Emma & Tom Talk Teaching

Croeso’n ôl i Tameidiau o Ymchwil TAR – rydyn ni’n lledaenu’r ymchwil gorau gan athrawon dan hyfforddiant o’n rhaglenni TAR yn Gymraeg. Mae Nia Davies yn fyfyriwr ar ein rhaglen TAR Cynradd, ac mae hi wedi bod yn ymchwilio i’r addysgeg Darllen er Pleser yng nghyd-destun dysgu cyfunol.Mae crynodeb gweledol Nia a grëwyd ganddi er mwyn cyflwyno i’w hysgol yma, a diolch yn fawr i Nia am roi caniatâd inni ei rannu. Os ydych chi’n awyddus i ddarganfod mwy, mae ei chwe phrif ffynhonnell llenyddiaeth isod.  Diolch i Nia a Sioned am ymddangos ym mhennod yr wythnos hon!  Reimer, F.M. a Schleicher, A. (2020) Schooling Disrupted Schooling Rethought: How the Covid-19 Pandemic is Changing Education. OECD. Cremin, T. et al. (2014) Building communities of engaged readers: Reading for Pleasure. Routledge. Cai, R a Wang, Q (2020) A Six-Step Online Teaching Method Based on Protocol-Guided Learning during the Covid-19 Epidemic. Best Evid Chin Edu Cyf 4(2) (tt. 529-534) Clark, C. a Picton, I. (2020) Children and young people’s reading in 2020 before and during lockdown. London: National Literacy Trust. Merga, M.K. a Mat Roni, S. (2018) ‘Empowering Parents to Encourage Children to Read Beyond the Early Years’. Reading Teacher Cyf 72 (tt. 213-222) Scottish Book Trust (2018) ‘Evaluation of the First Minister’s Reading Challenge’  

A warm podcast welcome back to Dr Rhiannon Packer, who joined us just after Christmas in a double-act with Dr Susan Davis, but is now back for a solo appearance! Rhiannon has just published a book: All Change! Best Practice for Educational Transitions, and is here to talk to us about all things transitional.The lives of our learners are full of transitions, and managing these so that they are a positive experience is hugely important for all of us who work in education. Rhiannon has plenty of pointers for us in today's deep discussion, and hopefully you'll leave with some new things to consider when approaching these pivotal moments for whoever you teach.Top marks to Rhiannon for coming back so soon with another set of homework slots, too!Rhiannon's book is published by Critical Publishing and is well worth a read!  --------------------Recorded remotely on 25th February 2021

PGCE research bites 4 features Lydia Bundy, a student teacher on our PGCE Primary programme, and also a guest appearance by Jo Bowers from the primary team.Lydia researched into the Reading for Pleasure pedagogy, something that Jo has talked to us in detail about on the podcast in the past, and its potential for enhancing the wellbeing of primary pupils. In this research bite she runs through her findings and conclusions. Jo, meanwhile, gives us some perspective from the point of view of a primary specialist and a Reading for Pleasure veteran!Lydia's six main literature sources were:Clark, C. and Teravainen-Goff, A. (2018) ‘Mental wellbeing, reading and writing’. National Literacy Trust. Pp 1-37.Mak, H.W. and Fancourt, D. (2020) ‘Reading for pleasure in childhood and adolescent healthy behaviours: Longitudinal associations using the Millennium Cohort Study’. Preventive medicine, 130, p.105889. Ledger, S. and Merga, M.K. (2018) ‘Reading Aloud: Children's Attitudes toward being Read to at Home and at School’. Australian Journal of Teacher Education, 43(3), pp.124-139.Elley, S. (2014) ‘Examining the Use of Bibliotherapy in a Third Grade Classroom’. Texas Journal of Literacy Education, 2(2), pp.91-97.Chou, M.J., Cheng, J.C. and Cheng, Y.W. (2016) ‘Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation’. Universal Journal of Educational Research, 4(1), pp.81-97. Stairs, A.J. and Burgos, S.S. (2010) ‘The power of independent, self-selected reading in the middle grades’. Middle School Journal, 41(3), pp.41-48.

