All 30 entries tagged Teaching

Teaching without research, really?

Although my teacher training year is coming to an end, I feel that my learning and development as a PE teacher is only just beginning. As I sit and reflect on my progress this year, I consider the impact that research has had on my practice; the action research that I have carried out myself as part of my masters, the literature I have read and explored to develop my pedagogy and behavioural management, alongside the continuing professional development sessions I have attended at school, university and teaching school alliance days that have been centralised on research and key practitioners. I cannot think of an element of my teaching that has not had at least some influence from a form of research and therefore I cannot entertain the idea that I will not continue to engage with research as I enter my newly qualified teaching year.

Most importantly for me, I have engaged with research in order to develop my classroom pedagogy. As I enter my NQT year and in my future teaching profession, I have every intention to continually develop my teacher toolbox, so that my teaching is up to date and innovative, to ensure pupils make the best possible progress. As a teacher I can experiment with my own ideas within the sports hall and conduct my own research about how successful or unsuccessful these prove to be, even if time is limited to write up the findings. However, I question whether alone I would have been able to develop the variety of ideas, teaching styles and models that exist for the teaching of the PE. For example, the Teaching Games for Understanding Model developed by Bunker and Thorpe has become renowned within PE for teaching pupils the skills through game based contexts and without the research that details how to implement the model, the discussions about the positives and drawbacks of the model within other PE teacher’s lessons, I would not have known about this pedagogical model and therefore may not have taught in such a way. One of my favourite journals that I have engaged with so far is the Association for PE’s “Physical Education Matters”. This has been particularly useful because I can read about the practice of other PE teachers and trial out methods that have already been tried and tested by other practitioners allowing me to make comparisons with my own experience. Not only this but each article within the journal, is both informative but relatively short meaning it doesn’t take too long to read. This removes one of the existing barriers that may prevent practitioners from engaging within literature.

Furthermore, I have had first-hand experience of how research can allow me to perfect and develop elements of my teaching practice through my action research around peer assessment. I intend to continue this approach throughout my career, experimenting with the findings of other researchers and implementing these within my own practice. By conducting research into the effectiveness of strategies used within my own lessons, I will be able to draw conclusions from my observations, the thoughts and feelings of the pupils (if relevant) and the impact of my teaching on pupil progress.

I spent a well-needed day at my alliance, exploring the ways in which we as teachers can help our pupils to make good progress within our lessons. The ideas presented were focused on research, allowing us to explore a variety of strategies and analyse the impact on progress. Without research and the contribution of practitioners sharing and discussing their experiences, we would only have our own singular vision of teaching and how best to do it. Some may consider research to be a very time consuming activity in our already very busy schedules but contrary to this view, seeking more effective ways to enable children to make progress could prove to save us time in the future. This could simply be through learning a new behaviour management strategy, experimenting with a teaching style to push gifted and talented pupils, seeking resources, learning about how best to implement peer assessment or self-assessment activities or understanding the factors of a lesson that allow for pupils to make the best progress. Of course the research doesn’t come with a one size fits all, but it allows you to see what worked for other teachers so you realise you aren’t completely alone!

Abigail Ball : 19 Aug 2019 09:04 |  Tags: Research Teaching |  Comments (0) |  Close comments |  Report a problem

What can be learnt from a lesson observation? – Nicoletta

It has been proven that both observing lessons, and having our lessons observed and reviewed lead to better teaching practice (Grossman & Williston, 2002; Hendry & Oliver 2012; Bell & Cooper, 2011), and, as a result, to improved students’ learning outcomes. Both practices have been fundamental parts of my learning journey, providing me with a wide range of behaviour management strategies which have already brought solid evidence of their efficacy in my classroom (Teachers’ Standard 7).

