This is a Collection of links and other resources used in the PGCE 14-19 Programme, here at Canterbury. It inlcudes links to example workbooks, kindly shared by some of our newly qiualified teachers. They remain 'live' and still in progress, ready to capture the rest of their teaching career if desired.
Please do not share student work publically. Students have given permission for content to be used for research and mutual learning purposes.
Geoff Rebbeck - October 2018
Contact at: email@example.com
Using Pebblepad in PGCE programmes by Geoff Rebbeck is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at https://www.xtlearn.net/C/9452.
A copy of the slides used to illustrate my presentaiton at Pebblebash 2018
Studetns have given permission to share their workbooks for reasons of learning and research.
Naomi now teaches Psychology and other social sciences at Rainham School for girls in the Medway towns in Kent.
Chelsea teaches psychology (and has formed a girls football team) at the North School Ashford in Kent.
Diva-Lee this year won the overall PGCE student prize in part for her work here. She now teaches social sciences at the Abbey School Faversham in Kent.
Aimee-Louise's Work from her PGCE programme
Arch's Workbook for her PGCE Programme
Here are three workbooks form our rigianl exploration of using portfolios. Sarah Tutton won the PGCE Prize for the year for her work that inlcuded the use of a personal on-line learning space to capture the story of her Enhanced Study and then subsequent presentation at a Pebble Webinar.
In 2017 Sarah Tutton went to teach in Ghana for four weeks. All her class captured their final module in a Workbook and this is an extract of the kind of evidence that is so easily lost or never captured.
Another 2017 trial run where Jess captures her final module at a school in Bangkok
A third example of our 2017 class. Adam is a Business Studies teacher but completed a placement in Sandwich Kent, teaching baking and woodworking. Two latent skills to teach and contrast teaching styles from his business studies classroom.
This is a Case Study that describes what I learned from using Whats App with my students. The class rep. acted as the group admin so it operated outside the University rules and regulations. I would have liked a second tutor with me but agreed with all concerned that I could export and share portions of text if needed as evidence for any reason. I did this on one occasion to show how we supported a student in difficulty and her leaving the programme.
A transcript of the full text. Names of students are replaced by a number. Thelist does not cover direct messaging. The group Administrator is Ashleigh Aldrdge (it is still live but started over as 'NQT list'. Students are happy to share the script for research purposes amongst CCCU tutors and to help other tutors in CCCU considering this approach.
A new script will be available in July 2018.
During the presentation we may make reference to wider ideas or issues in producing the work. The following is a list of my notes that expand on some of the main ideas.
Technology alows learning to be a genuinely continous process, no longer seeing the classroom as the critical event in learning. What is the pedagogy of learning that technology now supports so that students can develop the skills they will use throughout their working lives. Collaborative learning is not new, nor is it revolutionary, but technology provides a mechanism to make it a truly improved learning experience.
As part of developing collaborative learning, and to make the most of the blog entroies in this year's students, I have shared the following advice to help students learn. As always, it is learning as a student to use and inform their own future teaching practice.
e-learning can support apprentices who have particular learning requirements, as set by an emplioyer that can, with personalised technology, be made to define the outcomes of the contracted episode of learning. This Paper, suggests a new way in which each apprenticeship can use technology to manage the construction of learning around a learner agreement.
The movement from shared to personal space and what it means for students and their teachers
A copy of the presentation given on 14th. February 2018 at the Pebble Webinar in PDF.
These are the new frontiers of learning and as we will cross them the papers challenges us to think about what state we will be in as we cross rather than seeing them as a challenge that we can choose to accept or not.
Here is a suggestion for a different way to look at developing the mind set of a professional teacher. Consider how a personal selection of mental states might be used to inform your own CPD.
CPD is an essential tool in preventing each of us from descending into a settled way of thinking and working. It should constantly challenge us to think and act afresh in what we do.
Notes on personal learning space and developing a reputation on-line.
There is of course nothing wrong with competencies; the ability to do things because we know things and have confidence to act on what we know.
This resource presents an argument for students to add these attributes, (or personal accomplishments) to competencies to demonstrate a more rounded persona and help discern each student from their classmates with the same quailfication.
Attributes are important and yet were once only demonstrated -breifly - in an interview, but modern personlised technology now accommodates the ability to capture, marshal, show and present them, blended together as part of this 'rounded-self' idea.
This is a Paper on how we might, as teachers, find a common language to describe states of mind that we work to perfect, that describes a teacher, demonstrating professionalism.
It isn't happening yet, but you can reflect on the approach. Notice that the it includes a set of suggested higher level thinking skills (metaskills) for the managers of teachers who have such an influence on the degree to which teachers can explore new ways of demonstrating professional effectiveness through technology but perhaps more generally as well?.
Notes on how the use of personal technology can be used to capture unique learning narratives and journeys as distinct form tradtitional class-based 'batch learning'.
Notes on what it is and why it has value to professionals