for 2010-11: £755• Means-tested student grant available• Grant of £400 available from IfL, paid via employers, for

this year only.

This has changed again recently, and some details are still in a state of flux: it will be managed through the college centres.

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Policy, Settings

& Practice


& ActionResearch

Curriculum& Context

Assessing Learners

EvaluatingTeaching

Bases of L&T

Year

: Term


Module assessment is based on Learning Outcomes, which specify•… what students should know or be able to do when they have done the module

– They are not “objectives” because they are set out for the student, rather than the tutor

– They are not “competences” (à la NVQ) because they go beyond simple performance

• and include underpinning knowledge

• reflection

• and critical discussion.

Competences and Outcomes

Module assessment is based on Learning Outcomes, which specify•… what students should know or be able to do when they have done the module

– They are not “objectives” because they are set out for the student, rather than the tutor

– They are not “competences” (à la NVQ) because they go beyond simple performance

• and include underpinning knowledge

• reflection

• and critical discussion.

Competences and Outcomes

We set out in some detail where you have to get to, to gain the award....but we are much more flexible about how you get there, because of the diversity of the student intake we have mentioned...

Wot? No assignments?

• Tutors do not set assignment titles

• Instead, students decide what to

submit as evidence that they have:– met the outcomes– at the appropriate level

• They should confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract.

Wot? No assignments?

• Tutors do not set assignment titles

• Instead, students decide what to

submit as evidence that they have:– met the outcomes– at the appropriate level

• They should confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract.

... and this is clearest in the approach to assessment. Students are seen as experts in their own fields of practice, and therefore able to negotiate how they will show they have reached the required standards.(There are no grades, either for the academic or the practical components of the programme.)

Differential Assessment

Cert Ed PGCE

Year One HE 1 (NQF 4) HE 3 (NQF 6)

Year Two HE 2 (NQF 5) HE 3 (NQF 6)


Cert Ed PGCE



Academically, practically all qualifications in the UK can be located on the scale of the National Qualifications Framework (it’s currently changing its name for some reason, but without practical consequences). HE1/NQF4/QCF4 is equivalent to first-year undergraduate study, HE3/NQF6/ QCF6 to 3rd/final year—you get the picture?


Cert Ed PGCE



These are the levels the various stages of the programme have to hit. We manage it by specifying additional outcomes for the higher PGCE levels—but there are also ways to move up and down the levels.

Observed Teaching Practice

• Runs throughout the Programme

• Requires at least 75 hours of teaching per year

• Observed twice a year by a tutor and twice by your Mentor

• With formative observations by and of each other.

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Policy, Settings

& Practice


& ActionResearch

Curriculum& Context

Assessing Learners

EvaluatingTeaching

Bases of L&T

Year

: Term







Now to the requirements for the demonstration of actual practice!





• With formative observations by and of each other. That’s a

national requirement.






Tutors can address generic skills, and meeting national standards, because we do a lot of observation.

Mentors (whom you select) can address discipline-specific issues, but may not be so familiar with the overall standards.






No “pass/fail” implications, but these peer observations just yield vast amounts of learning, about how fellow-students work in different settings and subjects, and inform class discussions enormously. Often voted the most effective learning experience of the course. (So much for tutors!)

Scheduling

Mentor (4)

of Peers (2x2)

by peers

SubmissionProfessional

Practice 1


Practice 2

Tutor (4)

At least one before Christmas

Year 1 Year 2

Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

Scheduling

Mentor (4)

of Peers (2x2)

by peers


Practice 1


Practice 2

Tutor (4)

At least one before Christmas

Year 1 Year 2

Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

Here’s a notional and vague indication of how observations might be distributed across the course. In one way or another, you will be observing or being observed around once every three weeks (and that’s apart from any employer-initiated stuff).

But it is all in a spirit of constructive feedback and encouragement!

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Policy, Settings

& Practice


& ActionResearch

Curriculum& Context

Assessing Learners

EvaluatingTeaching

Bases of L&T

Year

: Term

The spiral curriculum OK. But so far there’s not much about what we actually teach you!

Concentrating on the first year, this is what the units cover...

(More detail in the Handbook! Of course.)

Planning and Preparingto Teach

Year One

Term 1


PTLLSThe nature of “education”

RoleMatching students and

coursesInitial assessmentCurriculum design

Aims/ObjectivesCourse & session planning

Monitoring & evaluationAssessment

Feedback

Year One

Term 1



RoleMatching students and

coursesInitial assessmentCurriculum design



Feedback

ProfessionalPractice 1 Year One

Term 1



RoleMatching students and,courses

Initial assessmentCurriculum design



Feedback


Micro-teaching

75 hours of teaching

Observations

Session plans

Critical reflection

Reflective Journal

Peer Observations

Study day(s)

Minimum Core

Year One

Term 1

The overlap is intentional: after all the only point of the theory is its impact on your practice and student learning.

Bases of L&T

Year One:

Term 2

Student motivationMemoryTheories/models of learningTeaching methodsQuestioning & FeedbackPresentation skillsVisual aidsDesigning exercises/worksheetsICTClassroom managementNegotiated learning

Assessing Learners

EvaluatingTeaching

Principles of assessmentCompeting modelsFormative & Summative approachesCompetence-based modelsReliability and validity Assessment & teachingPlanning assessmentProcessing & interpreting dataFeedback

Bases of L&T

Year One:

Term 2

Student motivationMemoryTheories/models of learningTeaching methodsQuestioning & FeedbackPresentation skillsVisual aidsDesigning exercises/worksheetsICTClassroom managementNegotiated learning

Assessing Learners

EvaluatingTeaching

Principles of assessmentCompeting modelsFormative & Summative approachesCompetence-based modelsReliability and validity Assessment & teachingPlanning assessmentProcessing & interpreting dataFeedback

And so we begin to dig down into the detail.

Any Questions?

Any Questions?The answers are in the Handbook! Or you can ask a tutor, I suppose... !

Course

Documents

Transcript of Course