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”

Review Point: Post PGCE and SET Self-Assessment

Subject Knowledge I attended various continual professional development courses after the completion of my PGCE. I attended a three-day online event hosted by Cambridge Live, which consisted of continuous lectures from 4 am till 7 pm. They were on a whole host of topics, though I found a talk on positive psychology fascinating, the overallContinue reading “Review Point: Post PGCE and SET Self-Assessment”

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)”

Review Point 6 (Statement of Attainment)

Strengths My Self-Assessment and Statement of Attainment was marked off by both my Mentor and the Deputy Head of my institution. They marked me as having made substantial progress in both ‘subject knowledge’ and ‘planning, teaching and learning’, so I have included these categories as strengths. I have also included ‘maintaining a positive learning environment’Continue reading “Review Point 6 (Statement of Attainment)”

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)”

Review Point 1 (First Half Term)

Subject Knowledge From my observations, I have realised that, while my knowledge of the English language is good, and my subject knowledge is broad, when it comes to the specifics of the A-Level course I do need to brush up. For instance, I could tell you who Aquinas was and roughly what he believed in,Continue reading “Review Point 1 (First Half Term)”

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)”

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)”