The integration of theory and practice is an important aspect of trainees development. To help support the process, we have devised a series of integrated themes for School Placement 1 that build on those of the LATiS days.
The Themes
Each theme provides a focus for trainees’ development during SP1 and SP2. Each one involves a series of activities to be completed in school. At the end of this, trainees then explore and consider their findings during a tutorial.
During these weeks, trainees’ reflections and targets should relate to the theme as much as possible as well as considering their other areas of practice appropriately.
The themes are as follows and further details of the activities involved can be found on each theme’s page:
| School Placement 1 | School Placement 2 | ||
| Theme 1 | Promoting behaviour for learning | Week beginning 27 Nov. | Week beginning 18 Mar. |
| Theme 2 | Questioning | Week beginning 04 Dec. | Week beginning 15 Apr. |
| Theme 3 | Justifying choices and actions | Week beginning 08 Jan. | Weeks beginning 22 & 29 Apr. |
Making and Using Video Recordings
Some of the activities associated with the themes involve video recording the trainee teaching a lesson. All recordings should be compliant with school policy and follow the further guidance available on the Guidance for Recording Lessons page.
Guidance for CMs in supporting trainees to reflect on video recordings can also be found on the Guidance for Recording Lessons page. It contains a series of questions specific, to each theme.
Other Guidance on Integrating Theory & Practice
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The following procedures are designed to help CMs and trainees find ways in which trainees can readily integrate theory with their practice.
- Prior to teaching a topic, trainees are encouraged to refer to any notes they took during the corresponding University session, the seminar slides that accompanied it and any additional readings relating to it. In recapping these materials a focus should be identified. For example, in mathematics and the development of written calculation skills in multiplication, the focus might be upon the use of the array in supporting childrenās conceptual understanding of the grid method.
- CMs and trainees are encouraged to discuss the focus at a weekly review or weekly discussion meeting before teaching takes place so that they are clear on what the theory says. The CM should then observe a lesson in connection with the focus and noting it in the āagreed lesson observation focusā box at the top of the lesson observation form. Feedback should be steered towards, but not exclusive to, the focus.
- Discussions at the following weekly review or weekly discussion could include:
- the things that went well and those that didnāt;
- which aspects of the childrenās learning were (and werenāt) expected or anticipated according to the theory;
- events that occurred during the lesson that clearly illustrate the theory.
We would also encourage trainees to continually have in place a target that relates to theory and practice. Once one is achieved another could be set in a different curriculum subject.
CMs can become familiar with the content of the University sessions by asking their trainees about them, what they learned and reflected on, what they found interesting and what they have used in practice. Trainees are also encouraged to share their notes with CMs in supporting these discussions.