For this episode we welcome one of our lead partnership school colleagues, Abi Chase. Abi is associate headteacher at Bassaleg School just outside Newport. Before the Covid-19 pandemic, Abi had the exciting task of revamping and redefining the school's vision and values around pedagogy. When Covid-19 hit, Abi's work had its ultimate test!In this conversation, Abi explains how she worked to 'rebrand' the school's priorities, and how she then used these to keep a steady ship as the school was challenged by the need to move to remote teaching and learning almost overnight in the Spring of 2020.There are plenty of interesting insights into leadership and strategy, as well as where we go from here as educators now that there is (hopefully) some light at the end of the coronavirus tunnel.A huge thank you to Abi for taking the time to speak to us! --------------------Recorded remotely on 25th February 2021

Croeso i bennod arall o Dameidiau o Ymchwil TAR, yn dod â’r ymchwil gorau gan athrawon dan hyfforddiant o Bartneriaeth Caerdydd ar gyfer Addysg Gychwynnol i Athrawon. Yr wythnos hon rydym ni’n lledaenu’n Gymraeg, ac yn croesawu Beca Harries o’r cwrs TAR Uwchradd Ieithoedd Tramor Modern a fydd yn sgwrsio gyda Dr Gina Morgan. Mae Beca wedi bod yn ymchwilio strategaethau i annog cyfranogaeth ar lafar mewn gwersi ieithoedd tramor modern. Bydd Beca yn cyflwyno chwe phapur allweddol ac yn rhannu ei chasgliadau. Mae Beca eisoes wedi cyflwyno’r ymchwil yma i’w phrif ysgol partneriaeth ar ffurf crynodeb weledol, ac wedi rhoi caniatâd i ni rannu ei ffeithlun, y gallwch chi ei weld drwy glicio yma. Os hoffech chi ddarllen mwy, mae cyfeirnodau ar gyfer y chwe phapur allweddol i’w weld isod. Diolch yn fawr i Beca am rannu ei ymchwil, ac i Gina am gyflwyno! Christie, C., 2013. Speaking spontaneously in the modern foreign languages classroom: Tools for supporting successful target language conversation. The Language Learning Journal, 44(1), tud.74-89. Sherrington, T (2019) Rosenshine’s Principles In Action. John Catt Educational Ltd., tud.27-34. Namaziandost, E., Homayouni, M. and Rahmani, P., 2020. The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts & Humanities, 7(1), p.1780811. Bunaya, Mulya & Basikin, Basikin. (2019). Improving Speaking Confidence by Using Think Pair Share (TPS) Teaching Strategy to High School Students. 10.2991/iccie-18.2019.59. Lemov, D. 2015. Teach Like A Champion 2.0 : 62 Techniques That Put Students On The Path To College. Jossey-Bass. San Francisco, USA Dallimore, E., Hertenstein, J. and Platt, M., 2012. Impact of Cold- Calling on Student Voluntary Participation. Journal of Management Education, 37(3), pp.305-341

It's time for us to turn our gaze up to the dizzy heights of educational leadership! Whether you're a student teacher or a hard-bitten old cynic like Tom, let's pause and consider the challenges and delights of being in charge. Lisa is Director of Initial Teacher Education at our friends the University of South Wales, another teacher education institution from just down the road. She's been a listener to the podcast for quite a while, and has answered the call we put out in our Easter special 2020 for anyone from senior leadership in education to come and tell us what makes them tick.In a wide-ranging conversation, we explore the difference between leadership and management, how to keep hold of our core moral purpose in the challenging world of education, and how to lead collaboratively. Plus, has the research-informed revolution reached the world of educational leadership, and how should a brand-new entrant to the profession set their sights on leading?Many thanks to Lisa for coming on, and do take a look at her reading recommendations below. Adair, J. (2009). Effective Leadership: How to be a successful leader (New ed.). London: PanCochran-Smith, M. and Lytle, S. l. (1999). ‘The teacher research movement; A decade later’, Educational Research 28 (7); 15-25Fullan, M. (2020). Leading in a Culture of Change. New Jersey, USA. Jossey-Bass.Fullan, M. (1993). Why Teachers Must Become Change Agents. Educational Leadership, 50 (6), pp.12-17.McDermott, I., Hall, L. (2016). The Collaborative Leader. Ceredigion. Gomer Press.Pollard, A. (2019) Reflective Teaching in Schools. London. Bloomsbury.   --------------------Recorded remotely on 2nd February 2021

