Types of support
Modelling of
complete lesson
(seeing)
Modelling of part of a
lesson/Team teaching
(seeing)
Explanation of lesson
prior to lesson
(explaining)
Number of Lessons
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
4
7
11
12
16
8
4
7
-
2
4
3
6
5
8
7
-
-
2
1
4
2
7
3
Total
69
35
19
5
Intense → Less Intense
5
Explanations ranged from 5 minutes to clarify a technical aspect of a lesson to 30 minutes where the complete
lesson was explained in detail.
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Table 6.6 Uptake of available support during PDP – Stage 2
Types of
support
Modelling of
complete lesson
(seeing)
Modelling of part of a
lesson/Team teaching
(seeing)
Explanation of
lesson prior to
lesson
(explaining)
Observation
of lesson
(observing)
Number of lessons
Week 1
Week 2
Week 3
Week 4
2
-
1
1
5
2
6
2
3
3
3
_
13
16
10
6
Total
4
15
9
45
Intense → Less Intense
It is important to note that no teacher who had a complete lesson modelled for
them during the initial PDP required modelling of a complete lesson at stage 2 of the
PDP.
Modelling.
Modelling was provided for whole lessons, part lessons and
individual activities within a lesson. Teachers commented that having the opportunity to
actually see another teacher teaching, modelling the content, explaining what they were
doing (cognitive apprenticeship) and demonstrating strategies for them was extremely
helpful;
‘Oh yeah, well you know I wouldn’t be the best teacher of PE as you know so it
showed me – I feel I could do it by watching you’
(1 FGT Lisa SI).
‘…you know exactly
what’s being done and how to go about doing it...’
(1 FGT Molly JI).
I think you need to see it in action. Because when it is written down on paper…it
is very hard to visualize it unless you have seen it done. And once you have seen
it done you will remember it again you know.
(1 FGT Amanda 1)
The production of a DVD or on-line vignettes of lesson would be an excellent
way of having lessons modelled according to one teacher who was anxious as to how
much she would remember for teaching during the following year;
‘might be no harm to video it, I’m thinking in terms of you know, you have your
notes but how do you do that again and if it was on a video you could say oh
that’s the photo star’
(1 FGT
Kate JI).
At stage 2 of the PDP, modelling of lessons was carried out for Jack, who was
new to the school and had no experience of O&AA previously, and for a teacher
(Moira) who was now teaching two levels higher than at stage 1 and was not confident
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with the new, more advanced content. Jack had this to say about his experience of
lesson modelling;
Can I say to compare that with, or to traditional in-service in PE, I found much
more valuable to have you there because it...you get a quick thing from say
turning and saying to somebody and it is the first morning lesson and you know
like, with everything else, you have forgotten. Whereas being on site in the real
situation, walking around, they are just looking at you doing it or doing it with
you. Whereas I found it certainly much more important, much better learning
experience. There is no doubt about it, I’d still from time to time like somebody
to extend the lesson for the bright kids or with dance. It might be no harm if we
could see somebody, you know, modelling it even once but in a real situation,
not with adults. You need to see, to stress the lesson, you need to see kids doing
it.
(2 FGT Jack 4)
This opinion was supported by the Principal;
‘That [modelling] was crucially
important … because we don’t, we’re often told what to do, without actually being
shown how to do it’
(IP). Teachers recognised that the ‘how to’ knowledge
(pedagogical content knowledge) was just as important as the ‘what’ knowledge
(content knowledge) and that for teachers to embrace the content and teach they needed
both types of knowledge, which were provided by the PDP. The complexity of teachers
moving between classes each year and new staff in schools each year highlights the
importance of sustained support and flexibility within that support. The professional
development programme in its design must be flexible to allow for complexities.
Teachers have to see things in their world, their school with their children, to embrace
the professional development and to understand the teaching and learning environment
as it pertains to them. The lessons were detailed in terms of content and pedagogical
content knowledge was provided through the modelling of these lessons;
My main concern would’ve been not being able, not getting the idea of the
concept, the concept of the lesson myself and not being able to do the lesson
then. So, I had a look at these notes and thinking about it in my head. I don’t
know what the game is. If you don’t know that, you can’t start. So, that’s, that
would’ve been my main concern…knowing what a snake walk is, you know…I
know now what it is.
(2 FGT Simon 3)
The provision of resources without the modelling of their content for many
teachers would not have encouraged them to teach the lessons. All teachers continued
to report at stage 2, that the lesson/partial lesson modelling was invaluable. The
following comment from one of the teachers encapsulate the teachers’ thoughts;
‘I
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thought that the way you modelled the lessons at the start gave me confidence…so I
thought the modelling was brilliant’
(2 FGT Alannah 5).
Similar to comments made at stage 1, teachers still supported the idea of having
a DVD available with some of the activities shown so that they might have an idea
where to start and that what they were doing was correct;
I think that a video explaining or teaching or actually videoing, let’s say in
orienteering and outdoor activity for each class level should be done. And that
should actually accompany each class level then in school so that when people
go into first class they have the video for first class with an example of
everything, all the strands………But if something could be started, the support
would be therefore teachers and there would be no reason why they wouldn’t be
able to … visualise, and teach in a confident way.
(2 FGT Natalie 1)
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