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Teaching Approaches/Planning for professional development: Difference between revisions
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, 13 years agoSimonKnight moved page Teaching Approaches/Planning for Professional Development to Teaching Approaches/Planning for professional development
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{{teaching approach header}} | |||
=Selecting and Using Resources= | =Selecting and Using Resources= | ||
{{adaptedfrom|TESSA Working With Teachers|SelectingResources|ORBIT materials are appropriate for pre-service, in-service and upgrading programmes at a variety of levels and for teachers with a huge range of existing skills. Teacher educators working in different contexts (universities, colleges, regional and school level) are able to use them in a variety of situations and programmes. | {{adaptedfrom|TESSA Working With Teachers|SelectingResources|ORBIT materials are appropriate for pre-service, in-service and upgrading programmes at a variety of levels and for teachers with a huge range of existing skills. Teacher educators working in different contexts (universities, colleges, regional and school level) are able to use them in a variety of situations and programmes. | ||
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== Identifying Digital Video Clips of Good Pedagogic Practice == | == Identifying Digital Video Clips of Good Pedagogic Practice == | ||
=== Why use digital video footage? === | === Why use digital video footage? === | ||
{{adaptedfrom|Using Digital Video in Professional Development|Teachers analyse and reflect on their own practice in order to improve learning and teaching. They seek to improve their practice through professional development including engaging with and contributing to the development of new knowledge and ideas. | {{adaptedfrom|Using Digital Video in Professional Development|IdentifyingDVClips|Teachers analyse and reflect on their own practice in order to improve learning and teaching. They seek to improve their practice through professional development including engaging with and contributing to the development of new knowledge and ideas. | ||
In recent years the field of education has been characterised by innovation and change. Teachers use their experience and professional judgement to assess the benefits of adapting their practice through critical analysis of any innovative pedagogy, strategy or theory. In the context of new professionalism teachers find themselves increasingly both developing their skills as coaches and mentors, and benefiting from the coaching and mentoring that they receive. | In recent years the field of education has been characterised by innovation and change. Teachers use their experience and professional judgement to assess the benefits of adapting their practice through critical analysis of any innovative pedagogy, strategy or theory. In the context of new professionalism teachers find themselves increasingly both developing their skills as coaches and mentors, and benefiting from the coaching and mentoring that they receive. | ||
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* What obstacles are there to participation and understanding? | * What obstacles are there to participation and understanding? | ||
* Do you notice any differences in the ways in which different students understand and make sense of the lesson?}} | * Do you notice any differences in the ways in which different students understand and make sense of the lesson?}} | ||
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