Effective teachers model in their daily practice the strategies that make their teaching effective. Therefore, observing competent teachers and supervisors “in the field” is highly beneficial for trainee teachers as it shows them how the theory they are learning is put into practice in the classroom. Moreover, through observational learning (Bandura, 1977; 1997), the novice teachers acquire the necessary confidence to attempt those strategies on their own, as well an unlimited amount of inspiration. In my professional experience, observing my colleagues’ classes has shown me that learning-productive teacher-pupil interactions, such as effective questioning and feedback strategies, lead to a higher level of engagement which results in improved students’ behaviour. Furthermore, I have observed that praising the pupils’ effort and referring to them by name helps to develop a better rapport, which has a trigger of extrinsic motivation and, as a consequence, it has a deep impact on behaviour management (Griffith and Burns, 2012).

Class observation, meant as review, means being observed by mentors or other experienced teaching fellows. This kind of observation provides the trainee teacher with the opportunity to apply their academic knowledge directly in the classroom setting under the supervision of competent classroom teachers and mentors. Having my classes reviewed provides me with valuable, instant feedback on my teaching, with the opportunity to reflect on my practice and with inestimable practical advice. Namely, following an informal class observation, a fellow teacher suggested that I could try to enforce a whole class reward policy to decrease negative competitiveness. On the next day, I gave my students the task to make a list of four positive behaviours which make a lesson successful for all the students in the class as well as for the teacher. After they all agreed about the content of the list, we established that I would put a piece of candy in a jar every time we had a successful class. Moreover, we also negotiated together the reward. This strategy has not only resulted in improved relationships between the students and enhanced collaborative learning, but has also raised my students’ motivation.

To conclude, based on my experience so far, class observation has been a powerful tool which has had a deep influence on my behaviour management strategies. Through class observation, I could witness first hand how motivation impacts on learner behaviour.

References

Bandura, A. (1977). Social learning theory. Prentice-Hall: Englewood Cliffs, NJ.

Bell, M. & Cooper, P. (2011). Peer observation of teaching in university departments: A framework for implementation. International Journal for Academic Development, DOI:10.1080/1360144X.2011.633753.

Griffith, A. & Burns, M. (2012). Outstanding Teaching: Engaging Learners. Carmarthen, Crown House Publishing

Grossman, S. & Williston, J. (2002). Teaching strategies: Strategies for helping early childhood students learn appropriate teaching practices. Childhood Education, 79(2), 103-107. DOI: 10.1080/00094056.2003.10522780

Hendry, G. D. & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1), 1-9.

Abigail Ball : 15 Jul 2019 10:36 |  Tags: Lesson Observation Teaching |  Comments (0) |  Close comments |  Report a problem

10 seconds of PE to forget – Sim

10 seconds of PE to forget

This post is inspired by 10 seconds of a PE lesson which I will always remember, yet I pray that the student in question will be quick to forget. We will call the student Hannah. Hannah is in Year 7; she is enthusiastic and loves to try her hardest. Whilst she can hold her own in a game of netball, she is by no means athletic with a much higher BMI than her peers.

It was the start of the athletics season and I elected to deliver a sprinting lesson in the only way I knew how: sprinting technique and sprint-start coaching, all building up to the big 100m finale. The stage was set, the most eager students which had already competed were waiting at the finish line for the closing heat with Hannah apprehensively holding her best impression of a sprint-start position. The crowd eagerly cheered on as the other competitors competed for a near photo-finish, after which came 10 awkward seconds of depleted applause as Hannah made her way to the finish line, exhausted and humiliated. It is these 10 seconds which I have reflected upon the most in my PGCE year as they embody the degrading nature of performance-orientated PE.

Performance-orientated PE lessons are designed to measure attainment through comparative norm performance. Whilst this celebrates the ablest, there is a danger that such approaches embarrass, marginalise and disengage lower ability students. Achievement goal theory (Nichols, 1984) proposes that we are innately driven to either demonstrate competence or mask incompetence. As such, secondary PE is flooded with ‘Hannahs’ who have undergone negative performance-orientated experiences and now refuse to engage with athletics because their comparative norm incompetence has been exposed.

