Trainees High level of Trainees’ confidence and experience of engagement in experiential / practical activities interactive teaching and learning is consolidated through working alongside teachers Awareness of Trainees Trainees confident to Confidence indicators of use of evaluate the use of the gained from high quality talk teachers talk as they practice of engage in the activity observing teachers High interest in Acceptance of task for Differentiation of planning maths following week: select a children’s hqt sessions with high theme, maximise pre / during / quality talk in mind opportunities for hqt in post activity. everyday mathematics Significance of sessions, look at talk inside / impact on children’s outside learning, look at impact on trainees’ professional skills Awareness of what Children’s Sample feedback 8/2 Teachers and hqt is in context of learning from teachers and trainees share classroom trainees ways in which Child outside: We are they identify building a castle. This mathematical is the floor. content in Child cutting a zig-zag children’s Big, small, big, small it utterances makes a pattern! Child constructing with lego: I’m making pyramids. I saw them in a book. I’m showing the others how to make one. Stephen’s castle:Mine’s going to have a big tower. People could poke their heads out of the window, you could climb up the towers until you get in through one of the holes and then you will be king. That the top of the ‘s castle Ella’s castle: I’m trying to make the stairs. You can climb up inside and the princess and the
Trainees High level of confidence and engagement in practical activities Trainees’ experience of experiential / interactive teaching and learning is consolidated through working alongside teachers Awareness of indicators of use of high quality talk Trainees Trainees confident to evaluate the use of the teachers talk as they engage in the activity Confidence gained from practice of observing teachers High interest in planning maths sessions with high quality talk in mind Acceptance of task for following week: select a theme, maximise opportunities for hqt in everyday mathematics sessions, look at impact on children’s learning, look at impact on trainees’ professional skills Differentiation of children’s hqt pre / during / post activity. Significance of talk inside / outside Awareness of what hqt is in context of classroom Children’s learning Sample feedback 8/2 from teachers and trainees Child outside: We are building a castle. This is the floor. Child cutting a zig-zag Big, small, big, small it makes a pattern! Child constructing with lego: I’m making pyramids. I saw them in a book. I’m showing the others how to make one. Stephen’s castle:Mine’s going to have a big tower. People could poke their heads out of the window, you could climb up the towers until you get in through one of the holes and then you will be king. That ‘s the top of the castle Ella’s castle: I’m trying to make the stairs. You can climb up inside and the princess and the Teachers and trainees share ways in which they identify mathematical content in children’s utterances
Clough_2010_Improving_ITE_through.docx