Teaching Portfolio

Continuing Professional Development

2021 City and Guilds Katherine CooperMayFunctional English and Maths in Prisons 2021 City and Guilds Katherine CooperAprilFunctional English and Maths in Prisons 2021 City and Guilds Katherine CooperMarchFunctional English and Maths in Prisons 2021 City and Guilds Katherine CooperFebruaryFunctional English and Maths in Prisons 2021 Hubspot Academy Asynchronous Course and ExamHow to Run an InboundContinue reading “Continuing Professional Development”

Good Teaching (A1)

In response to the question ‘What makes good teaching?’, I have decided to focus on five characteristics and one skill. The needs of learners commonly differ between classes, because of this teaching practice often has to change to facilitate learning. However, I believe that a facilitator who is patient, empathetic, confident and compassionate can useContinue reading “Good Teaching (A1)”

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)”

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)”

Lesson Planning (A3)

The two lesson plans I have uploaded are for the Religion and Philosophy course at Saint Francis Xavier Sixth Form College. The first lesson plan was on disability and the second lesson was on the meaning of life. The lesson begins with pictures of famous disabled people on the first slide. The students are givenContinue reading “Lesson Planning (A3)”

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)”

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)”

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 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)”

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)”

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)”

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”

Virtue Ethics: COPI lesson

Introduction Connel writes ‘Knowledge itself is social, it does not exist in some ethereal realm outside society’ (Connel, 1993). In the current education system of the United Kingdom, facilitators often behave in a manner that knowledge needs to be prescribed to their learners, rather than seeing their learners as already possessing knowledge that can beContinue reading “Virtue Ethics: COPI lesson”

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”

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