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Design and Technology preparation for placement
Transcript of Design and Technology preparation for placement
1.planning, teaching and assessing an appropriate range from the portfolio of the Design and Technology and technologies curriculum, with regard to individual differences;
2.developing and implementing an effective strategy for organizing learning and class management in a rage of Design and technology related teaching environments ;
3.assessment and recording, systematically, pupils’ progress in learning across the curriculum, including suggestions for ‘next steps’;
4.negotiating, co-operating with, and respecting, school colleagues other professionals, and parents, regarding pupil learning and welfare;
5.self-evaluation to improve teaching and learning
6.broader school issues, in particular policy and practice
7.systematic research on a personally selected aspect of a design and technology or boarder educational issue with reference to Design and Technology education.
8.commitment to the profession, including taking responsibility for their own professional development.
Purpose of Placement Learning and Descriptor
Expectations of schools / students/schools /
SWOT and target setting part 1
approaches to seeking ongoing feedback, interim reviews and making use of feedback
Harmonised School report form
observations - involvement in wider school community
PDP- tasks and evidence
N.B cause for concern forms
N.B Grade descriptors support / guidance sheet
PDP - tasks and evidence types, evaluations and target setting exploring PDP recording and evidence presentation
winners and losers
pros and cons of hosting students
task: group of 4 agree on
8 positive reasons/benefits
8 less than positive/issues / challenges
from most positive reasons for hosting through to most challenging and negative things/ significant issues/challenges about hosting students
The purposes of Placement are to develop understanding, professional competence and sound values in relation to:
a)Satisfactory completion of placement
b)Satisfactory report from school /university
c)Satisfactory professional development portfolio
d)Satisfactory evidence demonstrating SFPR benchmarks
Pre-placement and ongoing Placement Tasks
Read the SfPR Benchmark Statements
indicate your own competence for each benchmark
identify and present evidence in your Professional Development Portfolio to support these benchmarks throughout the placement
Prepare a minimum of two comprehensive lesson plans per week,
in addition to ongoing summary planning for ALL the teaching you do
PDP (latest) 16th Dec 2016
recall day 11th Nov 2016
why do schools do what they do?
( induction week)
then 24th Oct to 2nd Dec Nov 2016
Learning to teach involves both
understandings and skills
school experience provides an integrative focal point for theory and practice and curricular understanding developed in the University.
Develop the ability to
respond through teaching
practise these skills in a realistic and supportive environment
emphasis on the benchmarks /standards for entry
Discuss the scope and balance of the curriculum, teaching and learning in the school and how these are influenced by context;
Plan, implement assess and evaluate effective teaching episodes with groups and whole classes of pupils, which draw on a variety of teaching strategies and resources;
Reflect on their practices and use this process to inform and improve future teaching;
Develop some knowledge of the school system by discussing how policies and guidelines are addressed in practice.
By the end of this placement students will be able to:-
observe and analyse teaching and learning in lower school and other stages of the school;
take increasing solo responsibility
participate in teaching alongside the class teacher;
undertake sequences of linked activities with classes of learners.
During this placement students will:-
Care and attention
Work with others
Engage in debate
Take part in whole school community
Relate to theories and readings
The University tutor will normally contact the school to arrange:-
1 assessed tutorial visit
1 hour observation
1 hour tutorial - feedback and analysis of the teaching
The purpose of this tutorial visit is to:-
offer the student support and advice;
make formative assessment of your teaching;
liaise with school staff where required.
TUTOR VISITS AND ASSESSMENT
tutor will :-
observe the student teaching;
discuss strengths and development needs as evidenced in the piece of teaching and in the student’s plans and evaluations
discuss action to aid further progress
completes an assessment profile
incl. comments and P/F
discusses the assessment profile
and student signs the profile
Student and University receive copy
end of the placement
What type of things should you observe?
What type of things should you find out to contexualise?
Diary of Activities
Lesson plans - min 12 full written in add to outline planning
Reviews forms (interim and ‘final’)
Egs of teaching resources /VA prepared, used, etc.
egs of learner work in response to teaching/ task
samples of assessment comments/ feedback
professional development portfolio (PDP)
Clarify the kind of responsibility you will have
how many classes ( solo and co-teaching);
where will you be with them;
are you planning the activity or carrying out the teachers plan;
are you resourcing the teaching;
what is the teacher doing while you work
what is their prior learning
what is the next learning
encourages motivation & has a sense of purpose
is relevant to personal interest and choice
has clear objectives
involves practice, or learning by doing or trying
gives learners freedom to make mistakes safely
allows learners to learn in their own time, at their on pace
involves knowledge, skills and attitudes
Successful Learning & Teaching
reflection on practice
reflection in practice
interim progress task
Why do schools host students on placement?