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7/29/2019 Ev 681 Programme Final
1/7
University of Brighton
PGCE Early Childhood 3-7
EV681
Pedagogy, Principles and Practice
in Early Childhood
2013-14
7/29/2019 Ev 681 Programme Final
2/7
University of Brighton
PGCE Primary Education with QTS
EV681 Pedagogy, Principles and Practice in Early Childhood 2013-14
_____________________________________________________________________________________
Tutors Sheena Smart Room A202 Email [email protected]
Pippa Totraku A108 [email protected]
Module Co-ordinators: Sheena Smart & Pippa Totraku
Aims of the Module:
This module is designed to support knowledge and understanding of theoretical and practical
perspectives for effective pedagogy in early childhood education through an informed and critical
awareness of current policies and practice in teaching and learning.
Students will develop an understanding of the child, stages of development and dispositions towards
learning alongside analysis of current policy and initiatives relating to the education of young children.
Students will work collaboratively to develop independence, and responsibility for their own and othersprofessional learning. They will develop skills to apply technological tools in support of teaching and
learning.
The module aims to provide opportunities for students to gain specific experiences and evidence
towards the Department of Educations Teachers Standards (2012)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__S
tandards_2013.pdf
What to expect in the module
In contact time, tutors will provide will lead and facilitate: Lectures, seminars, practical activities,
discussion of key issues and preparation for assessment.In non-contact time, students will engage with directed and non-directed reading, collection and review
of information, completion of tasks arising from practical sessions, preparation for assessment and the
on-going development of an online collaborative blog. Experiences in school will enhance and provoke
learning in taught sessions.
Learning outcomes
Students will be able to:
1. recognise and interpret the processes and dimensions of early learning and development and
their implications for educational policy and practice
2.
examinethrough drawing on research and work based experience the factors that contribute toquality provision and the teachers role in this
3. demonstrate critical understanding of the theories and ideologies that inform teaching to ensure
the progress of all learners
4. appraisehow the informal and formal contexts of early education impact on teaching and
learning
5. apply knowledge and understanding of a range of technological tools to support and enhance
their own and others professional development.
mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfmailto:[email protected]:[email protected]7/29/2019 Ev 681 Programme Final
3/7
Assessment Task
Task 1 (Collaborative)
Students will identify an essential issue for effective and learning in Early Childhood Education today
that arises from the module themes and school based experience. They will collaborate to design and
develop an informative web-based resource (3 web pages) for fellow student teachers that explores
this issue. (2000 word equivalent).
Task 2 (Individual)
Students will also submit (via Turnitin) an individual evaluation which will highlight their own
contribution to the development of the resource and an aspect of their own pedagogical understanding
for further development (500 words).
Both tasks will be marked on a pass/fail basis, and both tasks must be passed to pass the module
Submission date: 29.11.13, 1630
Referral task 1: a re-working of the original failed component
Referral task 2: if a student fails through non-contribution to the group task they will complete analternative essay (2500 words) at the discretion of the tutors.
Assessment criteria:
Your on-line resource will provide evidence that you are able to:
Recognise and interpret the processes and dimensions of early learning and development and
their implications for educational policy and practice
Examine through drawing on research and work based experience the factors that contribute to
quality provision and the teachers role in this
Demonstrate critical understanding of the theories and ideologies that inform teaching to ensure
the progress of all learners
Appraisehow the informal and formal contexts of early education impact on teaching and
learning
Apply knowledge and understanding of a range of technological tools to support and enhance
their own and others professional development
Module Matters
Throughout this module you will be working in groups and individually. Taught sessions will take place
weekly with alternate sessions being devoted to ICT and digital technologies. These sessions will involve
considerable hands-on practical opportunities. The two whole cohort lectures will address issues of
shared professional interest to both 3-7 and 5-11 route students.
There will be a focus on working collaboratively to maintain and develop a group blog using
WordPress.com. Tutors will also be using a group blog to introduce the sessions and provide support
materials throughout the module at the following link: http://ev681.wordpress.com
The professional blogs you create are intended to help share experiences and effective practice in the
way in which many practising teachers are doing using similar tools. However, it should be remembered
at all times that these are professional blogs and as such students are required to adhere to the
following code of conduct when updating and posting.
7/29/2019 Ev 681 Programme Final
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Code of Conduct
In relation to school-based experience, students should share general school-based experiences
and ideas focusing on pedagogy and practice. The professional blog is not a space for personal
grievances or concerns.
Anonymised photographs of, childrens work, displays, planning ideas and resources can be
posted as long as relevant permissions have been obtained and any sources appropriately
acknowledged.
Photographs of children are not permitted.
In any discussions or blog posts relating to professional practice, specific schools, children or
colleagues should not be identified by name or inference
At all times students should use professional language and the use of derogatory language or
comments is unacceptable
Developing your Subject Knowledge
As trainee teachers you will have the opportunity of witnessing a range of changes to the primary
curriculum as the national curriculum review is completed for implementation in September 2014. The
Early Years Foundation Stage materials, revised in 2012 are now being embedded in schools and
nurseries
Pebblepad/ E-portfolio
Your assignment feedback should be uploaded to Pebblepad and used where appropriate as evidence
against the standards. You should also link to your group blog and use aspects of this as evidence against
the standards.