One answer to this issue is teaching through a mastery-orientated climate rather than performance. In a mastery climate, students achieve goals satisfaction through self-improvement, rather than winning. One framework for adapting lessons for mastery-orientation is Epstein’s (1989) TARGET Model. At the heart of the framework is the movement away from comparative norm performance toward self-referenced goals. Figure 1 illustrates Morgan and Kingston’s (2010) summary of how the model is applied to PE.

Figure 1. (Morgan and Kingston, 2010)

Upon reflection, using the TARGET framework, I adopted a mastery approach to my sprinting lessons with other classes. Students would work in small groups with the rotating roles of sprinter, timer and coach. They would time each other to sprint for 5 seconds and lay down a cone to mark their distance. The sole lesson objective was to beat your marker by applying the correct technique and I was amazed by the feedback I received.

The ablest students, accustomed to achieving satisfaction through performance goals, became frustrated at the lack of competition, yet they were engaged, nonetheless. One way I overcame this barrier was to offer an optional 100m sprint. But most importantly, lower ability students (Hannahs) which had not held back in stated their reservations towards athletics, actually thanked me for the lesson, because for the first time they were able to enjoy mastery-goal satisfaction in sprinting. My only regret is that it took Hannah’s 10 seconds of embarrassment for me to recognise the need to adapt my teaching climate to allow all students to succeed.

References

Epstein, J., 1989. Family structures and student motivation: A developmental perspective. Research on motivation in education, 3, pp.259-295.

Morgan, K. and Kingston, K., 2010. Promoting a mastery motivational climate in a higher education sports class. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012), 9(1), p.73.

Nicholls, J.G., 1984. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological review, 91(3), p.328.

Abigail Ball : 24 Jun 2019 09:36 |  Tags: Lesson Motivation Teaching |  Comments (0) |  Close comments |  Report a problem

Can’t do maths? Try Fermi problems instead! – Jeremy

I talk to Jean - an intelligent, articulate Glaswegian who left school with no qualifications - over the internet. I told her about my essay on re-engaging students who are “switched off” to maths.

“I can’t do maths.”

“Perhaps you could if you were taught using Fermi problems.” Being keen to try this approach, advocated by some of the literature, I told her how Enrico Fermi solved problems such as “how many piano tuners are there in Chicago?” without any data, using his knowledge to supply defensible estimates.

“I don’t care about piano tuners in Chicago.”

“Fermi problems can be about anything,” I said. “The teacher should choose a problem which is meaningful to their students.”

“How?”

“You’re interested in cycling, so … how long would the averagely fit person take to cycle from Land’s End to John o’ Groats?”

“I don’t know. Two weeks? Three weeks?” Jean was engaging with the problem, but she was guessing. She needed some scaffolding.

“Don’t guess: use your knowledge. How many hours a day will they spend in the saddle?”

“Eight.” This sounded too high but I didn’t want to discourage her, so I said nothing.

“What will their average speed be?”

“40 mph.”

No way! That’s the speed of a world champion, not the averagely fit person. I challenged it, and after discussion Jean settled for 15mph.

“How many miles will they cover each day, riding at 15 mph for 8 hours?”

“120” was Jean’s instant response: she was “doing maths” without even realising it!

“What’s the distance from Land’s End to John o’ Groats?”

“I don’t know. About 1,000 miles?”

The actual answer is 874. I would have accepted 1,000 as an estimate, but she had guessed. You mustn’t guess when solving Fermi problems.

“Don’t guess. How can you estimate it?”

“I don’t know.” Jean was slipping into “maths lethargy”, but I was not going to let her give up.

“Suppose I tell you there’s a sign outside King’s Cross saying Edinburgh 401 miles? So London to Edinburgh is about 400 miles.”

“1,000 miles is two and a half times that.” Jean was re-engaging, and we were back in the hunt!

“Think about the map of Britain. Is Land’s End to John o’ Groats two and a half times London to Edinburgh?”

A pause, then: “Yes, it’s about that.”

“Good. So you can defend your figure. How many days will it take to cycle 1,000 miles at 120 miles a day?”

“Eight.”

“What’s 8 times 120?”

“960. Oh! So nine.”

“Is that your answer? Nine days?”

