16th Consortium Annual Conference 2017 (#hudtec17)
Thinking differently and creatively about our new curriculum
Friday, 23th June, 2017 at the University of Huddersfield
This conference is open to University and FE partner teacher educators. There will be opportunities to network, share best practice and to reflect and formulate plans for the next academic year.
|9:30 - 10:00||Registration, refreshments and booking of workshops|
|10:00 - 10:10||Welcome and scene setting
Dr David Powell, Director, The Education and Training Consortium
Key Learning Points from Barry Hymer’s keynote
Graham Ogilvie, Ogilvie Design
|10:10 - 10:40||A Principal’s Perspective
Dr Alison Birkinshaw, Principal of York College
A Principal’s Perspective of ‘What FE teachers and trainers need to learn as part of their initial teacher education award’. This will be a personal and sometimes controversial session based on over 30 years in the sector.
|10:40 - 11:10||Core Reflection Part 1
Maarten Haalboom, Saxion University of Applied Sciences, Netherlands
Core Reflection provides a framework to support students to become good teachers. It helps them to connect deeper values and ideals with their competencies and behaviour as a teacher. Cognitive, motivational and emotional aspects are connected. In Core Reflection core qualities of the teacher are activated as a source from where answers and approaches are created that suit the person. It focusses on what gives energy and is going well, without denying what needs attention. Fred Korthagen, one of the creators of Core Reflection says: “The Core Reflection approach, as it is being used in education, provides a tool for overcoming internal obstacles and limitations that can block our ability to see the many possibilities within ourselves and our circumstances.”
|11:10 - 11:25||BREAK|
|11:30 - 12:00||Workshop sessions
Please see workshop choices W1 – W6 below
|12:05 - 12:35||Workshop session repeated
Please see workshop choices W1 – W6 below
|12:35 - 13:15||LUNCH|
|13:20 - 13:50||The Idea of a Pedagogic Apprenticeship and Dual Professionalism – is there a way forward?
Professor Christopher Winch, King’s College London
The growing popularity of apprenticeship as a mode of professional formation has influenced recent thinking about teacher education. Yet there is still a poor understanding of what apprenticeship involves, let alone apprenticeship to teaching. Looking at the German Dual System and German teacher education, I will explore what a high quality apprenticeship looks like and examine its relevance to teacher education in LLL sector in the UK. Advantages and disadvantages of apprenticeship approaches will be discussed with particular reference to the diverse needs of LLL teachers in the context of recent reforms and recommendations. The presentation concludes with a look at the particular challenge of developing and sustaining dual professionalism.
|13:50 - 14:20||Core Reflection Part 2
Maarten Haalboom, Saxion University of Applied Sciences,
Core Reflection provides a framework to support students to become good teachers. It helps them to connect deeper values and ideals with their competencies and behaviour as a teacher. Cognitive, motivational and emotional aspects are connected. In Core Reflection core qualities of the teacher are activated as a source from where answers and approaches are created that suit the person. It focusses on what gives energy and is going well, without denying what needs attention. Fred Korthagen, one of the creators of Core Reflection says: “The Core Reflection approach, as it is being used in education, provides a tool for overcoming internal obstacles and limitations that can block our ability to see the many possibilities within ourselves and our circumstances.“
|14:20 - 14:30||Summary of key ideas so far
Dr David Powell and Graham Ogilvie
|14:30 – 14.45||BREAK|
|14.45 - 15:20||What next?|
|W1||Cultural bias in ITE
Michael Cole, University of East London
Inequalities in teaching and learning have been observed for over 30 years in the UK yet despite developments in policy and practice little has changed in outcomes for minoritised groups. This workshop will begin with a review of the evidence, using the emerging lens of Critical Race Theory in Education (CR-E), and an exploration of inclusivity in teaching. It will provide suggestions for practical ways in which educators may reflect on biases and apply a range of inclusive teaching methods.
