Emma & Tom Talk Teaching

It's time for another PGCE Research Bites! Emma is joined by Lucy Gooding to discuss her research into the place of oracy in drama. We hope you find this interesting and useful!You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership  REFERENCESAlexander, R. (2020) A Dialogic Teaching Companion. New York: Routledge.Barnes, D. (1988) The politics of oracy. in: Maclure, M. Philips, T. & Wilkinson, A(Eds)Oracy Matters. Milton Keynes: Open University Press.Boyd, M.P. and Markarian, W.C. (2011) Dialogic teaching: talk in service of a dialogic stance.Language and Education, Vol. 25 No. 6, pp. 519-520.Brookfield, S. (2006) The Skilful Teacher: On technique, trust and responsiveness in theclassroom. 2nd Edn. San Fransisco: Jossey-Bass.Donaldson, G. (2019) Expressive Arts: Statements of what matters - Hwb. [online] Hwb.gov.wales. Available at: <https://hwb.gov.wales/curriculum-for-wales/expressive-arts/statements-of-what- matters> [Accessed 7 May 2021].Donaldson, G. (2018) Literacy Framework Guidance. Cardiff: Education Wales, pp.1-7. Donaldson, G. (2015) Successful Futures. Wales: Crown, pp.1-31.Gaunt, A. and Stott, A. (2019) Transform Teaching and Learning through Talk. 1st ed. London: Rowman and Littlefield.Haworth, A. (2001) The re-positioning of oracy: a millennium project? Cambridge Journal of Education, Vol. 31, No. 1, pp. 11-23.Jalongo, M. (1995) Promoting Active Listening in the Classroom. 1st ed. [ebook] Indiana, Pennsylvania, pp.13-17. Available at: <https://search-proquest-com.ezproxy.cardiffmet.ac.uk/ docview/210392505/fulltextPDF/F5A57E3FD6A44F38PQ/1?accountid=15588> [Accessed 27 April 2021].Kempe, A. and Nicholson, H. (2007) Learning To Teach Drama 11-18. London: Continuum.Literacy Framework (2020) Literacy Framework [ebook] Welsh Government, pp.2-3. Available at: <https://hwb.gov.wales/api/storage/4d852cbe-03d6-4c36-8175-c281461c8690/literacy- framework.pdf> [Accessed 7 May 2021].14Maxwell, D. Burnett, P. Reidy, D. Willis, B. and Demack, S. (2015) Oracy Curriculum, Culture and Assessment Toolkit. [ebook] London: Education Endowment Foundation, pp.12-31. Available at: <http://shura.shu.ac.uk/10828/1/EEF%20Oracy%20School_21.pdf> [Accessed 12 April 2021].Mercer, N. and Hodgkinson, S. (2008) Exploring Talk in School. 1st ed. London: Sage Publications, pp.18-25.Mercer, N. and Mannion, J. (2018) Oracy across the Welsh curriculum. 1st ed. [ebook] Cambridge: Oracy Cambridge, pp.7-64. Available at: <https://oracycambridge.org/wp-content/uploads/2018/07/ Oracy-across-the-Welsh-curriculum-July-2018.pdf> [Accessed 26 April 2021].Nemec, P. Spagnolo, A. and Soydan, A. (2017) Can You Hear Me Now? Teaching Listening Skills. Vol 40. [ebook] Washington: American Psychological Association, pp.415-417.Stinson, M. (2015) Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication. English Teaching: Practice & Critique, [online] 14(3), pp.303-313. Available at: <https://research-repository.griffith.edu.au/bitstream/handle/10072/141515/ StinsonPUB1919.pdf;jsessionid=5704FBD73F31134FA1BCA49C1E89B76B?sequence=1> [Accessed 17 April 2021].Palmer, E. (2014) Teaching the Core Skills of Listening and Speaking. 1st ed. N/A: ASCD, pp. 60-70.Voice21.org. (2020) Oracy [online] Available at: <https://voice21.org/oracy/> [Accessed 27 April 2021]. “oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language”Wagner, B.J. (1998), Educational Drama and Language Arts: What Research Shows, Heinemann, Portsmouth, NH. 

