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Learning outcomes

By the end of this unit you should have gained an understanding of:

  • the rationale for careers education and guidance (CEG) and young people's need for it;

  • your school's statutory responsibilities for CEG and its links with Connexions;

  • the basic knowledge and skills needed to help students access careers information and guidance;

  • the school's CEG programme and the confidence to carry out your role in it.


Author(s): The Open University

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References

Jones, T. (1999) ‘Art and Lifelong Learning’, Journal of Art and Design Education, 18 (1), p. 138.

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1. Why Teach Art?

Acquisition of sight precedes language. In a tangible sense visual engagement with the world situates us and defines who we are.

Consider the three following non-linguistic signs.

Figure 1

Author(s): The Open University

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Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

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References

Hagger, H. and McIntyre, D. (1994) Learning Through Analysing Practice, Reading 8, Mentoring in Secondary Schools: A professional development programme, Milton Keynes, The Open University.
Maynard, T. and Furlong, J. (1993) ‘Learning to teach and models of mentoring’, in McIntyre, D., Hagger, H. and Wilkin, M. (eds) Mentoring: perspectives on school-based teacher education, London, Kogan Page

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6.4 After the school experience review

The mentor and school co-ordinator will formally record the student teacher's assessment outcomes in the school experience report, sign a copy of this and send it with the required documentation for each level to the Open University.

The student teacher will complete the assessment tasks for their assessment portfolio and send it to their tutor. The student teacher prepares for the next level of work by recording their progress and identifying priorities subject knowledge audit screens.
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6.1 Introduction

At the end of every school experience placement the mentor and student teacher will hold a school experience review meeting.

This is an essential element of the placement. It is an opportunity for unresolved issues as well as achievements to be discussed and plans for future successful progress to be made. It is particularly important that the student teacher understands the assessment and comments that are to go in the school experience report, and that the implications for future prof
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5.3.6 After the visit

Following the visit the tutor must:

  • submit a school visit report to the Open University;

  • contact the subject leader via email immediately after the visit if there are progress issues to discuss;

  • write to the school co-ordinator and mentor thanking them for arranging the day and confirming the assessment judgement and targets for progress;

  • send a supportive and encouraging email to the student teacher
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5.2 Before the visit

In preparation for the visit the tutor will need to:

  • Telephone the school to agree a date and time with the mentor and school co-ordinator for the visit.

  • Write to the school confirming the visit. This letter should:

     

    1. set out the tasks and activities the mentor will need to do;

    2. request that a focus for the observation is agreed with the student teacher and mentor;


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2.3.2 Synthesis

  • Look at the lesson as a whole in relation to the agreed focus.

  • Draw together an overall picture of the lesson where the identified strengths and suggested needs for change are all represented.

  • Help the student teacher to identify connections and possible misconceptions.


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2.3 Co-analysis of practice

Carrying out observations of the student teacher is an important part of mentor activity and one of the major ways that mentors gather evidence to improve practice. Observations are most useful when they are followed by an opportunity for the mentor and student teacher to debrief the session, consider the implications of what happened and set targets for further development. This process of observation and debriefing is called co-analysis of practice.

Observations provide evidence for f
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1.1 Introduction

Mentoring as part of the initial teacher training process is now familiar to many teachers in schools. However, acting as a mentor and the tasks involved in that role will vary depending upon the course a student teacher is following. In the OU flexible PGCE there are specific roles and responsibilities for both mentors and student teachers and it is important for participants to understand the expectations for each as they work together in the school-based aspects of this programme.
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Introduction

The OU PGCE has been developed by The Open University and its partner schools to provide an innovative, student-teacher centred approach to initial teacher education. We aim to build on the skills, knowledge and experience that student teachers bring to the profession, and then to prepare them for a career in teaching. The course leads to the award of PGCE, and Qualified Teacher Status (QTS) conferred by the appropriate statutory body. Working with a Partner Schools Network, the OU PGCE provi
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1.5.7 Referencing

We mentioned above that we need to reference sources to ensure we abide by copyright legislation. But there is another reason we need to give accurate references to items we use – so we can share it.

Consider this scenario. A friend says they’ve just read an interesting article where Joshua Schachter, founder of Delicious has spoken about why it isn’t a faceted search system, and you should read it. How would you go about finding it? Would you start looking in a news database, a s
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1.5.2 Ways of organising yourself

How do you organise yourself?

Activity

Make a note of how you organise your:

  • emails

  • internet bookmarks or favorites

  • computer files

  • your h
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1.4.3 R is for Relevance

Relevance is an important factor to consider when you are evaluating information. It isn’t so much a property of the information itself but of the relationship it has with your question or your ‘information need’. For example, if you are writing an essay about play therapy, a book or website about maths skills in the under-10s would not be relevant. So there are a number of ways in which a piece of information may not be relevant to your query:


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1.1.1 Assessing your current level of knowledge

If you explore all the resources and activities in this unit, you might need to allow between two and nine hours to complete it.

Before you read this guide, why not use the self-assessment questions on the next screen to rate your current level of knowledge?

Print or save these questions and for each question, mark the most appropriate number on the scale. When you have finished, you can review your answers. A score of three of less might indicate a gap in your knowledge
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Introduction

This unit will help you to identify and use information in education, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organising yo
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3 Lesson delivery

The way in which we deliver our lessons will have an impact on the students' interest and engagement in the work. If we appear enthused and excited by the subject that we are studying, then at least some of this enthusiasm will inevitably rub off on our class.

The successful teacher will deliver his or her lessons with a sense of:

  • Pace: keeping the class and the learning moving forwards.

  • Clarity: knowing where th
    Author(s): The Open University

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1 Teaching and behaviour

The quality of our teaching inevitably has an impact on the behaviour of our students: a student who is busy learning is far less likely to think about misbehaving. Using a range of strategies, positive approaches and rewards will have a positive impact on behaviour on a day-to-day basis. However, one of the key factors in getting sustained good behaviour is ensuring that your students are fully engaged with the work that they are doing.

There are many factors that can contribute to mis
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