Mentor training presentation for PCE programme, 2013
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Transcript of Mentor training presentation for PCE programme, 2013
Welcome to the PGCE/Certificate in Education (Post-Compulsory Education)
Mentor Training9 November 2013
The course mantra:
It’s in the (Mentors’) Handbook!
1:1
1:2
1:3
2:1
2:2
2:3
Year
: Term
Course based on spiral curriculum: a synoptic foundation re-visiting material in greater detail…
1:1
1:2
1:3
2:1
2:2
2:3
Planning and Preparing forTeaching and Learning
Year
: Term
1:1
1:2
1:3
2:1
2:2
2:3
ProfessionalPractice 1
Planning and Preparing forTeaching and Learning PTLLS
Year
: Term
1:1
1:2
1:3
2:1
2:2
2:3
ProfessionalPractice 1
Planning and Preparing forTeaching and Learning
Assessmentand
Evaluation
Teaching &LearningProcess
Year
: Term
1:1
1:2
1:3
2:1
2:2
2:3
ProfessionalPractice 1
Planning and Preparing forTeaching and Learning
ResearchingPractice
Theories &Principles of
InclusiveLearning &Teaching
Assessmentand
Evaluation
Teaching &LearningProcess
Year
: Term
CurriculumDesign &
Development
1:1
1:2
1:3
2:1
2:2
2:3
ProfessionalPractice 1
Planning and Preparing forTeaching and Learning
ResearchingPractice
Theories &Principles of
InclusiveLearning &Teaching
Assessmentand
Evaluation
Teaching &LearningProcess
ProfessionalPractice 2
Year
: Term
CurriculumDesign &
Development
Unit assessment based on Learning Outcomes
•… what students should know or be able to do when they have done the unit
•not “objectives”: they are for the student, not the tutor
•not “competences” (à la NVQ): they go beyond simple performance
• include underpinning knowledge
• reflection and
• critical discussion.
Competences and Outcomes
Wot? No assignments?
• Tutors do not set assignment titles
• Students decide what to submit to show that they have:
met the outcomes
at the appropriate level
• Using a “Submission Proposal” (or learning contract) to confirm suitability
Differential Assessment
Cert Ed PGCE
Year One HE 1 (QCF 4) HE 3 (QCF 6)
Year Two HE 2 (QCF 5) HE 3 (QCF 6)
Ref Cert Ed Outcome PGCE Outcome
Roles and Responsibilities
1.2
Understand the relationships between teachers and other professionals in lifelong learning
Evaluate different ways in which teachers and other professional may work together in lifelong learning
1.7
Be able to evaluate own practice in planning inclusive learning and teaching
Be able to evaluate practice in planning inclusive learning and teaching in your own setting and at least one other
Outcomes at different levels
Ref Cert Ed Outcome PGCE Outcome
Roles and Responsibilities
1.2
Understand the relationships between teachers and other professionals in lifelong learning
Evaluate different ways in which teachers and other professional may work together in lifelong learning
1.7
Be able to evaluate own practice in planning inclusive learning and teaching
Be able to evaluate practice in planning inclusive learning and teaching in your own setting and at least one other
Outcomes at different levels
PGCE outcomes call for greater depth than Cert
Ed
Ref Cert Ed Outcome PGCE Outcome
Roles and Responsibilities
1.2
Understand the relationships between teachers and other professionals in lifelong learning
Evaluate different ways in which teachers and other professional may work together in lifelong learning
1.7
Be able to evaluate own practice in planning inclusive learning and teaching
Be able to evaluate practice in planning inclusive learning and teaching in your own setting and at least one other
Outcomes at different levels
…and greater breadth, beyond the confines of own practice
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
All based on a Personal Development Plan.
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
This is where the actual
practice sits.
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Minimum, per year.
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
2 tutor + 2 mentor observations each year
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching(Year 1)
Project(Year 2)
And 2 observations
of fellow students
(so by peers too)
Formative only
2 tutor + 2 mentor observations each year
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Critical review of practice.
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Possibly based on issues arising from observations or class/tutorial/mentor discussions
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Excerpts from a journal kept throughout the year based on experience as teacher and student.Micro-teaching
(Year 1)Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
2 in Y1 with discipline-related tasks between; 1 in Y2.
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Formatively assessed in first term
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
On a negotiated topic
Micro-teaching(Year 1)
Project(Year 2)
Assessing Observed
Practice
1. Planning and Preparing the Session2. Opening the Session3. Presenting material4. Resources5. Relating to students and supporting students
individually6. Activities, exercises and promoting active learning7. Checks on learning8. Managing the session, learner behaviour, timings
and response to events9. Concluding the session10.Equal Opportunities & Safeguarding issues
identified/addressed
Assessing Observed
Practice
1. Planning and Preparing the Session2. Opening the Session3. Presenting material4. Resources5. Relating to students and supporting students
individually6. Activities, exercises and promoting active learning7. Checks on learning8. Managing the session, learner behaviour, timings
and response to events9. Concluding the session10.Equal Opportunities & Safeguarding issues
identified/addressed
These are the headings for the
summative assessment
Developmental points
Subject-specific issues (for Mentor use) Action points for future development Student’s own plans before next
observation Summary (Notes on embedding functional skills).
Developmental points
Subject-specific issues (for Mentor use) Action points for future development Student’s own plans before next
observation Summary (Notes on embedding functional skills).