We welcome back Dr. Louise Allen-Walker, Programme Director for the MSc Psychology in Education here at Cardiff Met, to discuss what research (and particularly quantitative research) looks like in psychology, and how we can be sure we approach it critically.Louise has some clear explanations of how quantitative researchers set about their work, as well as some cautionary points about the oddities and pitfalls of working with numbers and reading psychology journals.Finally, in the absence of the infamous Neuromyth Van, we challenge Louise to bust as many myths as she can in three minutes!Some goodies from Louise for your further reading pleasure:The Lady Tasting Tea (the story of Muriel and Sir Ronald) - https://us.macmillan.com/books/9781466801783Neuromyths: debunking false ideas about the brain - https://wwnorton.co.uk/books/9780393713237-neuromythsArticle in the Guardian about a neuro-imaging study involving a dead fish (making the point about being careful how you use your statistics!) - Ig Nobels honour dead salmon's 'brain activity' in improbable research awards | Science prizes | The GuardianThe Science of Learning: 99 Studies Every Teacher Needs to Know: https://www.routledge.com/The-Science-of-Learning-99-Studies-That-Every-Teacher-Needs-to-Know/Watson-Busch/p/book/9780367620790------------------------------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 8th September 2021

Mae Tameidiau o Ymchwil TAR yn cyflwyno ymchwil gorau myfyrwyr ar gyrsiau Addysg Gychwynnol i Athrawon gyda Phartneriaeth Caerdydd. Yn y bennod hon mae Daniel Roberts yn trafod sut yr aeth ati i ddysgu mwy am ddefnyddio cyd-destun dilys wrth addysgu mewn ysgol gynradd, drwy ymchwil ac ymholi. Gallwch hefyd wrando ar Tameidiau o Ymchwil TAR ar ffurf glywedol drwy gofrestru i wrando ar bodlediadau Emma and Tom Talk Teaching, ar gael ar blatfformau cyffredin podlediadau.Gallwch wylio'r bennod hon ar YouTube - https://smarturl.it/cardiffpartnership CyfeirnodauAspy, D. N., Aspy, C. B., Quinby, P. M. (1993) What doctors can teach teachers about problem-based learning. Educational Leadership, 50(7), t. 22–25.Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), t. 369–398.Braund, M., Reiss, M. (2006) Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), t.1373–1388.Brown, J. S., Collins, A., Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher, 18, t. 32-42.Callison, D., Lamb, A. (2004) Key words in instruction: Authentic learning. School Library Media Activities Monthly, 21(4), t. 34-39.Deci, L., Vallerand, R., Pelletier, L., Ryan, R. (1991) Motivation and Education: The Self-Determination Perspective. Routledge. t.325-346Donaldson, G. (2015) Dyfodol Llwyddiannus: Adolygiad Annibynnol o’r Cwricwlwm a’r Trefniadau Asesu yng Nghymru. Cymru, UK: Crown. Donovan, M. S., Bransford, J. D., Pellegrino, J. W. (Eds.). (1999) How people learn: Bridging research and practice. Washington, DC: National Academy Press.Duke, N. K., Purcell-Gates, V., Hall, L. A., Tower, C. (2006) Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60(4), t. 344–355.Estyn (2018) Adroddiad Blynyddol Prif Arolygydd Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru. Ar gael yn: https://www.estyn.llyw.cymru/system/files/2020-07/Estyn_Annual%2520Report_Accessible_Welsh_2018.pdfGardner, H. (1991) The unschooled mind: How children think and how schools should teach. New York: BasicBooks.Hobart, P. (2005) Authentic learning beyond the classroom: Authentic learning, VELS, and PoLTs. Ethos, 13(1), t. 12–19.Hui-ju, L. (2015) Learner Autonomy: The Role of Motivation in Foreign Language Learning. Journal of Language Teaching & Research, Vol 6 t. 1165-1175Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K. (2006) Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8, t. 10–23.Llywodraeth Cymru (2020a). Canllawiau Cwricwlwm i Gymru. Caerdydd: Llywodraeth Cymru.Llywodraeth Cymru (2020b) Ystyriaethau gweithredu ac ymarferol -rhan o Cynllunio eich cwricwlwm. Caerdydd: Llywodraeth Cymru.Llywodraeth Cymru (2015) Cwricwlwm i Gymru – cwricwlwm am oes. Caerdydd: Llywodraeth Cymru.Maina, F. W. (2004) Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), t. 1-8.Parsons, S. A., Ward, A. E. (2011) The case for authentic tasks in content literacy. The Reading Teacher, 64(6), t. 462–465.                             Pearson, P.D., Raphael, T.E., Benson, V.L., Madda, C.L. (2007) Balance in comprehensive literacy instruction: Then and now. In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction. New York: Guilford. t. 30–54.Prince, M. (2004) Does Active Learning Work? A Review of the Research. Journal of Engineering Education. t.223-231Renzulli, J. S., Gentry, M., Reis, S. M. (2004) A time and a place for authentic learning. Educational Leadership, 62(1), t. 73-77.                   Rule, A. C. (2006) The components of authentic learning. Journal of Authentic Learning, 3(1), t. 1–10.Ryan, R., Deci, L. (2000) Intrinsic and extrinsic motivation. Contemporary Educational Psychology. University of Rochester.Santrock, J. W. (2011) Educational psychology (5th ed.). New York, NY: McGraw-Hill.Stiggins, R. J. (2005) Assessment FOR learning defined. Portland, OR: Assessment Training Institute.Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. D., Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), t. 496–536.Turner, E. E., Gutiérrez, M. V., Simic-Muller, K., Díez-Palomar, J. (2009) Everything is math in the whole world: Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning, 11(3), t. 136–157.William, D. (2017) Embedded Formative Assessment: Strategies for Classroom Assessment That Drives Student Engagement and Learning. Solution TreeWillems, P., Gonzalez-DeHass, A. (2012) ‘School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students’, School Community Journal, 22(2) t. 9-30

