queen and the people who live in this castle look up. That’s the stairs. Support for Trainees To be gleaned from Acceptance of categories of talk Teachers practice categories as identified to applicable to support feedback training context Engagement in Trainees Themes identified: Recognition that curriculum Teachers Shape in packaging, planning for hqt planning activity to Problem solving re requires time promote high Time, Growth / and quality talk Measuring, collaboration Frameworks emerging Need to focus e.g. on intended Identifying learning for children. Talk is stimulating lead the medium for question engagement What we know already, what we did, what we out, High quality talk in preparation leading to high quality talk in the classroom Allowing time – space for children, letting them walk through the learning encounter, Leading prompt to stimulate ideas and talk What will the children’s talk tell us about their understanding of ..... 21 Children’s learning Trainees Evidence gathered These are Feb is a focus for Teachers during summarised in – 12 discussion in the Children Reciprocal visits to the Interim Mar training process SBMs classrooms by teachers Reports which Trainees develop and trainees are linked. pedagogical skills Recorded episodes of Trainees are more talk between trainees 1 Interim conscious about and children Reflections their levels of Visits by UWE on 2 Interim pedagogical March 10 Reflections competence Visits by UWE staff 3 Interim Teachers are with consultant on 11 / Reflections engaged in 12 March 4 Interim supporting the Training session on 12 Reflections development of March
queen and the people who live in this castle look up. That’s the stairs. Support for categories of talk identified to support feedback Trainees Teachers To be gleaned from practice Acceptance of categories as applicable to training context Engagement in curriculum planning activity to promote high quality talk Trainees Teachers Themes identified: Shape in packaging, Problem solving re Time, Growth / Measuring, Frameworks emerging e.g. Identifying stimulating lead question What we know already, what we did, what we out, High quality talk in preparation leading to high quality talk in the classroom Allowing time – space for children, letting them walk through the learning encounter, Leading prompt to stimulate ideas and talk What will the children’s talk tell us about their understanding of ..... Recognition that planning for hqt requires time and collaboration Need to focus on intended learning for children. Talk is the medium for engagement 21 Feb – 12 Mar Children’s learning is a focus for discussion in the training process Trainees develop pedagogical skills Trainees are more conscious about their levels of pedagogical competence Teachers are engaged in supporting the development of Trainees Teachers Children SBMs Evidence gathered during Reciprocal visits to classrooms by teachers and trainees Recorded episodes of talk between trainees and children Visits by UWE on March 10 Visits by UWE staff with consultant on 11 / 12 March Training session on 12 March These are summarised in the Interim Reports which are linked. 1 Interim Reflections 2 Interim Reflections 3 Interim Reflections 4 Interim Reflections