Student Teacher Lesson Debriefs

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Student Teacher Lesson Debriefs

• Tony Macfadyen
• University of Reading
• t.m.macfadyen_at_reading.ac.uk

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REVIEW

• A practical and easily accessible framework to
  help give structure to the learning
  conversation between student and mentor

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The REVIEW framework

• Reassure and re integrate
• Establish focus on learning objectives and
  planning
• Visit through questions
• Input own contribution
• Emphasise and summarise key points discussed
• What have you learnt, what will you do now?
• (Original Source The RFU, undated)

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UoR Our background

• B. Sharp (1992) the learning gradient in
  Acquiring skill in sport
• It is not until learners have finally been
  questioned on their knowledge, their ability to
  analyze and assess can we be fully sure that
  information has been retained
• TLRP (2007) promote the active engagement of
  the learner

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REVIEW based around

• 10 Principles of Mentoring and Coaching (CUREE)
• Effective Teaching and learning evidence
  informed principles (TLRP ESRC)
• Assessment for Learning (AfL) promoting research
  based evidence of the need to actively involve
  students in their own learning (Black and Wiliam)

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Students were saying

• Mentors (too) helpful in wanting to advise they
  jump in too quickly before student has had a
  proper opportunity to explain their actions /
  thoughts
• Did not give student time to show what they knew
  (which was frustrating key theme)

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Staff were asking for help with this issue

• Is there some thing better than
• How did that go?
• Professional dialogue??

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Influences

• Indirect teaching styles-
• you cannot just expect small groups to magically
  be able to work together and coach each other
  without support guidance
• Scaffold Learning (TLRP, 2007)

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• So, what is REVIEW and how does it work?

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Mentor feed back on REVIEW

• really like it.. structure helps
• works well to navigate what happened in the
  lesson
• its an excellent prop that Ive used a lot
• as a new mentor it was really helpful to have
  something to work with gave me confidence
• Great to be able to dig deeper into a trainees
  understanding

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Students said

• more opportunity to express ourselves
• better coverage of the key areas in a lesson
  more methodical
• Helps us to really think about what we have done,
  helps with reflection, especially when your mind
  is buzzing after the lesson
• Its great to be asked questions
• Much more of a partnership when teachers use
  REVIEW

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Tutors noticed

• More equal discussions of a better quality
• Trainees better able to articulate / explain why
  they did things and justify their decisions
• A more structured dialogue
• Trainees involved in their own learning