TEACHERS STANDARDS 2012
Throughout his module students will continue to develop their knowledge and understanding of the
Teachers Standards 2012
TS1
TS2, in particular
demonstrate knowledge and understanding of how pupils learn and how this impacts on
teaching
TS4, in particular
promote a love of learning and childrens intellectual curiosity
reflect systematically on the effectiveness of lessons and approaches to teaching
TS5, in particular
know when and how to differentiate appropriately, using approaches which enable pupils to be
taught effectively
have a secure understanding of how a range of factors can inhibit pupils ability to learn, and
how best to overcome these
demonstrate an awareness of the physical, social and intellectual development of children, and
know how to adapt teaching to support pupils education at different stages of development
have a clear understanding of the needs of all pupils, including those with special educational
needs; those of high ability; those with English as an additional language; those with disabilities;
and be able to use and evaluate distinctive teaching approaches to engage and support them
TS6, in particular
make use of formative and summative assessment to secure pupils progress
TS7
TS8, in particular
develop effective professional relationships with colleagues, knowing how and when to draw
upon advice and specialist support
7/29/2019 Ev 681 Programme Final
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Session outlines
Induction
12.9.13
Whole cohort
1130-1200 W100
Outline: Introduction to the module - The focus of this session will be on explaining
the process of the module and sharing guidance for the follow-up tasks, programme
and assignment. To accompany this induction there will be an online tutorial that
takes the students through how to set up their online blog and the expectations
with regard to how this will be used throughout the module. The students will also
be guided to any accompanying reading material in support of the module.
Follow up from today:
Watch the video introduction to the
Module and WordPress Blog tool
Before the next session:
Set up your WordPress Blog. You will be
sent an email with a link to register your
group Blog by Pippa
Session 1
16.9.13
Whole cohort
09-1100 W100
Outline: First thoughts on teaching and learning
This session will comprise of an overview of a number of perspectives of learning
and teaching. The focus will be on sharing understanding of what makes teaching
effective and learning so complex. Students will also debate different perspectives
on whether and how learning is changed by technological developments.
Follow up from today:*Alexander, R. (2010) Ch12 What is
Primary Education for? in Children,
their World, their education: final
report from Cambridge primary
Review. London: Routledge.
Stephens, C (2010) Pedagogy. The
silent partner
Before the next session:**Blog post #1 and responses to Session 1
Session 2
23.9.13
Group 709-1100 Lib109
Outline: Learning and digital identities
This will be a hands-on workshop session in which studentswill explore a range of
internet-based tools and resources to consider their educational and professionalpotential.
Follow up from today:
Selwyn, N. (2011) Ch1 Revisiting the
promise of digital technology and
schools in Schools and Schooling in
the Digital Age: A critical analysis,
London: Routledge.
Before the next session:
Pollard, A et al (2008) Ch7 Learning:
How can we understand childrens
development?or
Doherty, J, & Hughes, M (2010) Ch1
Introducing Child Development
Session 3
1.10.13
Group 709-1100 D419
Outline: The Unique Child; growing learning
In an exploration of key theorists, influential philosophies and contemporary
research students will consolidate and extend their understanding of childdevelopment. How theories, ideologies and research impact on pedagogy will also
be examined with particular consideration of childrens behaviour
Follow up from today:
Watch Behaving with Cowley
SBT task: observe and reflect on
classroom management in light of child
development theories
Before the next session:
Blog post #2 and responses to Session 3.
Session 4
7.10.13
Group 709-1100 Lib109
Outline: Technology in the EYFS
Promoting childrens independent use of technology will be examined through a
range of pedagogies. Students will explore various appropriate technologies,developing their understanding of how young childrens interactions with
technologies support operational learning, extend their knowledge and
understanding of the world, help foster positive dispositions to learning and
7/29/2019 Ev 681 Programme Final
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appreciate the role of technology in everyday life.
Follow up from today:
Plowman L & McPake J (2013) Seven
myths about young children and
technology. Childhood Education 89 (1)
27-33
Before the next session:
Alexander, R. et al (2010) Ch8 Children,
diversity and equity
Session 5
15.10.13
Group 7
09-1100 D419
Outline: Enabling Environments; equality of opportunity for all
Students will focus on the implications for learning and development of the diverse
social, cultural, linguistic and ethnic backgrounds of young children. Policies and
principles to promote inclusive practice throughout the whole learning environment
will be considered.
Follow up from today:
Edmond, N & Price, M (2012) Ch12
Promoting equality and inclusion
Before the next session:
Research systems, procedures and
policies for safeguarding and wellbeing
in schools (SBT1)
Session 6
21.10.13
Whole cohort
09-1100 C122
Outline: Safeguarding and wellbeing
This session will offer an introduction to issues surrounding the protection and
wellbeing of children, including bullying and e-safety.
