Subject Specific Mentoring

1
Subject Specific Mentoring

• Inspection findings (Feb 2006)
• Training in developing teaching skills
• linked to the trainees subject/voc. area is
• underdeveloped
• Most trainees do not have the opportunity
• to gain experience of teaching across the
• range of courses, and/or types of
• students, in their subject/ vocational area.

2
What can I comment on?

• Currency and accuracy of subject knowledge
• Coverage of content
• Correct level for qualification/ students
• Sequence of subject matter
• Use of subject terminology
• Link to real work practices
• Embedding of functional skills

3
Advice from Research

• Written feedback alone is of limited use
• BUT it is a vital starting point for discussion
  the writing should be able to provide a reference
  point for feedback
• More helpful advice is provided when both written
  and discussion feedback are used together

4
What to include

• Generalised comments can help overall teaching
• Focussed suggestions are required for subject
  specific teaching
• Any suggestions need some form of justification
  - use of examples is helpful
• Departmental talk plays an important role
  involving everyone in the process

5
Points for consideration and observation

• Use of specialized language
• Awareness of learners understanding and progress
• Contextual placement of key concepts for learners
• Teachers own knowledge base
• Practical versus theoretical balance