Strategies to support reflective practitioners

Confucius, the ancient Chinese philosopher, is attributed to have said that there are three ways to acquire wisdom: ‘first, by reflection, which is noblest; second, by imitation, which is easiest; and third, by experience, which is the most bitter.’ Well-meaning tutors and mentors often tell trainee teachers that they will improve with experience.

This is, of course, not necessarily the case. Experience itself is not enough. Teachers – like children – learn by making sense of experience. And reflective practice can help in this process. Reflection offers educators the opportunity to question, refresh and enliven what they do, to avoid becoming stale and static. But how does one capture reflections? And what is needed to go beyond the cosmetic, surface level – to see what lies beyond the mirror? This second article in the three-part series considers these questions.

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      string(373) "... children’s speech and language ■ Good practice on delivering an appropriate, child-centred, active learning curriculum both indoorsand outdoors for two year olds ■ Reflective practiceSeveral practitioners said they would find it helpful to share good practice with other settings. It isrecommended that regular meetings are arranged for this ..."
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Leadership Briefing Issue 8.09 (93)"
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      string(5692) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.THE TWONESS OF TWOS – LEADERSHIP FORTWO YEAR OLDSKeywordsTwo Year Olds,curriculum, childdevelopment,quality care,experience,practitioners,knowledge,children,progress,services, practiceSummaryThis report on leadership for two year olds was commissioned by the London EarlyYears Foundation (LEYF) to look at how two year olds accessing childcare through theGovernment’s Two Year Offer can be assured of receiving consistently high quality and careexperiences and is intended to inform those responsible for policy decisions at central andlocal level as well as those leading services and practice.Main Points:There are several key characteristics of what is required to lead a quality curriculum. Quality must bebased on a sound knowledge and understanding of child development and it may be assumed thattrained and experienced practitioners would be very secure in that knowledge.There is obvious anxiety about the introduction of a more formal assessment of two year olds as partof the new EYFS and practitioners will need to be confident of discussing children’s progress withparents, particularly if children are failing to meet expected milestones.Since the introduction of the EYFS in 2008 there have been concerns expressed by practitionersabout the level of paperwork required by OFSTED around the observation/assessment/planningprocess. It is to be hoped that OFSTED will note that the 2012 EYFS places emphasis on the qualityof adult/child interaction rather than on unnecessary paperwork.It is recommended that lead practitioners working with two year olds receive training when necessaryon: ■ The revised EYFS ■ Assessment and record-keeping ■ Safeguarding and welfare requirements ■ Child development, particularly around children’s speech and language ■ Good practice on delivering an appropriate, child-centred, active learning curriculum both indoorsand outdoors for two year olds ■ Reflective practiceSeveral practitioners said they would find it helpful to share good practice with other settings. It isrecommended that regular meetings are arranged for this to take place, possibly within a local clusterwhere reciprocal visits can take place.Week Commencing 4th April 2014http://www.leyf.org.uk/blog/wp-content/uploads/2014/02/The-Twoness-of-Twos-Final.pdfhttp://www.leyf.org.uk/blog/wp-content/uploads/2014/02/The-Twoness-of-Twos-Final.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.The Early Childhood Environment Rating Scale (ECERS) based on notions of developmentallyappropriate practice, includes consideration of the space and furnishings, personal care routinesetc. was used in the Early Education Pilot for Two Year Old Children (2013) to identify settings thatoffer the highest quality. It is critical that all settings offering places to the most vulnerable two yearolds provide learning environments of the highest quality. Rooms should be set up to appropriatelymeet the needs of two year olds with lots of space to move around, few tables with easy access to astimulating outdoor area.Research shows us that effective leadership is an essential starting point towards ensuring andsustaining quality. Many respondents talked about the importance of being a positive role model forless experienced staff and supporting colleagues.Clear and consistent communication between team members is seen as very important, as is praise,respect and appreciation. Respondents talked about motivation and empowerment and we know thatvision, particularly around curriculum and pedagogy is critical in raising levels of performance.Few practitioners, however, discussed the issue of being able to challenge weak practice.Supervision was seen as important tool in raising quality of performance but not all lead practitionerswill be responsible for the supervision of less junior staff as this may be undertaken by the seniormanagement team. Just because practitioners are very skilled working with children it does notnecessarily follow that they can effectively guide and lead less experienced members of staff withinthe team or deal with issues around competency.It is recommended, therefore, that lead practitioners working with two year olds are offered theopportunity to access accredited leadership and management training.Staff who are confident in their skills and abilities will be more likely to engage with parents on aday-to-day basis. However, ‘difficult conversations’ with parents could arise during the two year oldassessment. Concerns have been raised by a number of groups that if this assessment processis handled in a less than satisfactory manner, relationships between settings and parents could bepermanently damaged.The expectation that all key persons will be able to do this without training is unrealistic so therecommendation is that training on how to handle difficult conversations should be offered first to leadpractitioners and then rolled out to all key persons.It is critical that the SENCo in all settings is confident and competent at helping staff to identifychildren who are failing to reach their expected milestones and to work with parents to deviseappropriate strategies to support"
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Leadership

