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Thanks for today Team
Learned loads about Teams - and to be honest I like it - and as discussed I'm sure the students would benefit from a session like this -but with a hands on approach - this would prepare them for the day and give a focus on the content rather than a focus on Teams - if you see what I mean - John A

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a model  for learning spaces online that could be used is Mobile Assisted Third Space:

Hybrid
Collaborative
Democratic
Reflective
Trasferable
Transformative

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Would it be useful to set up a Team for each group so we can continue the dialogue with the trainees across the year and they can speak to each other? Would be a great way to create a community of practice that will be useful throughout their career.

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Looking forward to have the chance to unpick what is meant by SS Pedagogy with our own groups of trainees, and to reassure them that the concept is contested and sometimes 'slippery'

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Question: What Will Trainees Already Know?

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Question: What Will Trainees Already Know?

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In previous iterations, we've had copies of what's in the DALO briefings. Given the changes in DALO briefing, what will/won't the folks know before the November day?

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Will we have a standardised introduction? i always liked these, they make the start of the session feel corporate we are all on the same message in the eyes of the learners.

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I think it might work for me to show a previous outline in bits with discussion between... I.e. Title (usually non subject specific), then background (and how their own experiences can be used to influence the paper),  then literature (possibly asking them to do a quick search based on the outline - before showing the sources used in the final paper)

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Some discussion amongst conference tutors of how we share this concept with trainees in November day would be good. It's a real opportunity for us to get that across to the trainees without having to try and write/record it in feedback

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Could trainees have some time to research their ideas for topics on Summon - nothing in-depth, just to see if there are useful papers out there?

November could be a good opportunity to introduce our SS  Reading Lists, again to help to focus trainees ideas? One danger there might be oversteering, if folks see an area (e.g. motivation) that's been much written about...

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Could we share just the titles of previous papers, and ask the folks to think about how subject-specific they are? Possibly using 'before and after' titles, i.e. the Outline Proposal and Final Draft versions of titles where previous trainees have taken 'generic' non-SS ideas and developed them toward a more SS focus?

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Will we be looking at/commenting on all of the presentations etc prior to the March Day ie is it in effect still 2 days but we only get together for one of them?

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Might be a nice thing to adapt and give trainees as they head off to write their papers and prepare for the April day

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Digital blended learning and current situation

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Digital blended learning and current situation

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I think many students will want to focus on blended and flipped learning and how they apply distance/blended/digital etc to their subject specialism. Few of us are experts in dealing with this new context, so it would be good to be able to collect and share resources on best practice

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Resources to support trainee technical education teachers to develop their subject-specialist pedagogy are now available:
www.improvingtechnicaleducation.org.uk/teacher-education
A team at the University of Huddersfield's School of Education and Professional Development, led by Professor Kevin Orr, has developed resources to support teachers' decision-making by focusing on their subject-specialist pedagogy.

A body of existing work highlights the role played by teachers' subject-specialist pedagogy and awareness of context-specific decision making for good teaching. These arguments, which the Huddersfield team built on as the basis for this project, are covered by the literature review, available here: www.gatsby.org.uk/uploads/education/literature-review-of-subject-specialist-pedagogy.pdf

The online learning resources are designed to support trainee teachers' thinking about what informs the decisions they make in the planning and management of sessions with their students in their own particular context.

The resources encourage exploration of several underpinning concepts that might inform teachers' decision making:

Pedagogical content knowledge (including content representation exercises [CORE])

Occupational identity

Recontextualisation

The resource is made up of learning modules defining key topics, with video materials providing in-depth explanations, and sections prompting trainees to reflect on how these concepts apply in their own teaching practice. Users can create an account to log in and save their progress through the learning journey, completing it at their own pace. The website will also feature important updates and events that may be of interest to FE teachers and teacher trainees.

Complementary pathways for teacher trainers, teachers undertaking CPD, and subject leaders wanting to deepen their understanding of subject-specialist pedagogy will be made available on the site in the coming months.

Watch a video introduction to the resources here:

More background information on the project can be found here: www.gatsby.org.uk/education/programmes/teacher-education-in-FE

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Subject-specialist pedagogy resources for ITE trainees now available

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Resources to support trainee technical education teachers to develop their subject-specialist pedagogy are now available: www.improvingtechnicaleducation.org.uk/teacher-education A team at the University of Huddersfield's School of Education and Professional Development, led by Professor Kevin Orr, has developed resources to support teachers' decision-making by focusing on their subject-specialist pedagogy.

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The key thing is to get all enthused and passionate about the subject. Maybe give students some time to research on the day to see if they can find resources.

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Looking at previous//exemplar proposals and titles will be very useful. Also to get them to think about academic/scholarly literature to support their papers. I often have lots of trade press/lay articles, rather than academic. I think a discussion on what pedagogy is would help set the scene, rather than reacting after to misunderstandings.

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Looking at previous//exemplar proposals and titles will be very useful. Also to get them to think about academic/scholarly literature to support their papers. I often have lots of trade press/lay articles, rather than academic. I think a discussion on what pedagogy is would help set the scene, rather than reacting after to misunderstandings.

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We need to ensure we break down the language for students -what is pedagogy - make it simple
And practical

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I love the idea of deconstructing a paper.

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I love the idea of deconstructing a paper.

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How soon do the students commence online activities? Is it before the November day?

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Id like o play some type of game, maybe using quizelet or kahoot around teaching and learning theory to spark discussion around which of these might relate most to their practice...Becca :)

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The programme will remain the same?

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Really relish the opportunity to deconstruct some outlines and get students to actively use summon to find literature and relate pedagogy to these... Students will be able to practice these skills and overcome some of the issues/ misunderstandings around this process before they go it alone... Becca :-)

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Especially when struggling I always get the learner to unpick their papers / literature by asking why (it is done / taught in a specific way - is it the best or just because it has always been done that way. It is appropriate (or not) to creative students/subjects)

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Hi everyone!

I'd like to do something about legislation and policy related to SEND on the Nov day so they can apply it to their papers. I usually add this advice in the proposals but it'd be good to have a full understanding before getting in to the full swing of writing.

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Good idea to show topics / examples that reinforces the specialism focus - John Aston

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I think it would be good to share with the students topics that would be good as a Specialist Conference paper and ones that are seen as generic and covered through out their course. The biggest problem I come across year after Year is that often the topic chosen could be attuned to any subject specialism and the research is not specialist.