“Yes,” said Jean. Then, “No! Some days they might not do 120 because of punctures, or hills. So, ten.”

“Is that your final answer?”

“Yes.”

“Are all your numbers defensible?”

“Yes.”

“OK. Let’s check it.”

I consulted Wikipedia. Land’s End to John o’ Groats cyclists normally take 10 - 14 days. Jean’s sense of accomplishment when I shared the link was palpable: she had just solved a Fermi problem and absolutely nailed it! In doing so she had multiplied 8 by 15 and 120 by 8; divided 1,000 by 400; estimated comparative distances; and identified and applied an appropriate rule of rounding. She had “done maths”; and I intend to incorporate Fermi problems into my teaching practice.

Abigail Ball : 17 Jun 2019 09:29 |  Tags: Teaching |  Comments (0) |  Close comments |  Report a problem

Reflections on the Warwick Education Conference Antiracist Pedagogy Workshop – Abigail Ball

I recently attended a Warwick Education Conference workshop on antiracist pedagogy run by Mark Hinton from CLL and Lydia Plath from History. The session was also supported by Meleisa Ono-George, co-lead of the WIHEA Learning Circle called ‘Anti-Racist Pedagogy and Process in HE.’

Research undertaken by Universities UK and the National Union of Students (amongst others) has shown that students who identify as Black, Asian and Minority Ethnic (BAME) have substantially different attainment, progression and experience in HE compared with those students who identify as White. These differences have been attributed to practices and processes within HE that disadvantage particular groups of BAME students (Ono-George and Awesti, 2019).

The purpose of this workshop was to raise awareness of antiracist pedagogy and to provide a safe and supportive environment for participants to discuss the topic and associated issues. The session included a really useful introduction to race and racism which was very interesting and helpful in setting the context of the workshop.

For one of the activities we were divided into two separate groups - those participants who identified as White and those participants who identified as BAME. Blackwell (2010) describes this as a black feminist approach which uses racially separate groups to remove the burden of representation from BAME students. She adds that this process enables BAME students to discuss their own antiracist interests, issues and requirements without the need to represent BAME students as a whole. She further adds that this teaching approach supports the development of discussion that differs from the accepted hegemony (hooks, 1994).

This was a really strange experience and I personally have never been divided into groups in this way before, but it did definitely change the dynamic of the group and the discussions that took place. As someone who identifies as White I was grouped with other similar participants and we were asked to consider our identity and how we described ourselves, in smaller sub-groups. For me personally I found it quite hard to describe myself and I found I was thinking about class which is not something I usually consider. Although I know my ethnic background, I did not particularly want to discuss something that felt very personal with relative strangers and I wonder if this was how everyone felt?

We then switched into different sub groups and discussed the impact that antiracist pedagogy might have on our teaching practice. I found myself wondering if technology is as colour blind as I had assumed. Does someone who identifies as White have a different experience with technology compared with someone who identifies as BAME? I have no answers to these questions and came away from the session feeling unsettled and not sure how to embed antiracist pedagogy in my teaching – although I am definitely going to try.

At the start of the session, the facilitators commented that we would not find reassurance from the workshop and that we would not find easy or ready-made solutions and they were right. Whilst I gained a better understanding of some of the issues, I found that the workshop led me to question my teaching practice, the institutional norms that I work within and the society that I live in.

References

Blackwell, D.M. (2010) ‘Sidelines and separate spaces: making education anti‐racist for students of color.’ Race Ethnicity and Education, 13(4), pp. 473-494.

hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. Abingdon, UK: Routledge.

Ono-George, M. and Awesti, A. (2019) Anti-Racist Pedagogy and Process in HE. Available from: https://warwick.ac.uk/fac/cross_fac/academy/activities/learningcircles/anti-racistpedagogyandprocess (Accessed 22nd May 2019).

