📢 Weekly Update: Week 7

Dear Mentors - There is information below relating to the University Assignment 1. This is a change to previous years - so new and established mentors should take time to process and understand this.  

Some trainees have reported that they are struggling to complete the In School Training record - please take time to guide your trainee through the boxes to be completed if they need support.

Trainees should be recording the steps they have taken in developing their subject knowledge, their seminars and subject training and recording observations done by them, and moving forward to them. This should be recorded  in the Training Reflection and Tracking (TRT) Document. It would be worth having a check of this document this week to ensure that your trainee is engaging with it correctly. 

Have a great week

Edwina

1.🎓 Summary of Week 7  and 8  Training

Trainees

• Week 7 (12 Oct-16th Oct)
  • Monday (GPS): Assessment For Learning 1: good proxies for learning and Helping pupils learn Part 3: worked examples and using non-examples.
  • TuesdaySE1 placement teaching commitment 40% of 4 days
  • WednesdaySE1 placement teaching commitment 40% of 4 days
  • Wednesday: Behaviour 2: Secondary Behaviour via NASBTT. This is a live session. 
  • Thursday SE1 placement teaching commitment 40% of 4 days
  • Friday SSE1 placement teaching commitment 40% of 4 days
• Week 8 (19th Oct- 23rd Oct)
  • Monday Subject Day - see Subject calendars
  • Tuesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday SE1 placement teaching commitment 40% of 4 days
  • Wednesday: Your well-being, NASBTT recorded session Twilight
  • Thursday SE1 placement teaching commitment 40% of 4 days
  • Friday SSE1 placement teaching commitment 40% of 4 days

Mentor Training

1. This week has our Mentor Conference 2 - we are looking forward to welcoming you mentors who have completed Mentor Conference 1 to this to further develop your knowledge through the modules on  Good Proxies for Learning, Cognitive Architecture and - Adaptive Teaching
2.  Spotify link for this weeks deliberate practice: <iframe data-testid="embed-iframe" style="border-radius:12px" src="https://open.spotify.com/embed/episode/6C3yCZaiGvyJNNaqU1Luk6?utm_source=generator&si=7e6b1bcb9b49401d" width="100%" height="352" frameBorder="0" allowfullscreen="" allow="autoplay; clipboard-write; encrypted-media; fullscreen; picture-in-picture" loading="lazy"></iframe>
3.  Advanced information: Beginning next week your trainee will complete observations to write their University Assignment 1 from. Information below is so you are informed as to what they have been instructed to do.

Your active role is to remind them to conduct the observations in a timely manner and then to have the evidenced  discussion with them. I have highlighted the key information for mentors to guide these discussions below to support you. 

UA1 - The trainees will be beginning University Assignment 1. You have been sent a guide for mentors, The trainee will need to conduct an observation in week 8 or 9 (ie. next week or the week after) in order to meet the submission date of 20.11.26.  The theories that the trainees will be referring to are at the back of the mentor handbook. There  is a guide to these 2 theories to remind you

STAGE 1: Observation, Interpretation and Mentor Discussion  (1000 word equivalent) (i) (ii) Observe a learning event in a class taught by your mentor, lasting between 15 and 20 minutes. Focus your attention on a small number of pupils – no more than 4. Make your own detailed handwritten* notes using the middle column of the form in Appendix B (‘Observations’).  Simply describe anything you witness that seems potentially significant or interesting. Do not offer any interpretations at this stage.  When deciding what observations to include, bear in mind two of the theories of learning summarised in Appendix A: o Cognitive Load Theory and Social Constructivism OR  Cognitive Load Theory and Humanism Try to remain neutral. You are not looking to ‘support’ or ‘challenge’ either of the theories. You can keep writing for up to 10 minutes after the observed learning event. After that you must not make further notes in this column. As soon as possible after the observation, begin adding thoughts and ideas to the righthand column, ‘Interpretations’. Consider how each of your two theories might provide an explanation for what you have seen.  At the next weekly mentor meeting, discuss your observations and interpretations. If you are on a paired placement, both observations can be discussed during the same meeting.  

• What was interesting about what happened? • What was notable about the learning?
• How might these observations be understood in terms of your two theories. 

During and after this meeting, you can continue adding to the ‘Interpretations’ column. You must not add anything further to the ‘Observations’ column.

 (iii) Your mentor will write a brief account of the meeting, using the appropriate space on your observation form. Your observation notes, including the mentor’s record, must be submitted via Turnitin before the interim deadline. You should not begin Stage 2 until you have been cleared by your assessor. * Live observation notes must be handwritten unless there is a strong reason not to do so. This is intended to be a working document; it will not be assessed for spelling, punctuation, grammar etc.  

Additional information shared with trainees: 

 UA1 is:

• A way to engage you in reflective practice
• A bridge across the theory/practice divide
• Designed to make you think critically about the relationship between teaching and learning
• An opportunity to focus closely on pupil experience, without other distractions
• A process, not just an outcome

UA1 is not:

• An ‘account of the theories’
• A literature review
• An argument in favour of theory A or theory B
• Or an argument against either theory
• A piece of research
• A test of the theories
• A ‘proof’ of anything

They will observe:

• Secondary student teachers will observe a learning event in your specialist subject
• Student teachers on paired placements must carry out observations of different events on different days
• 15-20 minutes of pupil work with a clear beginning and ending
• Ideally a group or paired activity
• You will only focus on a small number of pupils – no more than 4
• You must not engage in any aspect of teaching - before, during or after the observed learning event
• While observing, bear in mind two of the theories – CLT + either Humanism or Social Constructivism Mentors: At the back of the mentor handbook is a guide to these 2 theories to remind you
• Notes should be handwritten unless there is a genuine reason not to. 
• They have a proforma to use - they write in the 1st column during the observation, Observations) and from 10 minutes after the observation the fill in the 2nd column (interpretations) 

AI Use:

Not allowed at any point except…

1. To check references are accurate, and that they follow Cite Them Right Harvard guidelines.

2. As a final run-through, to check SPG, and for any lack of clarity

2. 🎯 Core Content Focus (Week 7 )

CCF Learn How to Focus TS6:

Check prior knowledge and understanding during lessons, by:

f) Structuring tasks and questions to enable the identification of knowledge gaps and misconceptions (e.g. by using common misconceptions within multiple-choice questions).

o) Using verbal feedback during lessons in place of written feedback after lessons where possible.

3. 🔍 Focused Observation Theme

Observe how tasks are structured to enable identification of knowledge gaps (6f). Observe the use of verbal feedback (6o)

4. 🛠️ Deliberate Practice Focus

Examine an upcoming lesson together and model explaining a common misconception in that topic. Have the trainee practice explaining that common misconception, ensuring their explanation is clear and concise (6f)

Possible generic success criteria:

1. Target Precision: Clearly states the misconception within the first 10 seconds without over-dwelling on the error.
2. Clarity & Economy of Language: Explains why the concept actually works using under 60 seconds of verbal delivery.
3. Dual Coding / Visual Anchor: Points to a visual diagram, board representation, or physical model while explaining the fix.
4. Delivery Style: Uses a measured tempo, deliberate pauses after key terms, and zero hedge words ("kind of", "basically", "sort of").
5. Diagnostic Check: Concludes the explanation by asking a quick question to test if the misconception was successfully dispelled.

5.📍 Weekly Developmental Target (Week 7)

1. Develop your understanding of How Teachers assess by working on Assessment (CCF6) ( Make specific to your trainee)
2. Use verbal feedback to share with the class to what extent they were successful in understanding the learning outcome(s) (6o)