Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

EDFD 589 Tutorial A:

No description
by

Kim Rowston

on 19 February 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of EDFD 589 Tutorial A:

EDFD 589 TUTORIAL A
Pedagogical Reasoning
& Case Studies


Announcements
Messages
Downloading
Uploading
Pre-Graduate Day-a-Week (DAW)
CheckList
Responsibilities
.
Both are found in LEO Day-A-Week Resources File
Part (a): Group Presentation 10%
(30 minutes, plus 10 minutes group-led discussion)
In groups of 5, negotiate one provocation that you will focus on. Each member will then contribute one case study that will help you to explore the chosen provocation.
Assignment 2: Case Study
Presentation & Analysis using a selected 'Provocation'
Task:
• Select one of the provocations from the list.
• Identify a personally significant problem, event, issue, experience or situation from your day-a-week school visits .

• This incident will form the basis for your critical incident case study.
• Use the incident as a focus to explore your chosen provocation.
• Identify a set of key issues or questions for discussion/analysis.
• Explore your chosen Provocation and incident.
Part (b): Individual written report 40%
1.Motivation (30 words):
2.School context: (30 words):
3.Description of case study (400 words):
4.Interpretation & Analysis (800 words):
5. Final Refelction (100 words):
5.Link to National Professional Standards for Teachers (300 words):
The Provocations
1. What kind of a teacher do I want to be?
2. Will I be allowed to be the teacher I want to be?
3. To whom am I accountable?
4. Am I ready to teach?
5. Is teaching a profession or a trade?
6. What will students want and need from me?
7. Should we teach students or subjects?
8. To what extent is teaching an intellectual pursuit?
9. How will I control my students?
Critical Reflection SKills
Explore your response to the 9 Provocations
Group Questions:

1. Select Provocation 1 and at least one other.
Discuss your response to these provocations; use your previous experience and background to illustrate your answers.
2. Reflect on how your 'prior beliefs' about Teaching & Learning have influenced your views expressed in (1) above.
(Clue: Think about WHERE we get our beliefs from.)
Define Reflection:
Use Killen Chapter 4 to:
a) Discuss the viewpoints of the following writers -
-Gilbert (1994). (Killen, p.101)
-Van Manen (1977, 1991). (in Killen, p.101-1-2)
-Zeichner & Liston (1987). (in Killen, p.102-103)
-Schon (1983) (in Killen, p.102-103)
b) Identify your own position - which one of these views do you most identify with?
How is Pedagogy being modelled in EDFD 589/529?
Pedagogy can be defined as the methods and practice of Teaching. Good pedagogy usually caters for Visual, Audio and Kinesthetic learners.

Stand back from your position as a student in EDFD 589/529 & reflect on the pedagogy that is being used in this Tutorial (& Lecture 1).

What 'good practice' is being encouraged?
"Pedagogical
Reasoning"
1. Define this term for yourself. 2. Explain how using this with Reflection will help you become a 'good' teacher.
LEO
Learning
Environment
Online


Your beliefs become your thoughts.
Your thoughts become your words.
Your words become your actions.
Your actions become your habits.
Your habits become your values.
Your values become your destiny.”

Mahatma Ghandi
•comprehension,
•transformation,
•instruction,
•evaluation,
•reflection,
•new comprehension.
Shulman (1986, 1987, 1992) created a Model of Pedagogical Reasoning, which comprises a cycle of several activities that a teacher should complete for good teaching:
Pedagogical Reasoning
Full transcript