Welcome back to the podcast! Today we're looking outside the world of teaching to find out about other professionals who work with young people. Julia Rooney works on the Youth and Community programmes here at Cardiff Met, and she joined us down the line to discuss the many and varied roles that youth workers play in the lives of some of our most vulnerable young people. We hear about how new youth workers are trained, and how the teaching profession can make best use of their knowledge about the young people in our classrooms.If you're considering youth work as a career, why not check out the courses available (from foundation level right up to postgraduate) here at Cardiff School of Education and Social Policy? --------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus with remote guest on 20th November 2020

We're back with another round of PGCE research bites! And we welcome back Matthew Green, who's been finding out how we can best encourage high quality literacy in the music classroom. Hopefully the mix of research and classroom-based enquiry and reflection will be a great worked example for our serving teacher friends!You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership ReferencesAlexander, R. (2020) A Dialogic Teaching Companion. Abingdon: Routledge.Aubrey, K. and Riley, A. (2019) Understanding & Using Educational Theories 2nd edn. London: Sage.Barton, G. (2014) 'Literacy and the Arts: Interpretation and Expression of Symbolic Form', in Barton, G. (ed.) Literacy in the Arts: Retheorising Learning and Teaching. Switzerland: Springer International Publishing, p.14.Barton, M. L., Heidema, C., Jordan, D. (2002) ‘Teaching reading in mathematics and science (Reading and Writing in the Content Areas)’, Educational leadership, 60(3), pp. 24-28.Broomhead, P. (2021) ‘A New Definition of Music Literacy: What, Why, and How?’, Music Educators Journal, 107(3), pp. 15–21. doi: 10.1177/0027432121991644.Capel, S. (2019) ‘Student teachers’ roles and responsibilities’, in Capel, S., Leask, M., Younie, S. (ed.) Learning to Teach in the Secondary School, 8th edn., Abingdon: Routledge, pp. 396-408.Didau, D. (2014) The Secret of Literacy. Camarthen: Independent Thinking Press.Donaldson, G. (2015) Successful futures: Independent review of curriculum and assessment arrangements in Wales (Cardiff: Welsh Government).Fautley, M., Savage, J. (2011) Cross-curricular teaching and learning in the secondary school: The Arts. Abingdon: Routledge.Green, L. (2008) Music on Deaf Ears: Musical Meaning, Ideology and Education. 2nd edn. Bury St Edmonds: Arima Publishing.Green, L. (2008a) Music, informal learning and the school a new classroom pedagogy, Aldershot: Ashgate.Halverson, L.R. and Graham, C.R. (2019) ‘Learner engagement in blended learning environments: A conceptual framework.’ Online Learning, 23(2), pp. 145-178.Harrison, C. (2004) Understanding Reading Development. London: Sage.Heflin, H., Shewmaker, J., Nguyen, J. (2017) 'Impact of mobile technology on student attitudes, engagement, and learning', Computers & Education, 107, pp. 91-99.McDermott, M. (2010). ‘More Than Writing-to-Learn’, Science Teacher, 77(1), pp. 32–37.Ness, M. K., (2016) ‘Reading Comprehension Strategies in Secondary Content Area Classrooms: Teacher Use of and Attitudes Towards Reading Comprehension Instruction’, Reading Horizons, 55(1), pp. 58–85.Pearman, C. J. and Friedman, T. (2009) ‘Reading and Rhythm: Binding Language Arts and Music in an Academic Notebook’, General Music Today, 23(1), pp. 12–16. doi: 10.1177/1048371309331610.Philpott, C., Evans, K. (2016) 'Language and learning in music’, in Cooke, C., Evans, K., Philpott, C., Spruce, G. (ed.) Learning to Teach Music in the Secondary School, 3rd edn., Abingdon: Routledge, pp. 52-62.Rose, D. (2011) ‘Beyond literacy: Building an integrated pedagogic genre’, Australian Journal of Language & Literacy, 34(1), pp.81–98.Swanwick, K. (1988), Music, Mind and Education. London: Routledge.Wagoner, C. L. (2020) ‘Integrating Literacy within the Performance Classroom’, Music Educators Journal, 106(4), pp. 24–29. doi: 10.1177/0027432120917746.Watson, A., Myhill, D. (2019) ’Creating a language-rich classroom’, in Capel, S., Leask, M., Younie, S. (ed.) Learning to Teach in the Secondary School, 8th edn., Abingdon: Routledge, pp. 396-408.Weidner, B. N. (2018) ‘Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework’, Journal of Music Teacher Education, 27(3), pp. 10–23. doi: 10.1177/1057083717732512.Welsh Assembly Government (2019) Curriculum For Wales, Available at: https://hwb.gov.wales/curriculum-for-wales/ (Accessed: 2 May 2021).Welsh Assembly Government (2019a) Curriculum For Wales: Literacy and Numeracy Framework, Available at: https://hwb.gov.wales/curriculum-for-wales/cross-curricular-skills-frameworks/literacy-and-numeracy-framework/ (Accessed: 2 May 2021)Welsh Assembly Government (2020a) ANONYMISED CP1 SCHOOL DATA. Available at: https://mylocalschool.gov.wales/School/REDACTED (CP1) (Accessed: 2 May 2021).Welsh Assembly Government (2020b) ANONYMISED CP2 SCHOOL DATA. Available at: https://mylocalschool.gov.wales/School/REDACTED (CP2) (Accessed: 2 May 2021).Welsh Assembly Government (2020c), Examination results in schools in Wales, 2018/19 – Revised. Available at: https://gov.wales/sites/default/files/statistics-and-research/2020-01/examination-results-september-2018-august-2019-revised-477.pdf (Accessed: 2 May 2021).Williams, Z. (2020). Review of the impact of mass disruption on the wellbeing and mental health of children and young people, and possible therapeutic interventions Cardiff: Welsh Government, GSR report number 62/2020.Available at: https://gov.wales/review-impact-mass-disruption-wellbeing-and-mental-health-children-and-young-people (Accessed: 2 May 2021).