Follow up from today:
Allen et al (2012) e-Safety in
Primary ICT: Knowledge,
Understanding and Practice (5th Ed.),
London: Sage.
Before the next session:
Blog post #3 and responses to Session 6.
Session 7
4.11.13
Group 7
09-1100 Lib109
Outline: Laying the foundations for computational thinking
A practical workshop where students will experiment with programmable toys to
consider the use of technology to develop early computational thinking.
Follow up from today:
Watch Ted talk by Mitch Resnick.
Details below in Electronic/Video
resources
Before the next session:
Palaiologou, I (2012) Ch2 The role of
observation and/orCh3 Observation
techniques
Session 8
12.11.13
Group 7
09-1100 D419
Outline: Learning and development; hows it going? How do you know?
This session will focus on assessing learning through formative and summative
methods including observation. How this informs planning will be reviewed along
with principles in sharing information for transition, e.g. EYFS to KS1
Follow up from today:
Harrison, C & Howard, S (2009) Inside
the Primary Black Boxand/orFisher, J (2010) Ch3 Preparing children
for the move to KS1
Before the next session:
View - Profile exemplification materials:
ELG 15 Technology (details below)Through discussion, play or
practical application, assess a childs
awareness of technology in their
everyday environment (SBT1)
Session 9
18.11.13
Group 7
09-1100 B502
Outline: Creativity and digital technologies.
This workshop will provide opportunities for students to work with digital video and
audio, and consider the potential for creativity offered by digital video/audio editing
tools.
Follow up from today:
Blog post #4 and responses to Session9.
Before the next session:
Investigate how schools encouragelearning partnerships between and with
children, staff, families and other
professionals (SBT1)
7/29/2019 Ev 681 Programme Final
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Session 10
26.11.13
Group 7
09-1100 D419
Outline: Positive relationships; partnerships with others
In this session students will recognise the significance and challenges of working in
partnership with colleagues, families and other professionals. Leading teams to
promote young childrens learning will also be considered.
Follow up from today:
Whalley, M (2012) Ch1 New forms of provision, new forms of workingand/or
Edmond, N & Price, M (2012) Ch3 Professional relationships and leadership in
the children and young peoples workforce
*please refer to Reading Lists (WordPress,http://ev681.wordpress.com) to access reading resources
**when instructed to carry out a blog post and responses, one person from your group blog should post
and initial response to the session or given theme and the others should respond to the post via the
comment tool on WordPress. By the end of the module each member of the group will have taken the
initiative to lead a blog post.
Reading List and Learning Support see Aspire link
Key texts
Allen, J, Potter, J, Sharp, J. & Turvey, K (forthcoming) (6th
edtn) Primary ICT Knowledge, Understanding
and Practice: A practical guide to teaching computing in primary schools London: Sage
Alexander, R (2010) Children, their World, their Education Schools Abingdon: Routledge
Brock, A., Dodds, S, Jarvis, P Olusoga, Y (2009) Perspectives on PlayHarlow: Pearson
Devarakonda, C (2013) Diversity & Inclusion in Early ChildhoodLondon: Sage
Doherty, J & Hughes, M (2010) Child Development: Theory and Practice 0-11 Harlow: Pearson
Drummond, M-J (2012)Assessing Childrens Learning Abingdon: Routledge
Nutbrown, C (2011) Threads of Thinking (4th edtn) London: Sage
Electronic/Video resources [accessed 9-7-13]
o Aubrey, C. and Dahl, S. (2008) A review of the evidence on the use of ICT in the Early Years
Foundation Stage. [Online] Available:
http://dera.ioe.ac.uk/1631/2/becta_2008_eyfsreview_report.pdf
o University of Brighton SEND website available at
http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312
o ThinkUKnow, available athttp://www.thinkuknow.co.uk/teachers/
o EPPE research base at the London Institute of Education
o
http://www.ioe.ac.uk/research/153.html
o Charlie Taylors behaviour checklist available at
http://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20tayl
or%20checklist.pdf
o EYFS Profile exemplification for the level of learning and development expected
at the end of the EYFS - Understanding the world ELG15 Technology
http://media.education.gov.uk/assets/files/pdf/e/elg15-technology.pdf
o Ted talk by Mitch Resnick
http://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html
http://ev681.wordpress.com/http://ev681.wordpress.com/http://ev681.wordpress.com/http://dera.ioe.ac.uk/1631/2/becta_2008_eyfsreview_report.pdfhttp://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://www.thinkuknow.co.uk/teachers/http://www.thinkuknow.co.uk/teachers/http://www.ioe.ac.uk/research/153.htmlhttp://www.ioe.ac.uk/research/153.htmlhttp://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdfhttp://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdfhttp://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdfhttp://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.htmlhttp://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.htmlhttp://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.htmlhttp://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdfhttp://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdfhttp://www.ioe.ac.uk/research/153.htmlhttp://www.thinkuknow.co.uk/teachers/http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://dera.ioe.ac.uk/1631/2/becta_2008_eyfsreview_report.pdfhttp://ev681.wordpress.com/