And these for formative feedback
Developmental points
Subject-specific issues (for Mentor use) Action points for future development Student’s own plans before next
observation Summary (Notes on embedding functional skills).
Of special interest to you
Mentors Observe Teaching
At least twice each year
for a complete session
early and late in a variety of teaching settings.
Scheduling
Mentor (4)
of Peers (2x2)
by peers
SubmissionProfessional
Practice 1
SubmissionProfessional
Practice 2
Tutor (4)
At least one before Christmas
Year 2Year 1
332 21 1
Before the Session• Your mentee should provide you with
a copy of the Observation schedule a lesson plan, scheme of work, and copies of any exercises or other materials
(OHTs, etc.) the report from her previous observation
• Discuss the planning rationale, features of class, characteristics of the group action points from previous observation and
• Any points she wants you to concentrate on.
After the sessionCan yield some of the most effective learning in the entire Course
Material is live,
you have both shared it from your different standpoints,
and noticed different things —and it is
the optimum time for feedback.
Using the Observation Schedule
• Familiarise yourself with the forms first
Tutors use these forms scores of times a year—mentors much more rarely. So get to know
them.
Using the Observation Schedule
• Familiarise yourself with the forms first
• Remember to note the evidence
Using the Observation Schedule
• Familiarise yourself with the forms first
• Remember to note the evidence
• The forms are the Student’s responsibility
We do not keep copies. This is the only way to ensure they are not
hi-jacked for management purposes to the detriment of
students’ confidence and learning.
Using the Observation Schedule
• Familiarise yourself with the forms first
• Remember to note the evidence
• The forms are the Student’s responsibility
• Supplement them with your own comments and ideas.
Detailed questions
Year 1 Year 2
Opening the Session8.11
·
·
·
·
·
·
Do you make the objectives of thesession clear to the students?
Do you outline the plan of the session?
Do you make links with other sessions,etc. as appropriate?
Do you check the present level ofstudents’ knowledge, skills and/orpreparation?
Do you deal appropriately with late-comers?
Do you deal appropriately withunprepared students?
· Do you re-negotiate the session ifnecessary?
· Do you make particular efforts to linkthe session with students’ otherexperiences or interests?
Detailed questions
Year 1 Year 2
Opening the Session8.11
·
·
·
·
·
·
Do you make the objectives of thesession clear to the students?
Do you outline the plan of the session?
Do you make links with other sessions,etc. as appropriate?
Do you check the present level ofstudents’ knowledge, skills and/orpreparation?
Do you deal appropriately with late-comers?
Do you deal appropriately withunprepared students?
· Do you re-negotiate the session ifnecessary?
· Do you make particular efforts to linkthe session with students’ otherexperiences or interests?
These questions are for guidance only: students are actually assessed against the
headings
Using the Form
Heading Met?
8.13 Presenting material
Evidence, strengths and areas for development
Your presentation was clear and followed a logical step-by-stepprogression
But you could have linked it more to the students’ experience andinterests — some of the things they were saying when they werechatting at the start of the class could have given you a cue
Your slides are good — but there doesn’t have to be a new one for
every thing you say!
Using the Form
PCH
Heading Met?
8.13 Presenting material
Evidence, strengths and areas for development
Your presentation was clear and followed a logical step-by-stepprogression
But you could have linked it more to the students’ experience andinterests — some of the things they were saying when they werechatting at the start of the class could have given you a cue
Your slides are good — but there doesn’t have to be a new one for
every thing you say!
Initial or “n/a” or “see below” for reasons not to pass.
We do not grade
observations.
1:1
1:2
1:3
2:1
2:2
2:3
ProfessionalPractice 1
Planning and Preparing forTeaching and Learning
ResearchingPractice
Theories &Principles of
InclusiveLearning &Teaching
Assessmentand
Evaluation
Teaching &LearningProcess
ProfessionalPractice 2
Year
: Term
CurriculumDesign &
Development
How was it for you?
Who has been mentored?
This exercise was not actually used because of time.
How was it for you?
On a scale of 1 to 10, how would you rate your
experience of having been mentored?
This exercise was not actually used because of time.
How was it for you?
What features made it a positive and what a negative
experience?
This exercise was not actually used because of time.
Mentoring is ...
Mentoring is ...
Talking to someone
about their work so as to
help them do it better.
Talking...
Listening as much as talking. … helps them feel valued … to pick up subtle differences
from your own experience … encourages them to talk.
Time…Ideally: allow half-an-hour, or more if you
can about once a fortnight somewhere without interruptions! And allow about fifteen minutes
before and about half an hour after each teaching observation.
... about their work The agenda is usually and mainly up to the
mentee it helps them to own the process
may be based on their Action Plan but they may need encouragement (and to be kept to the point).
The Learning Contract and Mentoring
Each Unit has a Learning Contract (or “Submission Proposal”) prepared by the student with the help of her tutor
including mentoring requests: please help her to draw up the Proposal; only sign your bit if you can meet the demands
it may make on you. If they are not practicable, re-negotiate them
The Proposal is a realistic working document rather than merely a set of pious aspirations.
Recording Mentoring
All records are kept by the student for confidentiality reasons as part of their professional journal
for the Professional Practice units and because writing it up also helps
the learning process.
Web-site
http://www.bedspce.org.uk/mentor_material.htm
for handbook and documentation on-line