The Twoness of Twos - Leadership for Two Year Olds

3 Apr 2014

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      string(3260) "similar students for someideas? Have you come up with your own ideas and want to give them a go (but aren’t so sure how to go about it!)?How can we help you develop your role so that you know you are making the best personal contributionthat you can in supporting your students?Our students are the most important people in our school – but adults matter too! Do you feel happy, valued, ableto contribute as well as you want to? Do you seek development or training? Do you have your own barriers tolearning and developing? Tell us!Manager’s Briefcase 44TA Shared Lesson Reflections(Guide to completion)87Vol 5.3School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResourcesThe deployment of TAs:Conduct a whole school audit to establish the need for change and the extent of change required.Ensure that significant changes to models of TA deployment are supported by adequate training and guidance.Recognise the importance of clarifying the pedagogicalrole of TAs relative to teachers.Define the remit of non-pedagogical roles.Conduct a systematic evaluation of all interventiondelivered by TAs – abandon any that are not producingbenefits for students.Ensure teachers set targets for students and integrateintervention outcomes into their planning. EncourageTAs to provide meaningful feedback to the teachers onstudent progress.Consider ways in which TAs can add value to your rolebut not replace you – you retain the responsibility for thelearning of all students, the TAs are deployed to keep theclassroom running efficiently and effectively.Ensure students are clear about the role of the TA andthat you support them.Watch for signs of ineffective deployment e.g. evidence ofstudent dependency on TAs.Consider ways in which you deploy yourself in lessons.Ensure that lower-attaining students and those with SEN receive at least as much time with you as other students– consider rotating the groups you and the TA work with.Plan and prepare intervention sessions with the TAs.Get regular feedback from TAs on student performance in interventions and use this to inform your lessonplanning and classroom interactions.Be aware of the occasions when the TAs in your class are passive.Consider how to use TAs in different parts of the lesson, perhaps to aid your classroom control or pick up onspecific info relevant to teaching and support.Capitalise on the useful info about your students TAs pick up when working across classes.Preparedness of TAs:Ensure TAs are given adequate training for their role.Ensure teachers brief TAs at the start of lessons and there are mechanisms for feedback after lessons.Introduce a formal induction programme.The practice of TAs:Make a concerted drive to ensure that TA to student interactions promote thinking and learning, rather than taskcompletion.Raise awareness among both teachers and TAs of the importance of quality questioning.Ensure teachers model explicitly key techniques so that TAs can be consistent with the teacher when supportingstudents.Encourage TAs to become reflective practitioners and develop strategies in partnership.■■■■■■■■■■■■■■■■■■■■■■■Manager’s Briefcase 55Key recommendations"
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Leadership

