Becoming a Subject Specialist Teacher - DIQ8230

Assessment 2: Oral presentation/assessment

presentations with peer and tutor feedback. Feedback arising from teaching observations and from discussions between the trainee and their mentor.

Oral presentation/assessment

Assessment 1: Other

Discussion of first drafts of assignments; face to face tutorials; electronic or other distance tutorial or discussion; group discussions and tutorials with peer, mentor and tutor feedback; 

Other

Assessment 1: Portfolio

A Teaching Portfolio, containing• Evidence of Personal Development • Records of, and tutor reports on, a minimum of four observations of the trainee’s teaching• Structured reflections on a range of specified themes. The reflections will refer to appropriate literature and will be supported by evidence drawn from records of the trainee’s own teaching (e.g. lesson evaluations, lesson plans and schemes of work). At least one reflection should be based on the trainee’s observation of an experienced teacher’s practice.• A critical discussion of how the trainee has been learning to teach and become a teacher.• Completion of a review and action plan agreed with tutor.

Portfolio

Assessment 2: Presentation

A Personal Skills Presentation, giving a reflective account of how the trainee identified appropriate learning outcomes, the knowledge and skills development achieved and how it enhances the trainee’s practice. The presentation may take the form of a seminar, a poster presentation, a website or another appropriate format. It should be appropriately researched, delivered and referenced.

Presentation

<p>The module reviews your practice as a trainee teacher. It explores your teaching values, knowledge of your subject specialism, and your knowledge and understanding of how you are learning to teach. You will learn how to identify and respond to students’ needs, and how to use suitable teaching, learning and assessment strategies to develop inclusive teaching and learning environments. You will evaluate your teaching effectiveness and develop yourself as a reflective practitioner. You will engage in personal and professional development planning, against the appropriate Professional Standards, to recognise and develop relevant subject specialist knowledge, behaviours and skills. This will include further development of English, maths and digital skills for yourself and for your students.</p>

School of Education and Professional Development

<p>http://library.hud.ac.uk/my/DIQ8230/8235</p>

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DIQ8230 - Becoming a Subject Specialist Teacher

Becoming a Subject Specialist Teacher

Reflect on, evaluate and articulate the process of learning to teach with reference to academic and professional literature and devise an action plan for further professional development in the context of the appropriate professional standards.

Undertake guided practice in planning and enabling inclusive learning and assessment.

Discuss values and principles of equality and diversity, including the promotion of inclusivity and differentiation.

Identify ways in which English, maths and digital technologies may be integrated into the subject specialist area.

Reflect on, evaluate, develop and apply own knowledge and skills (including English, maths and digital) relevant to the teaching role and specialist subject.

Use appropriate collaborative and reflective practice to evaluate and reflect on the specialist context.

Distinguish theories and principles relevant to teaching and learning in own specialist area.

Evaluate the process of learning to teach in relation to relevant theories of teacher learning and the appropriate professional standards.