Abigail Ball : 03 Jun 2019 08:56 |  Tags: Antiracist Pedagogy Teaching |  Comments (0) |  Close comments |  Report a problem

Being a Trainee at Myton – Meg

I joined Myton this year with the same trepidation that I imagine many Year 7s did – an anxiety about what was to come, but with a great deal of excitement about it too. I joined the drama department at Myton for the first placement of my PGCE and, as with all new endeavours, there was a lot to learn, and a lot to learn quickly.

Myton was an easy school to settle in to – the staff are friendly and welcoming, and the students, for the most part, are well-behaved and engaged, and the drama department especially has wonderfully kind teachers and interested, curious children. Having settled in comfortably (and having only gotten lost twice), I found myself teaching full lessons within a few weeks, and this represented an issue that faces all new teachers: how do I make my lessons exciting, interesting, and engaging, while still teaching my students everything they need to learn?

Perhaps this is easier with drama than it is with other subjects (Bowell and Heap, 2013) – it is active by nature, and practical assessments often inspire less fear than written. The challenge with drama is in how to ensure that learning does take place, and that lessons have purpose, and are not just ‘fun’. I have been teaching for over a month now, and this is still something I am struggling with. Teachers go into teaching to try and make a difference to students’ lives (Schoenfeld, 2009), and I am no different. Because of this, we don’t just want our students to respect us – we want them to like us. As a teacher who is new to the school, who cannot name each pupil on sight, I feel this very keenly – I feel like, to prove myself, to become a part of the community, I must be liked.

It is easy to do this by playing games every lesson, but does that earn respect, and does that ensure teaching? I have seen many teachers at Myton tread this line with such precision; they are both liked and respected, and their lessons are both fun and educational, and to eventually reach this equilibrium is something that I look forward to greatly.

Embedded in all this is behaviour management, and while this is necessary for any and all teachers, it is very daunting for trainees. In discussions with PGCE students based at other schools, it seems that students at Myton, on the whole, are comparatively very well behaved, which I suspect is due in no small part to Myton’s clear and regularly implemented behavioural policies. There’s a lot of positive to take from Myton’s approach to misbehaviour – UPR, ‘Reprimand in Private, Praise in Public’, the subtle taking of a pocket diary as a warning that doesn’t generate a lot of attention – from an outside perspective, these seem to create a school that is respectful and considerate, and it credits a school when poor behaviour is seen as the anomaly. That said, seeing these practices take place in someone else’s classroom, and using them yourself, are two very different things, and while I am grateful not to have had to implement any of the more extreme sanctions so far, I am nervous that my inexperience with them will show, or that, in the moment, I will choose the wrong path. No one goes through life without making mistakes, of course, and if there is an opportunity to try things out, and to make mistakes, it is surely now, when there is considerable support there to help in these situations.

Our university has provided for us a ‘behaviour toolkit’, but without opportunity to put these tools into practice, how these will work with different situations, different students, and different schools, is something that can only be discovered through experience – the innate ability for the teachers that I have observed, to know which course of action is the most appropriate in any one situation, is enviable, and something I aspire to. It seems that this feeling of inability to know what to do when confronted with a situation that requires behaviour management is not uncommon, and is not new.

In 1993, Merrett and Wheldall suggested that behaviour management was not a priority for establishments that train teachers, and while much has changed in the last 25 years, it certainly feels like there’s an element of ‘behaviour management being the school’s domain’ currently. Learning techniques that are so specific to one school, however, makes it tricky to jump right into another school, running the risk of implementing the wrong technique at the wrong time in a new setting; if I have learnt anything so far at Myton, it is that consistency through BfL is key (Rowe, 2006).

I am grateful that I was placed at Myton, not only for the relatively short commute, but for the sense of community here, the constant support, and the feeling that my contributions to both teaching and the school as a whole have been valued and appreciated. I have already overcome many hurdles, lost some battles, and am ready and eager to face more.