|W2||Connecting Curriculum, Community & Creativity in Apprenticeships with Facebook Pedagogy
Dr Simon Reddy, City of Plymouth College
My study of tutors’ and students’ perceptions and experiences of full-time courses and apprenticeships in plumbing found that college-based training focussed entirely on a prescribed curriculum which was dislocated from work (Reddy, 2014). In excluding the work context from most of the apprenticeship training in college, the benefits of being in a work community are left out. This means that traditional craft values such as good workmanship, that bring occupational status and professional identity, have marginal existence within the qualification. The delivery of the course also left little room for creativity or space for students to share their own work. This paper looks at the way these problems were addressed in my teaching practice using smart phone technologies and apprentices’ participation in social media communities. A theory of practice is presented which is located within Biesta’s (2009) three functions of education.
|W3||Teaching Techniques Drawn from Evidence: teachinghow2s
Carole Kane, Teachinghow2
The push to make teaching evidence-based is strong and sustained. But research papers can be dull and difficult to read; training days are expensive and disruptive, while books are time-consuming and abstract. HOW2s are the best of evidence made compelling with visuals that break down 150 teaching techniques into easy-to-digest sequences.
|W4||Restorative practice 11.30-12.00 (only)
Kay Sidebottom, Northern College
Restorative practice is an emerging field of behaviour management which emphasises the establishment of community and belonging through the deliberate use of restorative language and the modelling of positive teacher behaviours. This workshop will explore practical ways to use RP in your classroom for the benefit of your students and just as importantly, for yourself.
|W5||Art and reflective practice 12.05-12.35 (only)
Kay Sidebottom, Northern College
Trainee teachers are required to undertake regular reflective work, which has traditionally taken the form of a written journal. However, where teachers are using creative methods, such as poetry and art, greater ‘reflexivity’ and connection with practice becomes apparent. Grounded in posthuman thinking and approaches to research, this workshop explores:
|W6||Fundamental Values and FEITE
Helen Rivron, Wakefield College
This session will look briefly at recent research, which listened to the views of teacher educators and trainee teachers on Fundamental British Values. It will look at the support and training needs of both groups and some messages from research. Finally, the session will invite discussion on some key questions, culminating in this challenge - how do we promote criticality in our students whilst delivering on the FBV agenda?
I came into this line of work via Art College, writing and music . . lots of story line based creative influences. I became involved in art based development training for a number of years, and spotted the value and potential of turning the verbal into the pictorial. I specialise in filtering down words and conversations into pictures and playing to the strengths of interaction through the use of storyboarding techniques. At an event, everything is drawn ‘live’ as the day unfolds . . and as everything in the gallery will have be said by someone at the event the gallery is unique to that day and that session!
Dr Alison Birkinshaw
Alison Birkinshaw was educated at Lady Manners School, a comprehensive in Bakewell, and after taking O and A levels went on to study Music and English at Hull University. Following her first degree, Alison studied for an MPhil by thesis in Shakespeare's Use of Music and PhD in 20th Century Music, also at Hull. Alison also gained an LTCL qualification in the Bassoon from Trinity College of Music, London, and a Post Graduate Certificate in Education from Durham University. Alison's first interview for a job in education was for music lecturer at Nelson and Colne College, where she was appointed to the post by the then Principal, David Moore, in 1984. She spent a number of years at Nelson and Colne as Section Leader in Music and Head of Creative Arts, before moving to Runshaw College, near Leyland, as Assistant and then Deputy Principal. Runshaw has long been assessed as Outstanding by Ofsted. Alison then returned to Nelson and Colne College as Principal in 2004 and the College was judged ‘Outstanding’ by Ofsted in 2005, and became a Beacon College in 2006. Alison became Principal of York College on 1st January 2008 and the College was graded ‘Outstanding’ by Ofsted in December 2013. Alison served as part-time inspector for Ofsted, Nord Anglia and CfBT for a number of years. She also chaired the National FE Reputation Steering Group and is a member of a number of Association of Colleges Quality and Skills Committees. She has served as the York and North Yorkshire representative on the Regional AoC Committee and either chairs or is an active member of a number of stakeholder organisations in York and the surrounding area, including Learning City York and the Chamber of Commerce Leadership forum. Alison was awarded the OBE for services to Further Education in July 2012 and an honorary doctorate from the University of York in January 2017.
