Teaching strategies aimed at stretching the learner The focus centred on exploring own approaches to The focus centred more explicitly on developing and through careful addition and removal of scaffolding. evaluating practice and the importance of critical implementing a resilience pedagogy along with Designs focused on encouraging learners to adopt reflection and reflexivity. discussion of tools to evaluate impact (Appendix A). deeper and more self-regulated approaches to learning. Key focus on developing cognitive, emotional, and Attention given to cognitive, emotional, and Emphasis on enhancing awareness of different learning metacognitive capacity. metacognitive dimensions with heightened emphasis strategies through explicit guidance and exposure to on developing the relational dimension of learning as diverse learning experiences. part of this and how to manage oneself-in-context as Authentic and appropriate assessment designs. an extension of the NQT and Beyond approach. Appropriate use of technology to support learning. Supporting learner autonomy: choices in Assessments focused on what the ECTs wanted to explore to support their own learning and teaching. ECTs were given support in the choice of their assessment focus. Learning / student voice Guided supported was provided through the use of teaching materials; tools to support self-evaluation and Focus on the centrality of the learner as a critical reflection including individualised development plans, and peer support opportunities. co-constructor of knowledge. Environment was adaptive and not adapted allowed ECTs to use resources as appropriate to their needs. – Focus on the role of the learner in managing the ECTs were made aware of the range of networks available for support and encouraged to develop existing learning process. and new networks to support their learning and teaching to become savvy feedback seekers (Evans, 2014). Learner control afforded through design of curriculum. Extended opportunities Extended opportunities Flexible programme and assessment designs. Masters study Masters study The importance of guided choice for learners. Journal writing peer support and HEI on-going Conference presentations joint delivery HEI and – – Informed and responsible use of groupings. support with writing as part of iterative process. ECTs; resilience network development
Teaching strategies aimed at stretching the learner through careful addition and removal of scaffolding. Designs focused on encouraging learners to adopt deeper and more self-regulated approaches to learning. Emphasis on enhancing awareness of different learning strategies through explicit guidance and exposure to diverse learning experiences. Authentic and appropriate assessment designs. Appropriate use of technology to support learning. The focus centred on exploring own approaches to evaluating practice and the importance of critical reflection and reflexivity. Key focus on developing cognitive, emotional, and metacognitive capacity. The focus centred more explicitly on developing and implementing a resilience pedagogy along with discussion of tools to evaluate impact (Appendix A). Attention given to cognitive, emotional, and metacognitive dimensions with heightened emphasis on developing the relational dimension of learning as part of this and how to manage oneself-in-context as an extension of the NQT and Beyond approach. Supporting learner autonomy: choices in Learning / student voice Focus on the centrality of the learner as a co-constructor of knowledge. Focus on the role of the learner in managing the learning process. Learner control afforded through design of curriculum. Flexible programme and assessment designs. The importance of guided choice for learners. Informed and responsible use of groupings. Assessments focused on what the ECTs wanted to explore to support their own learning and teaching. ECTs were given support in the choice of their assessment focus. Guided supported was provided through the use of teaching materials; tools to support self-evaluation and critical reflection including individualised development plans, and peer support opportunities. Environment was adaptive and not adapted – allowed ECTs to use resources as appropriate to their needs. ECTs were made aware of the range of networks available for support and encouraged to develop existing and new networks to support their learning and teaching to become savvy feedback seekers (Evans, 2014). Extended opportunities Masters study Journal writing – peer support and HEI on-going support with writing as part of iterative process. Extended opportunities Masters study Conference presentations – joint delivery HEI and ECTs; resilience network development