Manager's Briefcase - Maximising TA impact

25 Oct 2013

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      string(390) "Assessment, reporting And recording25Vol2:3 • primaryleadershipTODAYTaking bricksfrom the wall:   how the revised framework is   influencing planning across the globeAs the revised Primary Framework was onlylaunched in England in October (2006) it wasa surprise to come across the implementationof one of its more ‘formative’ strands during a seriesof support visits over ..."
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      string(5623) "Assessment, reporting And recording25Vol2:3 • primaryleadershipTODAYTaking bricksfrom the wall:   how the revised framework is   influencing planning across the globeAs the revised Primary Framework was onlylaunched in England in October (2006) it wasa surprise to come across the implementationof one of its more ‘formative’ strands during a seriesof support visits over six months which I made to anEnglish National Curriculum school in Dubai in theMiddle East’s United Arab Emirates (UAE). The revisedframework proposed that primary teachers shouldmove away from the whole week ‘block’ planning modelwhich had in recent years become common practiceand been seen as a way of planning for ‘coverage’ of(especially) numeracy and literacy requirements with abarely acceptable minimum offering of pupil experienceof the range of foundation subjects (see Boyle andBragg, 2006).The new framework – intentionsThe intention of the revised framework was to challengethe established primary teaching pattern of settingand planning objectives and then ‘ticking them off– done’ – ploughing through them almost regardlessof the learning needs of the children. At the time of therevised framework’s launch Nigel Bufton, mathematicsprogramme director for the primary national strategies,was reported as stating ‘Teachers tend to takeobjectives and race through them rather than focusingow do you do your planning?Bill Boyle and Marie Charlesfrom the University of Manchestergive an international perspective ona very individual problem.HprimaryleadershipTODAY • Vol2:326ECM v. leaguetables? Whatdo you think?E-mail us atpltquestions@hotmail.co.ukon what progress has been made and addressingthings children don’t understand. Our new cycle is plan,teach, assess, plan, teach, assess. Teachers should bethinking what kind of approach will help children best’(Bloom,2006).I would argue that to have to reiterate to trainedteachers that the cycle is ‘plan, teach and assess’says a lot about both the current PGCE and QTSprogrammes and the ‘assessment model’ currently inpractice in schools conditioned by the government’sstandards agenda and secondly that the term‘objectives’ is a misnomer in many cases. Often theyare listed on whiteboards at the beginning of lessonsand bear scant resemblance to learning objectives inthe majority of cases being more like ‘tasks’ or ‘thingsto be done’. However, under the revised frameworkteachers are now expected to ‘map out’ a theme for2-3 weeks but only plan in detail a couple of lessonsahead at any one time.A new modelAt the school I visited in Dubai the model devised byMarie Charles (Key stage 1 coordinator) and basedon removing the strait-jacket mentality of ‘blocked-in’planning (see Figure 1) which made flexible responsesto daily manifestations of children’s learning needs atbest a matter for a ‘year group planning meeting’ (bywhich time the moment had passed!) or at worst nopick-up of pupil misconceptions.This change in strategy required many weeks ofslow, patient discussion – at the level of Charles needingto explain that she did not mean less planning but morefocused planning for the first day of the week –  muchencouragement, modelling and explanation at keystage meetings and developmental iterations beforethe operational planning model was reduced from oneof planning a full five day week in rigid detail in advanceto one day of each week’s timetable being plannedin detail and then successive days being plannedindividually post-reflection on each day’s teaching andlearning (see Figure 2).The notion of suddenly becoming ‘reflectivepractitioners’ and then reconceptualisers, revisersand implementers of differentiated planning basedon individual learning needs proved daunting tothe mixed bag of teachers (a mélange of self-styledinternationalists, refugees from the hothouse Englishschool system, non-National Curriculum -experiencedexpatriates and one or two blatant ‘tourists’) at theschool and their resultant attempts at reformulatingplanning  reflected their levels of confidence, experienceand curriculum knowledge.If the twenty years period of reform launched by theEducation Reform Act (1988) has taught us anythingabout education policy transfer it is surely that nationalcentre-periphery models of policy dispersal can neverbe instant solutions for ‘everyman’ and like all thingsin teaching rely upon a good knowledge of the subject,an understanding of the progression in the subjectbeing taught and a recognition that some teachingapproaches are better suited to promote particularlearning and outcomes (Primary National Strategy2006, p.66).Focus on assessmentAllied to and feeding into the innovative (for this schooland indeed for many schools in an English context)planning model Charles attempted to introduceteachers to a more focused form of assessment. Ratherthan relying on the traditional model of summativeassessment tests to define and describe attainment,she realized that teaching, learning and assessmentare essentially integrated and this demands regularongoing assessment to supply pupil information whichis detailed enough to offer specific support and adviceto take pupils onto the next steps in their learning.To achieve this, Charles expected teachers toshare learning objectives (targets) at an individual levelwith children, to focus on the achievement of thoseobjectives by pupils both in their written outcomesand through process observation. This was to beachieved through scrutiny of the children’s work"
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Leadership

