How it works

There are three overlapping parts to our E3 seminar approach.

Part 1-Student led

Ahead of class, students engage with the seminar main theme through an introductory read-watch-engage activity ahead of the seminar.

Please-Post your response to that activity (solo effort), in your seminar class padlet space. (e.g. linked here).

Seminar:

Part 2: Seminar -Tutor facilitated class engagement

Students engage in the learning content across the seminar. Tutors will provide various means for groups to build knowledge and understanding and activate this in a variety of ways (e.g. in and or beyond your main classroom).

The final activity offers means to consolidate understanding of the key concept.

Please -Post your group response following the seminar (group effort). This concludes the formal teaching of the seminar.

Part 3: Group led

The final part of the class seminar time is dedicated to your own group planning preparation. Tutors will facilitate this over a defined period, as relevant and meaningful at the time. Groups may elect to take additional time (as our classrooms are booked for 3 hours).

2.      Reflection in Action (for example as a quick response to a scenario where a child’s behaviour is unexpected and you address it in situ, e.g. to a fire alarm drill scenario where you halt your teaching to attend to the emerged situation effectively).

3.      Reflection on action (for example- reflecting on something- after the event an assignment for next assignment, a lesson to inform change for next lesson, a strategy to ensure all children quietly and calmly line up to exit for the fire alarm, even if they had to wait a long time for their turn with the ipad etc).

Reflect on your prior experiences, observations and create possible scenarios to do with school based practice using each reflection type (Knowing in action, Reflection in Action, and Reflection on Action).

Record and post this and be ready to share your examples with a peer in class.

Video (by Dr Charlotte Meierdirk) is informed by:

Schön, D.A. (1987) Educating the reflective practitioner. San Francisco: Jossey-Bass Publishers https://onlinelibrary.wiley.com/doi/abs/10.1002/chp.4750090207

“Teachers are faced with pressures for increased efficiency in the context of contracting budgets, demands that they rigorously “ teach the basics,” exhortations to encourage creativity, build citizenship, help students to examine their values.” (Schön, 1992; 17)

Think about ways theories inform our planning and teaching for children who differ in how they think and learn. Draw from 1-2 learning theories to share and exemplify the key points you find of use as you begin your professional practice journey.

Extracted from:

Reference

Schön, D.A. (1992) The Reflective Practitioner. The Crisis of Confidence in Professional Knowledge. 1^st edition, Routledge.

https://www.taylorfrancis.com/chapters/mono/10.4324/9781315237473-7/crisis-confidence-professional-knowledge-donald-sch%C3%B6n?context=ubx&refId=40b871d8-4dbf-486f-b08a-31a1764286a7

Chapter 1 Introduction to the study of learning

The three criteria for learning:

1.  learning involves change,

2. learning endures over time, and

3. learning occurs through experience (Schunk, 2012, page 3-4) have implications for the teacher. 

   Think about one teaching and learning experience-such as a scenario created to develop the intended learning (e.g. how to drive, learn a poem/song, knit, or perform a sports skill).

   Create a learning experience example for your learning experience and address ways that contribute to each criterion. Post this onto your class padlet ahead of class.

   Be ready to show and tell a peer in class. Draw from the reading(s) across your written scenario to support the examples. State one implication for your practice as an educator.

Reflect upon ways that such theories fit into your developing practice.

As you develop your understanding of your practice in what and how you teach, what are some implications for your practice?