WE'RE BACK! It's time to kick off season 4 with a fond farewell to a stalwart friend of the podcast, Dr. Judith Kneen. Judith took early retirement at the end of the academic year 2020-21 so we got her in front of a microphone before she went, and she's delivered us a characteristically interesting discussion.Judith's here to discuss some research on a topic dear to her heart as programme leader for PGCE secondary English: the set texts chosen by English teachers for their classes. As lead researcher for a project funded by the UKLA, Judith's got some sobering reflections for us about the diet of texts that pupils receive between the ages of 11 and 14. The research covers prose, poetry and plays. Why is it that there are so many male protagonists? Why are so many of the texts so old? What are the impacts of political pressure, stretched budgets and pragmatic decision-making?Most importantly, what should new English teachers be asking themselves when deciding what set texts to present to their classes?You can read the full research report here.Finally, we're sure all our listeners (and past PGCE students) would like to take a moment to send the warmest wishes for a long and happy early retirement to Judith. A podcast legend and an irreplaceable colleague, we do hope to find an excuse to get her back on here soon. --------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 8th July 2021

Hello from Emma and Tom! Hopefully you're all having a well-deserved summer break after the last academic year. We're off on our holidays too, but wanted to pop by and round up the year of podcasting that's just gone. Plus we look forward to our return for season 4 on the 3rd September! ----------Recorded at Cardiff Metropolitan University's Cyncoed campus on 2nd August 2021

There's a bonus episode 22 this year because we started our PGCE late, so we're finishing later than usual. And that means we've reached the final episode of season 3! In another pandemic-disrupted year, we've still managed to have a great time interviewing the great, the good and the knowledgable in the education world about their specialist subjects. Today we've managed to get the boss herself, Dean of Cardiff School of Education and Social Policy Julia Longville, to talk about a subject that can strike fear into the hearts of teachers up and down the land: inspection.Julia worked for the Welsh education inspectorate, Estyn, in a past life, and has plenty to say about what inspectors are for, what they do, and how we should approach their inevitable appearance in our schools. There's lots of great advice for those who haven't had a brush with the inspectorate before, and although much of the conversation is focused on Estyn, we also touch on inspection more generally.We also take a look at the way the relationship between Estyn and educators has evolved in the light of education reform in Wales, and look to the future of the inspectorate under a new curriculum.STOP PRESS: Estyn got in touch with us just before this podcast came out to pass on their latest guidance on inspection for schools and PRUs. You can check it out here: Our new inspection arrangements for schools and PRUs | Estyn (gov.wales)For our final set of short slots this season, Julia has some tips for us on the usual topics of wellbeing, something interesting and something to try.And that's a wrap for the 2020-21 academic year! Thanks for being with us as we grappled with remote recording, al fresco podcasting and finally a joyful return to our beloved studio. We'll be in touch over the summer, and then return with more podcast goodness in September. Thanks for listening! Best wishes from Emma and Tom ---------------Recorded in studio D0.12 at Cardiff Metropolitan University's Cyncoed Campus on 17th May 2021

In the second episode of this doctoral double-bill, it's Tom's turn in the hot-seat to discuss his progress so far. Tom's gone for the more traditional PhD option because he likes being left alone to get on with things. The story so far includes Welsh mining communities, National Curriculum fights, the oddities of music teachers and plenty more.We hope you've enjoyed hearing about two doctoral research experiences. If you're interested in applying for an MA or doctoral programme here at Cardiff Met, please do search for the relevant web pages online and you'll be able to contact someone who knows more than us about the programmes!Tune in next time for our final episode of this year, all about inspection.  --------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed campus on 21st May 2021

For the next two episodes, we're going to talk about our own doctoral research, and what it's like studying for a doctorate while working in education.Emma's drawn the short straw and agreed to go first, and her research is set to weave together a number of really important themes including curriculum reform, reform of initial teacher education and her beloved subject of drama.It's also a chance to hear about the EdD - a doctorate that may not be as widely known as the PhD, but potentially provides a great format for doctoral study for teachers.We'll be back in a fortnight, when Tom takes the hot seat!   --------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed campus on 17th May 2021