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I+D Introduction


Mark Peace

on 26 September 2013

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Transcript of I+D Introduction

Rationale & Philosophy Forms of Response Big Ideas The Unit Why Bother? Responding to Diversity The Sessions Standards Assessment Diverse Diversities Classrooms are Diverse Environments (this diversity is bourne of diverse origins) 'Surface' Diversities 'Surface' Diversities 'Hidden' Diversities Three Reasons.... Policy Context
Pedagogical Efficacy
Moral Imperative The Blind Approach The Deficit Approach The Asset Approach Areas of Practice Ignoring Differences
Well intentioned...BUT...
Do we also ignore particular needs
And important aspects of self. Focuses on the problems associated with difference
What can't children do
Based on an assimilationist social policy
Recognises legitimate needs
BUT Does it problematise children? Views difference as a positive thing to be celebrated
Based on a 'multiculturalist' social policy
Every child feels their background is of value.
BUT, does it 'gloss out' legitimate educational needs? Be Pragmatic!
None of these answers are perfect
They all hold an aspect of truth
Engage critically with them, and your experiences Be Holistic Long, Medium + Lesson Plans
Day-to-Day Interactions
Rules, Regimes, Rituals of School Life. 1a. Lead Lecture
1b. Diversity and Inclusion 2. Identity in the Classroom
3. The Home and the School
4. The Curriculum Ensure that these 'big ideas' are straight in your heads, and take a quick break.

Meet back at seminar rooms. Identity+Diversity Introduction to the Unit Professional Practice
Academic Engagement Blended
Learning Tolerate Ambiguities 5. Exploring Early Experience #1
Independent Study Week
6. Exploring Early Experience #2
Foundation Stage Placement 7. Feedback / Ethnicity & Racisms 8. Language and the Classroom
9. English as an Additional Language University Holidays 10. Classroom Management 11. Teacher as Researcher
12. Preparation for Placement Main Block Placement 13. Placement Debrief & Workshop University Holidays 13. Presentation of Practice Projects
14. Presentation of Practice Projects 15. Reviewing and Anticipating Y3 Q1 - Set high expectations which inspire
motivate and challenge pupils Q2 - Promote good progress outcomes by pupils Q4 - Plan and teach well structured lessons. Q5 - Adapt teaching to respond to the strengths and needs of all pupils Q6 - Make accurate and productive use of assessment Q7 - Manage behaviour effectively Q8 - Fulfil wider professional responsibilities The "part two" standards. & Looking Backwards Moving Forwards... Piece #1
How has your thinking moved on in relation to a theme of the unit?
Drawing on reflection of past experience, and on key moments in the unit (including reading!).
Some anticipation of where you're heading.
2,000 words, Due 23rd January Piece #2
Mobilise ideas and understandings from the unit to support an individual or group in placement.
Accumulate evidence of the process, and accompany with commentary and reflection
Submit portfolio on 17th April.
Present to your groups in that week and the one that follows.
Full transcript