September Review Point: Greek Magical Papyrus, Teaching with RAR and Tanka Poetry

Subject knowledge  I’ve been watching videos by Dr Justin Sledge on the YouTube channel Esoterica, which cover esoteric, hermetic, alchemical, and magic-based philosophies. The most recent video I watched was on the Greek Magical Papyrus, which dates from between the second century and the fifth century. What I found most interesting about the video isContinue reading “September Review Point: Greek Magical Papyrus, Teaching with RAR and Tanka Poetry”

March Review Point and SET PDP + Reflection

Subject knowledge For my CPD development with SET, I Researched TEFL methodology to apply it to a lesson plan and develop an activity. I acquired eight articles from a university contact, the articles now safely stored on my google drive. I selected ‘Ahmadi & Hasani, 2018 Capturing student voice on TEFL syllabus design: Agenticity ofContinue reading “March Review Point and SET PDP + Reflection”

Continuing Professional Development

Society For Education & Training (SET) Geoff Petty OctoberFeedback to Promote Learning Society For Education & Training (SET) Nicole CaponOctoberMental Health Awareness Society For Education & Training (SET) Dr Paul DemetriouOctoberUnderstanding effective differentiation for adult learners Society For Education & Training (SET) Charlotte BonnerSeptemberEducation of Sustainable Development (ESD) in Further Education Society For Education &Continue reading “Continuing Professional Development”

Teaching Religion and Philosophy through COPI Quasi-Experiment

Abstract   This quasi-experiment aims to compare two pedagogical models, to see which is better at facilitating learner led critical discussion. I use two nonrandomised groups. The independent variable, whether communities of philosophical inquiry (COPI) was applied or not, is applied to the experimental group. The control group follows the premade lesson plan of theContinue reading “Teaching Religion and Philosophy through COPI Quasi-Experiment”

Review Point 5 (The new world order of Covid-19)

Subject knowledge Though Covid-19 resides as a global norm, for PGCE review points and beyond, it is inescapable to mention. Teaching has ceased for the rest of the course. For this section, and for the section entitled teaching and learning, the reflective practitioner must adopt new and novel lenses to produce relevant and critical content.Continue reading “Review Point 5 (The new world order of Covid-19)”

Review Point 4 (End of term Two)

Subject knowledge During this term, I taught my first communities of philosophical inquiry lesson. Regarding my subject knowledge, it encouraged me to think of my subject in two ways. The first as learning philosophy, and the second doing philosophy. While the A-Level syllabus is interesting and a well-constructed base for further study, by using COPIContinue reading “Review Point 4 (End of term Two)”

Review Point 3 (Half Term Two)

Subject knowledge This term I’ve been introduced more into the A level lessons. The order of content is related to which ethical theories are applied to which situations. Utilitarianism and Kantian ethics are applied to business ethics, whilst situation ethics and natural moral law are applied to euthanasia. This term we have focused on theContinue reading “Review Point 3 (Half Term Two)”

Review Point 2 (End of First Term)

 Subject Knowledge  The lessons I have taught are as follows:  Religion and philosophy:  Homophobia Transgender  Gender  General Election  Islam-the fundamentals  Hinduism, Christianity and their take on the meaning of life  A Level:  The problem of evil- an introduction on the inconsistent triad, natural evil, moral evil and hypothetical and evidential problems relating to the inconsistentContinue reading “Review Point 2 (End of First Term)”

PGCE Observations

PGCE (Post Compulsory) TEACHING PRACTICE OBSERVATION FEEDBACK The student teacher should complete all parts of this template that are shaded. The observer should complete the rest. Please refer to the observer checklist based on the professional standards. Name of student teacher: Alexander Clarke Subject specialism: Philosophy and Ethics Date: 16/01/2020 Observer: Hilary McQueen Institution /Continue reading “PGCE Observations”

Philosophy and Art in Prisons: Curriculum design (A11)

Philosophy and Art in Prisons  Introduction My product enrichment curriculum aims to encourage transformation, to engage learners in critical thinking through communal philosophical inquiry and to promote participation in Yale University’s moralities of everyday life MOOC. The concept of transformation I use is based on Lori Pompa’s (2013) modal of inside-out pedagogy, in which classes of prisonersContinue reading “Philosophy and Art in Prisons: Curriculum design (A11)”

Learning theories (A9)

Inside-Out pedagogy is based around the idea that classes of prisoners and college students can be mixed for mutual gain. Developed by Lori Pompa, the learning is aimed to be community-based, all people are seen to have something to contribute to the learning environment. Instructors must go on a seven-day course to study dialogue, criticalContinue reading “Learning theories (A9)”

Assessing your students (A7)

My assessment for learning focused on Immanuel Kant’s categorical imperative and three of its categories. It is assessment for learning as I can collect the assessment, provide feedback and return it to the students, whereas assessment as learning uses the assessment itself as a basis for encouraging behaviour that should lead to learning (Gregson andContinue reading “Assessing your students (A7)”

Learning outside the classroom (A5)

My activity focused around a debate held at the Grant Museum of Zoology, aimed at ten, level three students studying Philosophy and Ethics. I based my activity on an article by Brown and Wilson, who advised students to read related materials before the activity, to hold the debate in a fishbowl layout and to makeContinue reading “Learning outside the classroom (A5)”

Observation of other teachers (A4)

Reflection on the first observation of another teacher Subject-Sociology How men and women are treated differently in society  Professional conduct: The teacher began the lesson on time. She seemed to have her materials prepared and took the register before teaching. During the lesson, the teacher discussed the topic without making any inferences that could beContinue reading “Observation of other teachers (A4)”

Professional Standards (A2)

The self-assessment task drew attention to varying aspects of my practice that I hadn’t considered. Though the self-assessment task was useful, it is worth noting that each aspect is prescribed and can only be rated out of 1-6. For deeper analysis, qualitative data may be more fruitful than quantitative. The highest category I scored inContinue reading “Professional Standards (A2)”

Good Teaching 2b

According to the Sutton trust, good teaching is measured by the progress of our students. Six key components are given: Pedagogical content knowledge, quality of instruction, classroom climate, classroom management, teacher beliefs and professional behaviours (Coe, 2014). When I first wrote about what makes good teaching, I focused on four traits and one skill, patience,Continue reading “Good Teaching 2b”

Self Assessment Task

The self assessment task drew attention to varying aspects of my practice that I hadn’t considered. Though the self-assessment task was useful, it is worth noting that each aspect is presubscribed and can only be rated out of 1-6. For deeper analysis qualitative data may be more fruitful than quantitative. The highest category I scoredContinue reading “Self Assessment Task”