1. Self and Identity
Self and Identity
Week 5
Session 5
22nd October

2. Today’s session: thinking about beginning teaching
In small groups of 4 share your experiences of placement so far – where are you, what’s it been like? What is the sector like? Have your views/assumptions been challenged?
Feedback one significant point to the large group

3. Why is it important to share our critical incidents from practice?

4. Teaching as White-Water Rafting
Periods of apparent calm are interspersed with sudden frenetic turbulence. Tranquilly co-exists with excitement, reflection with action (Brookfield 2005, p.8).

5. Being a reflective practitioner – moving beyond description
What happened?
Action plan
If it arose again what would you do?
Feelings
What were you
thinking and feeling?
Reflective Cycle
Conclusion
What else could you have done?
Evaluation
What was good and bad about the experience?
Analysis
What sense can you make of the situation?
Gibbs 1988

6. How do you know it’s a critical incident?
People often ask what a critical incident is and how to recognise one. The answer is, of course, that critical incidents are not ‘things’ which exist independently of an observer and are awaiting discovery like gold nuggets or desert islands, but like all data, critical incidents are created. Incidents happen but critical incidents are produced by the way we look at a situation: a critical incident is an interpretation of the significance of an event. To take something as a critical incident is a value judgment we make, and the basis of the judgment is the significance we attach to the meaning of the incident. (Tripp 1993, p.8)

7. …they are not at all dramatic or obvious - they are mostly straightforward accounts of very commonplace events that occur in routine professional practice which are critical in the sense that that they are indicative of underlying trends, motive and structures… (they are) rendered critical through analysis. (Tripp 1993)
Bolton 2001
Certain uncertainty
Unquestionning questionning
Serious playfulness
Structuring reflection
Are your journals descriptions of your
week?

8. Preparing for teaching – planning for learning
Where to start? Negotiate a subject and a group In different small groups of 5 consider the University planner template Group – 2.2 – what do we need here? Group and 3.2 – “ Group and 4.3 – “ Group and 5.3 – “ Nominate a spokesperson to feedback. Prompts – annotated planner and planner blog.

9. ECM and Safeguarding
Not only about keeping young and vulnerable adults safe
ECM – every learner matters
Being healthy
Staying safe
Enjoying and achieving
Making a positive contribution
Achieving economic well being
What is your college doing to promote ECM and Safeguarding?
Lancaster & Morecambe College

10. Preparing for observation 1
As soon as you have your timetable please share with Julie B and Julie H;
Look through the Developmental Review and observation criteria – what are we looking for?
Think about your planning – use the annotated planner and previous examples as prompts;
Where will you seat us?
Have you allowed time for feedback?
Have you allowed time for us to meet
your mentor?

11. For next week
Sharing readings (component 3) – come prepared to share your thoughts verbally and in written form on our new group blog.
Day et al. - Simon, David H, Jenny, Carla
Brookfield - Lisa, Aaron, Jason L, Elsie
Moon - Matt, Hayley, Steve, Laura
Danielewicz – David G, Jason P, Julie, Reanne
Bolton – Natalie, Gav, Sam, Katie, Portia
Reflective journal - we haven’t heard from some of you for a while – placement/watching my microteach
Entry profile.

12. Round robin How I feel now