Transcript Document 7537408

Assessing the potential of
interviewees for teaching
Geography- the use of
mini-teaching tasks in schools
Debbie Moss
Keele University
Background to the 2005/6pilot
• Built on idea by previous PGCE course leader,
Rob Whiting
• Pilot to run in 1 Partnership school
• Planning of 4 mini tasks to make up 1 lesson
Geography Interview task: Teaching activity
2005/6
In one of Keele’s Partnership schools you will be expected to teach a
15-minute session to a class of Year 9 pupils on one of the following topics:
What is Development?
Are there too many people in the world?
How does trade affect development?
Should we give aid?
You will be expected to keep to 15 minutes, as you will be delivering one of 4
short sessions to pupils, which relate to the topic of Development. The 4
sessions (4 ‘mini lessons’) will make up one complete lesson for a class of year
9 pupils.
The other 3 sessions will be delivered by 3 other interviewees.
It is therefore extremely important that you keep your planning tight as
you will be asked to stop teaching at the end of 15 minutes.
You will need to consider to consider the following when planning your
‘mini lesson’:
How you will introduce the topic
How you could involve pupils in the lesson
How you will manage and use resources
How you will assess what pupils may have learnt from
your lesson
This activity should allow you to demonstrate your potential for
teaching vibrant Geography lessons in the future.
Programme for Geography PGCE Interview at Keele
University and Edensor Technology College
9.45-10.15
10.15-10.45
10.45-11.30
11.30-12.15
12.15-1.15
1.00-1.45
2 .00-3.00
Introduction to course
Written task
Individual interviews/Coffee
Presentations and group activities
‘What do you consider to be the important
issues in teaching Geography in the
21st Century?’
Travel to Edensor Technology College and
lunch
Teaching tasks to Key Stage 3 pupils
Formal interview with Rob Whiting (Director
of Humanities at
Edensor Technology College)
and PGCE Course Leader, Debbie Moss
Evaluation and any further questions
Why a PGCE course ?
Other routes into teaching
Significance of PGCE
Why Keele?
location
Significance of moving to Masters course
Significance of fieldwork/ cost
What do you understand by terms teaching and learning?
How do pupils learn?
Importance of theory and research to improve practice in classroom
What is Geography?
Perceptions/misconceptions
Geographical thinking
Why do you want to teach geography?
Aren’t there more important subjects for pupils to learn?
How do you learn geography?
Is it a subject in crisis in schools?
Should it be taught as a separate subject or as part of integrated humanities subject?
Its relationship to Citizenship
The wider geographical community
What/ who do you understand as being part of ‘the wider geographical community?’
Responsibility as a teacher
Improving subject’s identity (GAP)
Pupil Candidate Evaluation Form: Keele University PGCE Interviewees
1 Excellent 2 Good 3 Satisfactory 4 weak 5 unsatisfactory
Did the candidate
maintain your
interest
throughout the
presentation?
Did the candidate
use interesting
resources?
Did the candidate
involve pupils in
their presentation?
Did the candidate
appear
enthusiastic about
their subject?
Do you think this
candidate related
well to pupils?
A
B
C
D
Comments
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
How well did the
candidate make
you think about
important issues in
D
geography?
Were there any other special qualities you thought a candidate brought to their presentation that you would like to comment on? Please comment in
space provided.
Geography Interview task: Teaching activity
2006/7
In one of Keele’s Partnership schools you will be expected to teach a
15-minute session to a class of Key Stage 3 pupils (11-14) on one of the following topics:
A landform of your choice
An environmental hazard of your choice
A local issue of geographical interest
An issue related to sustainability
A mapwork exercise
An exercise which challenges pupils’ perceptions of geography
You can choose your lesson from any, or a combination, of the above
topics.
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How you will introduce the topic
Why it is of interest to pupils
Its geographical significance
How you could involve pupils in the
lesson
How you will manage and use
resources
How you will assess what pupils may
have learnt from your ‘mini’ lesson
Factors which affect successful use
of ‘mini’ teaching tasks in schools
• Efficient administrative procedures
• Positive relationships with Partnership
schools-distance, facilities, technology
support of head teacher
• Wider involvement from mentors
• Time/ Cost/Energy!
How did it perform as a task
predicting performance on course?
4 indicators given a score to assess
potential for teaching subject
1. References (3)
2. Academic knowledge/engagement at
interview (4)
3. Social/group performance (2)
4. Teaching task (1)
Strongest indicator teaching task
Why should you do it?
• Hits all 5 ECM outcomes
• New teacher standards
• Strong indicator of potential to teach
vibrant geography lessons in classroom
• Widening participation
• GAP-Potential to identify candidates who
can contribute to wider geographical
community.
Feedback from interviewees
‘I am satisfied that it made me fully aware of
the demands of the programme’
‘Very stringent testing, I felt challenged by
programme, however all tasks were
relevant to becoming a teacher’
‘Surprised and shocked by having to teach
but made me think that Keele took
preparing you for teaching extremely
seriously’
Feedback from teachers
‘We have a positive outlook to pupil involvement in
many aspects of school life..their opinion matters
and we care about what they think’
‘Improves pupils’ self esteem, they feel part of
decision making process which could lead to a
feeling of belonging’
‘After candidates left and we were discussing
each one, I had a really intelligent discussion
with my pupils on what it is to teach and
learn….and they listened!’
Feedback from pupils
‘I think it’s important that you get views from
those that will be receiving the lessons’
‘I found it difficult to judge because they
can’t just be a nice person, they have to
be a good teacher’
‘I care about my teachers and who I get’
‘You get to be a part of the future and say
what you want’
Why should you do this?
Can you afford not to?