Transcript Teaching and Learning Research Programme Pedagogic Principles & Concepts in Teacher Education: exploring TLRP applications Andrew Pollard (TLRP) and Patti Barber (Primary PGCE) Institute of Education, University.

Teaching and Learning Research Programme
Pedagogic Principles &
Concepts in Teacher Education:
exploring TLRP applications
Andrew Pollard (TLRP) and
Patti Barber (Primary PGCE)
Institute of Education,
University of London
Teaching and Learning Research Programme
1. A professional opportunity?
2. TLRP’s outputs
3. Making sense through pedagogic principles
– Case study: PGCE M level module
4. Making sense through conceptual tools
– Case study: a Commentary on Pedagogy &
Professionalism
Teaching and Learning Research Programme
‘Mastery of the fundamental ideas of a field involves ...
discovery of previously unrecognized relations and
similarities between ideas.
The cultivation of a sense of interconnectedness is
surely the heart of the matter.’
Jerome Bruner, 1966
Teaching and Learning Research Programme
1. A professional opportunity?
2. TLRP’s outputs
3. Making sense through pedagogic principles
– Case study: PGCE M level module
4. Making sense through conceptual tools
– Case study: a Commentary on Pedagogy &
Professionalism
Teaching and Learning Research Programme
Three broad conclusions emerge from research
on student learning:
1. that most variation is attributable to
differences in student abilities and attitudes,
and family and community background.
2. that “teacher quality” is the single most
important school variable influencing student
achievement.
3. that vital teacher characteristics include: the
ability to convey ideas in clear and convincing
ways; to create effective learning
environments for different types of students;
to foster productive teacher-student
relationships; to be enthusiastic and creative;
and to work effectively with colleagues and
parents.
(OECD, 2005)
Teaching and Learning Research Programme
(McKinsey & Company, 2007)
The quality of an education system cannot exceed the quality
of its teachers.
The only way to improve outcomes is to improve instruction.
High performance requires every child to succeed.
Teaching and Learning Research Programme
1. A professional opportunity?
2. TLRP’s outputs
3. Making sense through pedagogic principles
– Case study: PGCE M level module
4. Making sense through conceptual tools
– Case study: a Commentary on Pedagogy &
Professionalism
Teaching and Learning Research Programme
TLRP outputs
A. Generating knowledge and understanding about
teaching and learning
B. Supporting the development of research expertise
and capacity
Teaching and Learning Research Programme
TLRP outputs
A. Generating knowledge and understanding about
teaching and learning
Teaching and Learning Research Programme
www.tlrp.org
Home page - news, features, search (five ways), site navigation
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TLRP outputs for all
B. Supporting the development of research expertise
and capacity
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Knowledge accumulation
though thematic analysis
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‘Meetings of Minds Fellowships’
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Research development resources
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Many authors
Alan Brown, Warwick; David Bridges, Cambridge; Peter
Bryant, Oxford; Anne Campbell, Leeds Met; Patrick
Carmichael, Cambridge; Philippa Cordingley, CUREE;
John Elliott, East Anglia; Morwenna Griffiths, Edinburgh;
Stephen Gorard, Birmingham; Martyn Hammersley,
Open; Higher Education Academy, York; Paul Lambe,
Exeter; Neil Mercer, Cambridge; Jennifer Nias, Plymouth;
Terezinha Nunes, Oxford; Carrie Paechter, Goldsmiths;
Philosophical of Ed Society of GB; Lesley Saunders,
GTC E; Pat Sikes, Sheffield; Paul Standish, Sheffield;
Chris Taylor, Cardiff; Sally Thomas, Bristol; Andy
Tolmie, IoE, London; David Watson, IoE, London; UCET
Teacher Ed Ref Group; Anna Vignoles, IoE, London;
Deborah Youdell, IoE, London
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Anne Campbell on practitioner research
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Martyn Hammersley on paradigms
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International links
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The work and resources of TLRP
A. Generating knowledge and understanding about
teaching and learning
B. Supporting the development of research expertise
and capacity
Teaching and Learning Research Programme
Impact and
significance
Teaching and Learning Research Programme
Teaching and Learning Research Programme
1. A professional opportunity?
2. TLRP’s outputs
3. Making sense through pedagogic principles
– Case study: PGCE M level module
4. Making sense through conceptual tools
– Case study: a Commentary on Pedagogy &
Professionalism
Teaching and Learning Research Programme
‘Mastery of the fundamental ideas of a field involves ...
discovery of previously unrecognized relations and
similarities between ideas.
The cultivation of a sense of interconnectedness is
surely the heart of the matter.’
Jerome Bruner, 1966
Teaching and Learning Research Programme
Why ‘evidence-informed principles’?
