Teaching Religion and Philosophy through COPI

Introduction I planned and conducted a lesson on Virtue Ethics at my institution to try and improve an aspect of my teaching practice. I chose facilitating discussion, as I have three years of teaching experience and feel that I am unconsciously competent in other areas. I am not consistently successful at facilitating discussion. Additionally, IContinue reading “Teaching Religion and Philosophy through COPI”

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”

What does good teaching look like (A1 Continued)

According to the Sutton Trust, good teaching is measured by the progress of our students. Coe (2014) gives six key components: pedagogical content knowledge, quality of instruction, classroom climate, classroom management, teacher beliefs and professional behaviours. When I first wrote about what makes good teaching, I focused on four traits and one skill, patience, empathy,Continue reading “What does good teaching look like (A1 Continued)”

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”

ICT in Teaching (A12)

My ICT based lesson consisted of a PowerPoint, a projector and a link to an online mind map creator (https://www.mindmaps.app/). I was being observed teaching a Philosophy and Ethics lesson on Situation Ethics. My mentor, whose class it was, also wanted me to facilitate work on revision skills. I decide to incorporate ICT to facilitateContinue reading “ICT in Teaching (A12)”

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)”

Motivating students (A10)

While it is impossible to accurately measure how motivated an individual feels towards something at any given moment, what can be better observed and measured from a teaching perspective is engagement. Thus, for this task I will talk about ways of increasing engagement, assuming it is the output of motivation. Hillier and Gregson (2015) writeContinue reading “Motivating students (A10)”

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)”

Diversity and inclusion: Working with individuals (A8)

I contacted the ALS department at my placement to find out how to help students with depression. They separated what they did by one to one sessions and group sessions. The ALS use what they call the crystal model, in which they ask indirect questions to determine how much sleep the student gets, the nutritionalContinue reading “Diversity and inclusion: Working with individuals (A8)”

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)”

Micro-teach (A6)

My level six introductory lesson on the I Ching, aimed at twelve students, had three simple lesson objectives to be achievable in ten minutes. Five minutes consisted of a lecture during which the students were expected to fill in their worksheets. The text on the slide was size thirty-six to help students with learning difficulties.Continue reading “Micro-teach (A6)”

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)”

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)”