Maarten has over 35 years of experience in teaching in primary schools and teacher education. From teacher to member of a board, nowadays he is program leader for professional development schools in the east of Holland. Before, during and after his Master study in pedagogy he specialised in reflection processes of those who learn. Fifteen years ago he became familiar with core reflection and found it to be an effective and powerful way of reflection that helps students and teacher educators to connect theory and practice.
Michael is a Senior Lecturer (Programme Leader) and Clinical Healthcare Practitioner, with continued post-graduate research as a Critical Race Theorist investigating pedagogical issues of social injustice in Higher Education. Michael is an Athena SWAN mentor, a Principal Fellow of the HEA, and a member of The Society of Sports Therapists, with 16 years’ experience across FE, HE, elite sport and private clinical practice. At present, Michael combines teaching, research, consultancy, and clinical practice, in addition to being a dad.
Dr Simon Reddy
I am a Master Plumber and ran my own plumbing and heating firm, employing apprentices, for over thirty years. During much of this time I also taught plumbing in Further Education (FE). Driven by a desire to improve vocational training I completed a PhD, with the University of Exeter, on tutors' and students' perceptions and experiences of full-time college courses and apprenticeships in plumbing. Available from https://ore.exeter.ac.uk/repository/handle/10871/15728. In my current role as a plumbing teacher I use social media to help apprentices make meaning and develop a sense of community while having the space to be creative. My use of social media has been recognised by Jisc and named as one of the ‘top50 FE social media users to follow’, and I am currently doing ‘Certified Member status of the Association of Learning Technology’ (CMALT). I work with international universities and academics on environmental, engineering and educational research projects. I am a fellow of the Chartered Institute of Plumbing and Heating Engineering and winner of the World Plumbing Council Scholarship (forthcoming 2017). I have a chapter in The Principal: Power and Professionalism in FE, which will be published in November this year.
I am currently the Professional Learning Lead at Teachinghow2s. The role is to support our post-16 organisations by providing unparalleled year-long, staff wide professional development through using the largest global collection of evidenced-informed methods.
In my previous role as Head of The Teaching Skills Academy and Head of Higher Education at Abingdon and Witney College I was responsible for all of the curriculum staff development. Under my leadership The Teaching Skills Academy won a Beacon Award in 2014 for peer coaching, and also in the same year the HE provision was ‘commended for the enhancement of the student learning opportunities’ in the HE Review.
I have over fifteen years' experience of further, higher and work-based education. Currently I work at Northern and Barnsley Colleges, teaching on the Cert Ed/PGCE and BA Education and Professional Development programmes. In 2016 I commenced a PhD at Lancaster University, focusing on posthuman approaches to curriculum development. This theoretical interest has led to the development of teaching programmes that incorporate art-based practice, rhizomatic working, and new approaches to identity work.
I have worked at Wakefield College for 19 years as a lecturer, teaching English, Functional Skills and ESOL. I have delivered both literacy/ ESOL specialist and generic teacher education courses within the consortium since 2005. My recent roles have also included CPD manager and Equality and Diversity Advanced Practitioner at Wakefield College. I currently am part of the team delivering PGCE Cert.Ed. and the BA in Education and Professional Development within the Huddersfield University Consortium.
My research interests include Personal Development Planning, ESOL teaching and all aspects of Equality and Diversity. I collaborated on a recently published article: Personal development planning in initial teacher training – a case study from post compulsory education by Ron Thompson, Linda Hallwood, Christine Clements and Helen Rivron, published in Research in compulsory Education Volume 14 Number 3 September 2009.
Professor Christopher Winch
Christopher Winch is Professor of Educational Philosophy and Policy in the School of Education, Communication and Society at King’s College, London. He has worked in primary, further and higher education for over forty years. He taught Civics at the Thomas Danby College of Further Education, Leeds; he was a primary school teacher in Leeds and the West Riding, was responsible for Language and Literacy programmes at the University of Northampton and now teaches mainly in the areas of Education Management, Educational Leadership and Teacher Development. He has published numerous books and articles on various aspects of education, including the nature of teaching as an occupation (see http://www.kcl.ac.uk/sspp/departments/education/people/academic/winchc.aspx.) His new book ‘Teachers’ Know How’ is due to be published by Wiley in April 2017.
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