• affirms a holistic approach to teaching and
learning or pedagogy
• represents cumulative evidence and experience
• supports contextualised judgement by teachers,
tutors, practitioners and policy-makers
Teaching and Learning Research Programme
1. EQUIPS LEARNERS FOR LIFE IN
ITS BROADEST SENSE
2. ENGAGES WITH VALUED
FORMS OF KNOWLEDGE
3. RECOGNISES THE
IMPORTANCE OF PRIOR
EXPERIENCE AND LEARNING
4. REQUIRES THE TEACHER
TO SCAFFOLD LEARNING
5. NEEDS ASSESSMENT TO
BE CONGRUENT WITH
LEARNING
6. PROMOTES
THE ACTIVE ENGAGEMENT
OF THE LEARNER
7. FOSTERS BOTH INDIVIDUAL AND
SOCIAL PROCESSES AS OUTCOMES
8. RECOGNISES THE SIGNIFICANCE
OF INFORMAL LEARNING
9. DEPENDS ON
TEACHER LEARNING
10. DEMANDS CONSISTENT POLICY
FRAMEWORKS WITH SUPPORT
FOR TEACHING AND
LEARNING AS THEIR
PRIMARY FOCUS
Teaching and Learning Research Programme
Case Study: PGCE M Level development
Learning and Teaching in the Core subjects
The Structure of the Module
10 TLRP Principles
•principles 1, and 3 - three core subject
sessions face-to-face with subject specific
tutors
•principles 4, 5, 7 and 8- individual sessions
integrating understanding across the core
subjects
•Principles 2, 6, 9 and 10- self-study tasks
School based tasks and self study tasks
- see Appendices A,B,C,D,E, F and G
•
•
•
•
•
Principle 2: Engages with valued forms of knowledge
Principle 4: requires the teacher to scaffold the learning
Principle 5: Needs assessment to be congruent with learning
Principle 6: Promotes the active engagement of the learner
Principles 7 and 8: Fosters both individual and social processes
and outcomes - and - recognises the significance of informal
learning
• Principle 9:Depends on teacher learning
• Principle 10: Demands consistent policy frameworks with
support for teaching and learning as their primary focus
Principle 4
Requires the teacher to scaffold learning
Generic taught session 1
Preparation
In preparation for this session you should do the school based task and reading.
School based Task
How do teachers use questions?
From TLRP website
http://www.tlrp.org/
Principle 5 Needs assessment to be
congruent with learning
School based task
•
To track and evaluate a sequence of lessons in each of the CORE subjects to
see the progress made by different children.
• This would be done through the sessions that you teach on ATSE as explained
in the school based tasks.
• Bring evidence of this to the session on January after school experience.
Your examples should include: • Lesson Plans including learning intention /task /differentiation
• Observations of effectiveness of the lesson with regard to learning.
• Examples of assessment opportunities.
• * Evidence of learning by 3 different children.
(*This should include photocopies of work, recorded observations of work,
discussions involving the child(ren), questioning of children by teacher or
yourself, notes on how children assessed the lesson.)
Principle 8
Recognises the significance of informal learning
school- based task presented in generic session 3
Aim: To implement and evaluate activities which enable the use of informal learning in formal
processes.
•
Task- Boxing clever: using shoeboxes to support home–school knowledge exchange.
1.To Interview two teachers in your school re home-school exchange. Analyse their provision
and perceptions. (is it effective? Is it one-way? Is home learning valued? How could it be
developed? What might the practical difficulties of further development be?)
2. To implement the ‘Shoebox’ task as described in the Pamela Greenhough article with two
children in your Spring School Experience class.
3. To write an evaluation of what this task offered you in terms of opportunities for: a. homeschool knowledge exchange b. the possibilities for planning next steps in those children’s
learning.
SamiyahÕsbox (the shoebox
that was originall y given to
her was ruined so her mother
replaced it w ith thi s tin can)
contained:
Photos
Postcards
SamiyahÕs1st bi rthday card
One of her favourite books
T wo of her favourite teddies
The first picture she ever
made in playgroup entitled
ÔMyChick.Õ
Home-corner:
photography
studio
Shoebox home-school learning project:
Greenhough et al (2005)
Research focus:
How can early
photographic
representations be
understood, in relation to
meaning making?
Evaluations of the course
• ‘This module has really helped to ground my knowledge and
understanding in teaching and learning practices’.
• ‘The principles are in my mind as I am teaching’.
• ‘I really enjoyed learning about the theories behind L and T and
the TLRP principles which give a good basis to put them in
practice and help you be an effective teacher.’
• ‘All of the L and T principles have highlighted what is expected
of me when I begin to teach my own class.’
