Practicums, philosophies and learning
design
Analyse existing
preconceptions about
educational philosophies
Critically reflect on learning on
practicum
Analyse existing
preconceptions about
educational philosophies
Investigate and begin to
develop personal educational
philosophy
Critically reflect on learning on
practicum
Analyse existing
preconceptions about
educational philosophies
Learning outcomes
Plan assessment
& sequence
(including
practicum)
Design and
develop learning
experiences
Practicums dates set
by administrators
No
learning/teaching
prior to practicums
Not an ideal
situation
Survey on current
philosophical
beliefs
• PebblePad form
Guided PP blog –
during practicum
(4Rs)
• Week 1 - Teacher talk/questioning
• Week 2 - Classroom dynamics
• Week 3 - Socio-cultural issues
Practicum in schools
Blogs and surveys
used in workshop
activities
Online materials
and lectures on
philosophers
Guided support
for academic
reading
• 4Rs response in webfolio
Complete survey
second time
My philosophy of
education
webfolio
The practicum blogs
• Week 1 - Teacher talk and questioning
• Week 2 - Classroom dynamics
• Week 3 - Socio-cultural issues
As he enters the room, the year seven maths teacher's
voice raises above the cacophony of noise, "alright class,
I will be talking to you for the rest of the class; get out
your books and copy the equations I put on the board". I
have to hold back from groaning, as this not only brings
back some unwelcome memories of my own school
years, but is also contrary to everything I have been
learning about best teaching practices and student
orientated learning.
Embedding the survey
The metaphysics of existentialism are
reflected in my personal philosophy. I strongly
believe that we learn through choice. Action
and consequences are incredibly valuable
learning tools, particularly in the social
construct. The notion of education as a
means of awakening the freedom to choose
resonates strongly with me. I believe that
beauty is in the eye of the beholder, it cannot
be prescribed or dictated.
The second time I completed the survey I found
that 47% of my answers remained exactly the
same, while the remaining 53% altered minimally.
My answers only moved up or down one answer
on the scale. This shows me that throughout the
semester I have been able to consolidate my
thoughts and/or am flexible enough in my thinking
to adjust my thoughts when provided with new,
robust information
Bank of feedback statements for assessors
Using a feedback template to mark against
criteria
Analytics - reports on feedback to students
Feedback from academic staff
• Online reflective survey and blogs great
source of materials for class discussions
• Higher standard than previous word doc
• Design mitigated the effects of poor practicum
placement
• Webfolio easily revisited in final year
Changes the second time around
• Practicum now placed at the end
• Retaining activities but reordering