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Well worth a look ...

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Cyflwyniad Enghreifftiol 1 - Beirniadaeth academaidd/ Exemplar Introduction 1 - an Academic Critique

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Cyflwyniad Enghreifftiol 1 - Beirniadaeth academaidd/ Exemplar Introduction 1 - an Academic Critique

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'This essay offers an academic critique of microteaching and its potential as a teaching and learning strategy within preservice teacher-training. It begins with a brief description of microteaching; outlining its basic components and offering a summarised overview, recounting the origins and development of the practice. This is followed by an academic critique of current thinking in relation to ‘what it means to microteach’ and what effect the practice has as a teaching and learning strategy (Bell, 2007: 24). The main theme of the discussion will focus on the implications of microteaching as a simulated (as opposed to ‘real’) activity and how students perceive and navigate through this experience.'

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Cyflwyniad Enghreifftiol - Myfyrdod / Gwerthusiad ar eich Arfer Eich Hun - Person 1af/ Exemplar Introduction 2 - Reflection/Evaluation on Own Practice - 1st person

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Cyflwyniad Enghreifftiol - Myfyrdod / Gwerthusiad ar eich Arfer Eich Hun - Person 1af/ Exemplar Introduction 2 - Reflection/Evaluation on Own Practice - 1st person

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'This essay outlines a critical reflective evaluation of my teaching experiences throughout the first year of a PGCE course that I attend. An overview of my practice to date will open the discussion. This will be followed by a more detailed evaluation. I will identify, what I believe to be, the stronger and weaker aspects of my teaching development and I will consider a course of action for continuing improvement.'

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PlenaryTask (if time):  (5 minutes)

Imagine you were given this essay task:
‘Write a short essay about how to structure and write an analysis of a key concept within your course that your students need to understand.’

·       Decide what you your essay should contain by making a mind map or bulleted list.

·       Decide on an order in which to address your key points.

·       Write an introduction that simply states what your essay will cover. 'This essay will …'

Extension: You may also want to include a little background or justification for why you are doing this i.e. what your essay aims to achieve.

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Confensiynau Traethawd Academaidd - Adolgu/ Academic Essay Conventions - Revision

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Confensiynau Traethawd Academaidd - Adolgu/ Academic Essay Conventions - Revision

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Academic essays have a 3 part structure:

1. Intro, 2. Main body, 2. Conclusion
Or: 1. Tell them what you are going to tell them, 2. Tell them, 3. Tell them what you just told them

Other key conventions of academic essays:

·       Usually avoid first person (I) – unless specifically referring to own practice

·       Reference to events and agents in the present tense e.g. 'it is clear that...', 'what Reynolds tells us is that...'

·       The introduction clearly sets out the purpose and content of the essay

·       A conclusion does not present new material but briefly summarises content and/or restates a position

A good introduction should:

·       Succinctly state the purpose and content of the assignment – tell the reader what to expect

·       Give the marker confidence that the assignment brief/ essay title will be addressed directly

·       If necessary, frame the parameters or scope of your assignment

·       State or hint at the arguments you will present

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Handout 3_Extract from a student evaluation of a micro lesson.docx

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Work in pairs or individually. Read the second handout and answer the questions (5 mins)
Q. What feedback would you give to the student to make their writing more analytical and more evaluative? (5 mins)

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Some definitions and differences ...

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Handout 2 Definitions and Differences.docx

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To investigate the key differences between descriptive and analytical writing in student work and enable learners to write better academic essays at Level 3 in particular.

1.     Identify the key differences between 'descriptive' and 'analytical' writing

2.     Practice turning writing from being descriptive to analytical to better support students

3.     Revisit academic essay conventions; in particular writing a concise, purposeful introduction

All material for this session can be accessed via this link:

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Tasg/ Task 1: Note down three important bits of theory from your course that your students need to understand.

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Tasg/ Task 1: Note down three important bits of theory from your course that your students need to understand.

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a)     If you were to ask them to describe one of those theories, what you expect them to write? (2 mins)

b)     If you were to analyse that theory, what would you expect them to write? (2 mins)

c)      What is the difference between what you wrote (or what you would expect your students to write) for (a) and (b)? Discuss this with a neighbour and add your ideas to what you wrote earlier (3 mins)

d)     What in particular are the key words or short phrases that mark out (b) as different from (a)? I.e. what are the clues we should be looking for in a students’ work that tell us they are not just describing but analysing? (3 mins)

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Handout 1: Goldilocks - the Analytical essay

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Handout 1: Goldilocks - the Analytical essay

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Handout 1 Goldilocks - the Analytical Essay.docx

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Read handout 1 and have a go at writing your own short paragraph of analysis (electronic version below). Don't fret - this is not assessed!

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On the Post-Its, write down a brief description of at least one type of extended writing your students have to do for their course.
Or, even better, please post an example below this box ...