• ‘the principle of scaffolding learning and its theory is something I
will take away and use throughout my teaching career.’
Teaching and Learning Research Programme
1. A professional opportunity?
2. TLRP’s outputs
3. Making sense through pedagogic principles
– Case study: PGCE M level module
4. Making sense through conceptual tools
– Case study: a Commentary on Pedagogy &
Professionalism
Teaching and Learning Research Programme
Professionalism
The essence of professionalism is the
exercise of skills, knowledge and
judgement for the public good.
But teacher expertise is poorly understood
in our society
Teaching and Learning Research Programme
• ‘Pedagogy’ is the practice of teaching framed
and informed by a shared and structured body of
knowledge and combined with moral purpose.
• By progressively acquiring such knowledge and
mastering pedagogical expertise – through initial
formation, continuing development and reflective
experience – teachers are entitled to be treated
as professionals.
• Teachers should scrutinise and evaluate their
practice to make rationally defensible
professional judgements beyond pragmatic
constraints and/or ideological concerns.
Teaching and Learning Research Programme
What do we talk about?
Curriculum
Pedagogy
Assessment
So, what happens if we compare and
contrast the concepts used to discuss
curriculum, pedagogy and assessment?
Teaching and Learning Research Programme
Concepts in HMI’s
The Curriculum from
5 to 16 (1985)
•
•
•
•
•
•
Breadth
Balance
Relevance
Differentiation
Progression
Continuity
Teaching and Learning Research Programme
So, a key contention:
Maybe …. that pedagogic concepts can be
organised in terms of their function (the work
that they do) and that, by making this logic
explicit, we could create a more robust and
sustainable conceptual framework for the
professional expertise of teaching?
Teaching and Learning Research Programme
Teaching and Learning Research Programme
Problem
Issue
Reflect
Plan enquiry
Dilemmas
Concepts
Collect evidence
Evidence
Judgement
Analyse evidence
Evaluate
Teaching and Learning Research Programme
Concepts are to do with:
Aims
Contexts
Processes
Outcomes
1. Societal aims To what vision of ‘education’ does the provision aspire?
2. Elements of learning What knowledge, concepts, skills and values are to be learned
in formal education?
3. Community context Is the educational experience valued and endorsed by civil
society?
4. Institutional context Does the school promote a common vision to extend educational
experiences and inspire learners?
5. Process for social needs Does the educational experience build on social
relationships, cultural understandings and learner identities?
6. Process for emotional needs Does the educational experience take due account of
learner views, feelings and characteristics?
7. Process for cognitive needs Does the educational experience match learners’
cognitive needs and provide appropriate challenge?
8. Developmental outcomes Does the educational experience lead to development in
knowledge, concepts, skills and values?
9. Cumulative outcomes Does the educational experience equip learners for adult and
working life and for an unknown future?
Teaching and Learning Research Programme
Curricular
concepts
Pedagogic
concepts
Assessment
concepts
1. Society’s educational goals
Breadth
Principle
Alignment
2. Elements of learning
Balance
Repertoire
Validity
3. Community context
Connection
Warrant
Dependability
4. Institutional context
Coherence
Culture
Challenge
5. Processes for learners’
social needs
Personalisation
Relationships
Inclusion
6. Process for learners’
emotional needs
Relevance
Engagement
Authenticity
7. Processes for learners’
cognitive needs
Differentiation
Dialogue
Feed-back
8. Outcomes for continuous
improvement in learning
Progression
Reflection
Development
9. Outcomes for certification
and the lifecourse
Effectiveness
Empowerment
Consequence
Teaching and Learning Research Programme
Implications for
professional practice
Teaching and Learning Research Programme
Towards:
• Strengthening the shared professional language
for talking about teaching and learning
• developing communities of warranted practices
which contribute to the development of this
language
• Creating public representations of teacher
expertise
Teaching and Learning Research Programme
For more information:
www.tlrp.org
– Commentaries
– Teachers’ Guide to ‘Ten
Principles’
– Resources for
practitioner research
www.rtweb.info
– Practitioner applications
for classroom enquiry
– Notes to guide reading
Teaching and Learning Research Programme
1. A professional opportunity?
2. TLRP’s outputs
3. Making sense through pedagogic principles
– Case study: PGCE M level module
4. Making sense through conceptual tools
– Case study: a Commentary on Pedagogy &
Professionalism
Teaching and Learning Research Programme
‘Mastery of the fundamental ideas of a
field involves ... discovery of previously
unrecognized relations and similarities
between ideas.
The cultivation of a sense of
interconnectedness is surely the heart
of the matter.’
Jerome Bruner, 1966