References:

Pamela Bowell & Simon Heap (2013) Planning Process Drama (Oxon: Routledge)

Frank Merrett & Kevin Wheldall (1993) ‘How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers’ opinions about their initial training with special reference to classroom behaviour management’, Educational Studies, 19:1, 91-106

Don Rowe (2006) ‘Taking responsibility: school behaviour policies in England, moral development and implications for citizenship education’, Journal of Moral Education, 35:4, 519-531

Alan H. Schoenfeld (2009) ‘Why Do We Teach?’, Kappa Delta Pi Record, 46:1, 26-29

Abigail Ball : 28 May 2019 08:25 |  Tags: Behaviour Teaching |  Comments (0) |  Close comments |  Report a problem

PGCE international April 2019 induction reflections – Nick McKie

After a year and a half of planning and preparation, it was wonderful to finally meet our April 2019 Postgraduate Certificate in Education international (PGCEi) cohort in Bangkok (see above photo). With the PGCEi programme now fully operational in Asia, I wanted to reflect on the first five day face-to-face induction in Bangkok, to help identify areas for potential development going forward. The reflections below draw on PGCEi team debriefs as well as trainee feedback from the induction review.

Ensuring we connect theory with practice

Throughout the planning, a key tenet of the PGCEi programme has been to keep material as lean, sharp and relevant as possible, tying themes to assessments throughout all modules and marrying theory with practice. Overall, this is something that as a PGCEi team we thought went well. As one trainee commented:

‘What I learnt in the course so far I have witnessed this being applied by my colleagues in the school I'm working at. Linking the theory to the application of teaching’.

One piece of trainee feedback from the induction review centred on having more ‘in class’ activities. Going forward we can perhaps look to create more opportunities for trainees to further engage with practice by teaching small activities in the induction, without relying on a show-and-tell approach. Show-and-tell teaching by teacher educators cannot help prospective teachers to think in more complex ways about their practice (Myers, 2002).

The induction programme

On reflection, the PGCEi team felt that the course overview and assessment session on day three could have been moved forward to day two in order to provide further clarity on the course as a whole. As one trainee commented:

‘Having programme information on the 'first day' of induction would make me feel more at ease with what lies ahead. The majority of us had many questions regarding the course but this was not addressed until day three’.

At the end of the induction programme we felt there was enough time built into the schedule for 1-to-1 questions and to revisit key themes on an individual basis. The feedback on the whole organisation and content of the induction programme was very positive. As one trainee stated:

‘The course was well laid out, well organized, and absolutely full of information. We've been given plenty of access to information about the course, the facilities and services available to us, as well as the tutors (teaching fellows). The sessions were all very relevant to teacher training, and they were engaging and informative’.

Accommodating a range of trainees with differing settings

We found that trainees were at very different stages of their teaching careers. Some were ‘in service’ teachers currently engaged in teaching full time, whilst some were ‘pre service’ teachers just coming into the profession. This variety of teaching experience necessitated flexibility of approach. Going forward we could look at providing options in regard to specific sessions. As one trainee reflected:

‘Provide choice for certain sessions, for example, primary having a phonics session while secondary going into behaviour in depth - have a choice for that for situations where a primary person may be well versed in phonics and may want to dwell deeper into behaviour’.

Perhaps as a PGCEi team, we need to further encourage ‘pre-service’ trainees coming into the programme to more fully reflect on their experiences from outside of the teaching profession in order to utilise skills sets and accelerate learning. ‘One frequently cited benefit of reflective teaching for example; is that students grow in their ability to think and talk critically about teaching and learning’ (Zeichner 1987:572).

Overall, as a PGCEi team, we feel privileged to have met such an engaging and supportive group of trainees and very much look forward to working with them throughout the course of the next year.

References

Zeichner, K.M., (1987) Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education, University of Wisconsin-Madison, USA.

Myers, C.B., (2002) in Russel, T. and Loughran, J., (2007) Enacting a pedagogy of teacher education, Routledge, London.

Abigail Ball : 20 May 2019 09:41 |  Tags: Induction Pgcei Teaching |  Comments (0) |  Close comments |  Report a problem

The Rise of Third Space Professionals: Implications for Academic Practice – Abigail Ball

Back in March 2019 I attended a WIHEA seminar given by Dr Celia Whitchurch, Associate Professor in HE at University College London’s Institute of Education. Celia’s research focussed on academic and professional identities in higher education.