We're back with another edition of PGCE Research Bites, and this week we've got Cameron Corsi, who's a student on our PGCE Secondary PE programme. Cameron was, like many of our other students this year, given the topic of blended learning to research for his Lead Partnership School. There are some specific considerations for practical subject domains like PE, and Cameron was careful to ensure these were drawn out as part of his research.Cameron has kindly given permission for us to share his visual summary, which you can see by clicking here.Cameron's six main literature sources for this piece of research were: Rossett, A., & Frazee, R. (2006). Blended learning opportunities. New York, NY. American Management Association. Garrison, D., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. Vernadakis, N., Giannousi, M., Sitskari, E., Antoniou, P., & Kioumourtzoglou, E. (2012). A comparison of student satisfaction between traditional and blended technology course offerings in physical education. Turkish Online Journal of Distance Education, 1, 137–147. Vernadakis, N., Giannousi, M., Derri, V., Michalopoulos, M., & Kioumourtzoglou, E. (2012). The impact of blended and traditional instruction in students’ performance. Procedia Technology, 1, 439–443. Singh, H. (2003). Building effective blended learning programs. Educational Technology-Saddle Brook Then Englewood Cliffs, 43(6), 51–54. Tayebinik, M., & Puteh, M. (2013). Blended Learning or E- learning?. In Tayebinik, M., & Puteh, M. (2012) Blended Learning or E-Learning, pp. 103-110.  

Welcome to our 2021 Easter light episode! Last Easter, Tom was recording furtively in his car in the dark, so things have improved a little - he's back in the office. And Emma remains at home, so it's another remote recording in which we bring a selection of random goodies for your enjoyment.Actually, enjoyment might be a bit optimistic, as both of our presenters seem to have arrived with some slightly heavier material than usual. Stick with us, though, as we ruminate over freedom of speech, inclusion, decolonisation and impostor syndrome. Eventually we'll arrive at the sunlit uplands of our comedy twitter offerings, with some ruthless university management parodies and something unmentionable involving Weetabix.Have a wonderful Easter break, and we'll be back with normal service next time!  ----------Recorded remotely on 8th March 2021

Welcome to another edition of PGCE Research Bites! Once again, we've given a PGCE student 30 minutes to tell us about some research that's benefited his own practice and informed the work of his placement school.This week, Matthew Green from PGCE music talks about feedback in music. Always a knotty subject, he's looking specifically at how this can be done in a blended learning environment. Matthew discusses six academic sources in detail and explains how they informed his conclusions and recommendations.Matthew has very kindly made his infographic available if you'd like to view it - just click here!Matthew's six pieces of academic literature are:Hattie, J. and Timperley, H. (2007) 'The Power of Feedback', Review of Educational Research, 77(1), pp. 81-112.Wiliam, D. (2016) 'The secret of effective feedback', Educational Leadership, 73(7), pp. 10-17.Christodoulou, D. (2020) Teachers vs Tech? The case for an ed tech revolution. Oxford: Oxford University Press.Clark, R., Mayer, R. (2016) 'Does Practice Make Perfect?', in E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Fourth edition, Hoboken, NJ: John Wiley & Sons, pp. 284-310.Philpott, C., Evans, K. (2016) 'Assessment in music education', in Cooke, C., Evans, K., Philpott, C., Spruce, G. (ed.) Learning to Teach Music in the Secondary School, Third Edition, Abingdon: Oxon: Routledge, pp. 194-209.Hatch, E. (2020) 'Going Beyond “It Sounds Good”: Developing Student Capacity to Give Meaningful Feedback', General Music Today, 33(3), pp. 29-35. doi:10.1177/1048371319892241 (Accessed: 16 November 2020).

We're starting to hear more and more about cognitive science when discussing research-informed approaches to teaching. It can seem an intimidating field, and can also come across as quite 'black and white' - especially when co-opted as an argument-winner in some of the less friendly contributions to edu-Twitter!So we thought it was high time to sit down for a discussion with someone who can throw some light on cognitive neuroscience - and just a few doors down the corridor we have Dr Louise Allen-Walker, Programme Director for the MSc Psychology in Education programme! Of course, we haven't seen Louise in person for quite some time, so we posted her some kit to allow us to hook up remotely, and got down to a deep discussion.Along the way, we define cognitive neuroscience, get some honest answers about what it can and can't tell us, as well as showing which of the current big themes of teaching and learning have their roots in Louise's field of specialism. There are plenty of useful, practical strategies for us to follow as teachers based around growth mindset and how and what to praise.Of course, we couldn't talk about cognitive neuroscience without inviting Louise to bust a few persistent neuromyths, and hopefully we can play a small part in putting some of these highly resilient, and occasionally quite damaging, tall tales to bed once and for all. And towards the end we even get a cameo appearance from Lousie's local Neuromyth Van, which apparently drives the streets around her house inviting residents to dispose of any old neuromyths so they can be crushed into cubes and buried deep below ground.If you're interested in studying on any of the programmes Louise runs, do drop her an email: LAllen-Walker@cardiffmet.ac.uk ---------------Recorded remotely on 27th January 2021