Taking bricks from the wall

20 Jan 2008

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      string(5660) "Royal GeographicalSociety website can help you with your work inthe classroom (KS3-5): Judith MansellUsing the Society’s collections to inspireunderstanding of our changing world and its people.■ F11 2:00pm ICT: the national picture – a viewfrom Ofsted (All KS): Cathy MorganA summary of the 2004/5 annual reports for ICT,including recent findings.■ F12 2:00pm Achieving effective outcomes withICT – the role of research and reflective practice(Becta seminar, all KS + HE): Diane Matthews-LevineBecta’s resources to support practitioners using ICTin conducting research in ICT use.■ F13 2:00pm Developing using interactivewhiteboards in modern languages (KS2-5): Wendy AdenijiHow interactive whiteboards can be used toencourage pupils’ use of the target language.■ F14 2:00pm E-mentoring and e-learning (KS3-4): Paul Hynes & Phil BourneThe findings from a pilot e-mentoring scheme, andimplementing e-learning in school practice.■ F15 2:00pm Early steps to achieving ICTcapability (All KS): Martyn WilsonEnsuring that all adults responsible for educationhave the ICT capability expected of 14-year-olds.■ F16 3:15pm ICT strategies for geography tosupport non-specialist teachers (KS2): WendyNorth, Denise EvansUsing digital images of the world in starter activitiesto provide a ‘hook’ and engage interest.■ F17 3:15pm Making the most of ICT forteachers and trainers (Becta seminar, all KS):Richard Hammond, Bernie Zakary, Tim Tarrant■ F18 3:15pm Technology in personal andprofessional development EFL/ESL teachers,directors of studies (FE): Gavin DudeneyHow staff can integrate technology both in personaldevelopment and as part of CPD.■ F19 3:15pm Linking home and school (KS3-4):Mike CameronHarnessing technology to link the school with thehome and the wider community.■ F20 3:15pm E-futures – real learning in virtualwords (KS2-4): Gareth MillsHarnessing technology to extend when, where andhow learning takes place.■ F21 4:15pm Computer games in the classroom:the state of play (All KS): Richard Sandford, Keri Facer■ F22 4:15pm Safeguarding children in education –embedding e-safety measures within localarrangements (Becta seminar, all KS): Ruth Hammond■ F23 4:15pm Using digital technology to promoteartistic creativity in schools world wide (KS2-4): Ross WallisUsing digital technology to share creativity, using artas the language of communication.■ F24 4:15pm By schools, for schools – ICT andCPD (KS1-4): Sylvia Paddock, Glyn BarrittHow schools benefit from expertise and experienceof innovative teachers and schools.■ F25 4:15pm Live performance opportunitiesusing music technology (KS3-4): David AshworthStrategies for staging challenging, exciting livemusic performance using ICT.Seminars at BETT 2006: Friday 13 JanuaryAll seminars are free on the day subject to availability, but seats can be reserved on receipt of advance booking payment.For further information, see www.bettshow.co.uk41January 2006 InteracTiveBETT 2006SEMINARS AT BETT■ S1 10:30am We’ve got global technology:welcome to the global curriculum (EC&T keynote,all KS): Stephen HeppellAs new approaches to teaching and learningdevelop, a global curriculum is emerging.■ S2 10:30am Selecting digital learning resourcesfor schools (Becta seminar, all KS): Ceris BegenWith an ever-increasing number of digital learningresources available to schools, how can you be surethose you choose are of high quality?■ S3 10:30am The benefits of 3-D game basedlearning (KS3-4): Gary ClawsonAn overview of the 3-D game-based learning‘worlds’ available to schools and colleges within theresources developed for the Diploma in DigitalApplications (DiDA).■ S4 10:30am Simple solutions to using ICT –what works and what doesn’t (KS2): Russell InglebyHow do you, as an ICT coordinator, manage the vastrange of skills and attitudes towards ICT in your school?S5 10:15am Promoting interactivity andindependence when using ICT in foundationstage (EY): Pat RiordanHow ICT can have a positive impact on pupil learningbeyond simply knowing how to use the technology.■ S6 11:45am Creativity in MFL – using ICT toenhance the best of MFL classroom practice(KS3-4): Christopher Harte St RobertUsing ICT to enhance what is already recognised asbest practice and to promote creativity through non-curriculum based software packages.■ S7 11:45am Building partnerships with parentsthrough ICT (Becta seminar, all KS): Peter Wain,Charlotte AynsleyHow ICT can be utilised to support the home as aplaces of learning and develop schools to support awider community of learners – and much more.■ S8 11:45am Not just waving and saying hello:best practice video conferencing in theclassroom (KS2-4): Tim StirrupHow the London Grid for Learning has overcometechnical difficulties to enable video conferencingacross London, the UK and the world.■ S9 11:45am From quill to mouse: teachingShakespeare using ICT (KS3-4): Trevor Millum,Chris WarrenUsing ICT techniques to analyse Shakespeare’swords, increase student motivation and involveteacher and learner in appreciation of his poetry andplays.■ S10 11:45am E-portfolios – a new generationof electronic teaching aids for primary &secondary D&T (KS1-4): Louise DaviesE-Portfolios are a new resource developed as part ofa Becta-funded project. 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        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

BETT 2005 Seminar Programme

1 Jan 2005