Celia considered the changing roles and identities of academic and professional staff in higher education. She shared results from two studies funded by the UK Leadership Foundation for Higher Education, which involved administering interviews in HE institutions in Great Britain, America and Australia to staff who worked in less-well-defined roles.

It was interesting to note the different terminologies that are used to describe these individuals, with ‘third space professionals’ being the commonly accepted term within the UK. I have since undertaken my own literature review to investigate what other terms are being used within the sector (and there are lots of them, including: hybrid, multi-dimensional, intersectional, blended, unbounded, fluid, fragmentary or peripheral, to name but a few). There is also a variety of terminology in use for the ‘space’ that these individuals work within (or around in some cases). This is frequently referred to as ‘the third space’ but other terms in use include: transformational space; complex and differentiated space, borderland zone, plural environment or academic periphery.

Celia defined third space professionals as those ‘with identities drawn from both professional and academic domains’ and observed that third space professionals are often appointed on the basis of experience in broad academic areas such as student experience, curriculum design, technology enhanced learning or pedagogic research rather than in specific subject or research areas. The emphasis being on cross boundary (and this is a contested term) or cross disciplinary working. She added that these individuals are likely to have master’s level (or above) qualifications and are often active researchers contributing to the scholarship of teaching and learning despite not necessarily having being employed on ‘traditional’ academic contracts.

She further added that these individuals also represent an increasingly diverse workforce characterised by career development within and outside of the HE sector. Partnership working and the crossing of boundaries between what are traditionally seen as academic and professional roles are common characteristics of third space professionals. Finally Celia considered the implications of all of these factors for both third space professionals and the HE institutions they work in.

At the event Gwen Van-der-Velden Deputy Pro-Vice-Chancellor (Student Learning Experience) and Academic Director of WIHEA announced that a new Third Space Learning Circle has been created. As I have been interested in this topic for many years I was really pleased to be awarded co-chair of this learning circle with Sue Parr, Business Development Director (PEP) in WMG.

Further information about WIHEA is available here: https://warwick.ac.uk/fac/cross_fac/academy

Here is a copy (she has delivered several of these sessions at different institutions) of Celia's presentation given at Sheffield University:

https://www.sheffield.ac.uk/polopoly_fs/1.97643!/file/rise_of_third_space.pdf

Abigail Ball : 13 May 2019 10:14 |  Tags: Administration Pedagogy Professionals Research Space Teaching Third |  Comments (0) |  Close comments |  Report a problem

How beneficial can educational literature really be in such a practical vocation? – Beth

As a literature student, reading and researching theories has become second nature to me. However, when I began my PGCE I was sceptical- how beneficial can educational literature really be to me in such a practical vocation?

But I was proved wrong, from the very outset of the course. The reading I have undertaken during this academic year has provided me with many different ways to approach core elements of teaching practice, from behaviour management, to differentiation, to subject-specific pedagogy. This year, reading research has been critical to my subject (English), as a result of the reformation of the GCSE and A-Level specifications. Research is constantly evolving about how to approach these changes, and ways in which teachers can deliver information on the new texts that have been included in the specifications. The articles and journals that I have read always contain practical advice, which make it easy to adopt these ideas into my own practice. I have discovered this year that, as a trainee, I have been exposed to more research material than my colleagues at school have been. This means that I have been able to offer new approaches to teaching to my department, and they have been grateful for the information that I have provided. This has caused me to realise that there is no better way to keep my course material fresh and exciting for students than by researching, and ensuring that my teaching reflects current understanding.

Whenever I have encountered a problem in my teaching practice, I have turned to research to help to resolve those issues. Although teaching can at times seem like a solitary career, there is a huge network of support to be found in educational research and theory: whatever setback you are currently facing, the likelihood is a preceeding practitioner has experienced it before, and has documented the remedy for it! The wealth of knowledge you can find is reassuring, and although there is no ‘one-size-fits-all’ technique to apply to the classroom, there will be several approaches you can take until you find one which works for you. During my first term, pace was an aspect of teaching which I struggled with, and my reading of educational theory provided me with techniques to try in order to improve this, such as the benefits of incorporating timers into lessons, and creating timed challenges for students, which simultaneously increases their engagement.

