Practicums, philosophies and learning design

Analyse existing preconceptions about educational philosophies

Critically reflect on learning on practicum

Analyse existing preconceptions about educational philosophies

Critically reflect on learning on practicum

Analyse existing preconceptions about educational philosophies

Investigate and begin to develop personal educational philosophy

Learning outcomes

Plan assessment & sequence (including practicum)

Design and develop learning

experiences

Practicums dates set by

administrators

No learning/teachin

g prior to practicums

Not an ideal situation

Practicum in schools

Survey on current

philosophical beliefs

• PebblePad form

Guided PP blog –during practicum

(4Rs)

• Week 1 - Teacher talk/questioning• Week 2 - Classroom dynamics• Week 3 - Socio-cultural issues

Blogs and surveys used in workshop

activities

Online materials and lectures on

philosophers

Guided support for academic

reading • 4Rs response in webfolio

Complete survey second time

My philosophy of education webfolio

The practicum blogs

• Week 1 - Teacher talk and questioning• Week 2 - Classroom dynamics• Week 3 - Socio-cultural issues

As he enters the room, the year seven maths teacher's voice raises above the cacophony of noise, "alright class,

I will be talking to you for the rest of the class; get out your books and copy the equations I put on the board". I have to hold back from groaning, as this not only brings

back some unwelcome memories of my own school years, but is also contrary to everything I have been learning about best teaching practices and student

orientated learning.

Embedding the survey

The metaphysics of existentialism are reflected in my personal philosophy. I strongly believe that we learn through choice. Action and consequences are incredibly valuable learning tools, particularly in the social construct. The notion of education as a means of awakening the freedom to choose resonates strongly with me. I believe that beauty is in the eye of the beholder, it cannot be prescribed or dictated.

The second time I completed the survey I found that 47% of my answers remained exactly the same, while the remaining 53% altered minimally. My answers only moved up or down one answer on the scale. This shows me that throughout the semester I have been able to consolidate my thoughts and/or am flexible enough in my thinking to adjust my thoughts when provided with new, robust information

Bank of feedback statements for assessors

Using a feedback template to mark against criteria

Analytics - reports on feedback to students

Feedback from academic staff

• Online reflective survey and blogs great source of materials for class discussions

• Higher standard than previous word doc• Design mitigated the effects of poor practicum

placement• Webfolio easily revisited in final year

Changes the second time around

• Practicum now placed at the end• Retaining activities but reordering