One key question that every practitioner needs to ask themselves during researching is: how will this theory benefit my teaching and, above all, the learning of my students? Placing research into action can be motivating for both teacher and learners who take enjoyment in adopting new strategies and refreshing the classroom environment. Reading research also encourages teachers to maintain self-reflectivity, as you must evaluate how well the theory worked in practice, how your students responded and above all, how it helped or hindered the progress that was made during your lesson. By immersing yourself in research throughout your teaching career, you remain a learner - and this allows teachers to relate to their students, maintaining understanding relationships. I hope that reading research will remain as beneficial to me throughout my teaching practice as it has been to me in this first year.

Abigail Ball : 09 May 2019 08:48 |  Tags: Pedagogy Teaching |  Comments (0) |  Close comments |  Report a problem

Surely there’s no place for research in PE? – Harriet

How did reading research affect my teaching practice?

Physical Education (PE) is just a time for pupils to run off some energy and have a play, surely there’s no place for research in the subject?

Over time, PE has evolved to become a holistic subject that engages both the mind and body and places emphasis on not only physical literacy but also the development of life skills leading pupils to adopt informed, healthy lifestyles. Though the public’s perception of the subject varies dependent on their own experiences - I can confirm that research has a very important place within PE. The development of pedagogy to name but one aspect of the profession. Throughout my teacher training year, research has been pivotal to my improvement as a teacher; shaping my practice and informing me of a variety of ways in which I can lead my pupils to make good progress whilst also achieving high levels of engagement.

Research is continually being developed about the pedagogy of PE, advancing the way in which we teach. From Mosston and Ashworth’s Spectrum of Productive and Reproductive teaching styles and the more traditional “Motor Learning Theory” type lesson (where drills are delivered before a game is played), to the more student-centred explorative game-based, competitive focused models such as Bunker and Thorpe’s “Teaching Games for Understanding” and Siedentop’s “Sport Education”. The reading that I have undertaken during this PGCE year has opened my eyes to the spectrum of PE pedagogy that exists and has given me a great insight into how these can be embedded within PE. Their detail and case studies have meant that I have easily been able to implement this within my own practice. Having a range of styles within, what I like to call, my “tool box of teaching” enables to me to select styles that are most appropriate to the pupils I am teaching but also to be experimental, take risks and try out new ideas.

As a result of my reading, I have seen my own “socialisation” be reformed during my journey to become a PE teacher. Socialisation is the process of how I, or any individual, is influenced to become a participating member within the teaching field (Lawson’s Occupational Socialization Theory is a very interesting read on this!) Throughout my schooling I was exposed to command style PE teaching, where all decisions are made by the teacher, and as a result of this saw this as the way to teach PE. Through exploring research and applying this to my practice I have shifted to predominantly adopting student centred teaching styles, where my responsibility lies in scaffolding, differentiating and facilitating, the pupils are empowered. This has had a great and positive impact on my teaching, especially with my higher ability groups where my mentor encouraged me when I adopted the use of the “Teaching Games for Understanding” model as an innovative, engaging style of teaching- which I then shared with the whole department.

Obviously, you cannot expect that research will work in your environment in the same way that is reported- but taking risks and experimenting can lead to a refreshing, stimulating learning environment. Reflection is a big part of being a teacher and by asking yourself about the success of approaches, comparing this to the literature, considering pupil response and progress you can come to your own conclusions on what works and what doesn’t. But I have learnt that one approach does not fit all and to therefore test methods with a variety of pupils- they’re all different! For me, I intend to continue to engage with research around the pedagogy of PE, to continually add to my tool box in order to positively benefit my teaching career beyond my training year.

Abigail Ball : 29 Apr 2019 09:00 |  Tags: Research Teaching |  Comments (0) |  Close comments |  Report a problem