Module A Evidenceinformed learning teaching and assessment in

Module A: Evidence-informed learning, teaching and assessment in _____ Academic Writing Understanding Critical Incidents Structuring your Assignment Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

You need to navigate to your module code Moodle page Assignment Brief Information Submission Link Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Breaking down the assignment It needs to be about a critical incident It is about an incident – in your subject It is based on practical experience It needs to be critically reflective A critical incident study on current issues in _____ education consisting of a critical reflective discussion of one or two or more critical incidents from experience in school practice that open up an examination of two of the three central themes of the module: learning and development; behaviour management and assessment. Analysis of the incident will need to reflect how evidence from research and theory could be drawn upon to understand the implications of the incident for practice. Your incident should cover issues related to assessment, child learning/development and behaviour It needs to identify ways forward or implications for your practice Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 It needs to be underpinned by research / reading / theory www. newman. ac. uk

What is good academic writing? 1. Is literate 11. Argues 2. Well presented 12. Structured 3. Linked to assignment Includes an introduction title/outcomes Includes a conclusion 4. Contextualises 13. PRACTICE Maintains focus PRODUCE A MIND MAP SHOWING PRINCIPLES AND OF GOOD ACADEMIC WRITING 5. Refers to critical incident (s) 14. Is sensitive 6. Uses evidence 15. Balanced 7. Is ‘critical’ 8. Explores values / reflective 16. Shows your learning 9. Pursues ideas 17. Clarity of argument 10. Underpinned by relevant research 18. Referenced correctly and /or theory Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Good academic writing – further thoughts • Using references: Build an argument – not a library • When using evidence explain why it is relevant. • Argue about the pros and cons of the different ideas. If you agree, explain why. If you disagree, explain why. • Do you need to evaluate source material, think validity, reliability, relevance, etc • Avoid absolute statements – use hedging language • For example, instead of “X is the best solution”, write more nuanced statements such as, “X may be the best solution in Y context because. . . ” or “it is possible that X would be the best solution in this case because. . . ” • Conclusions are usually plural – there is seldom one, simple and straightforward conclusion to anything worth discussing. • Where possible, add links between the paragraphs to show your thought process is moving from one sub-topic to the next. … • Check that your argument flows logically. Maintain a thread Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Theseus and the Labyrinth Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

• Theseus found his way out of the Labyrinth by using a thread. You can do the same by: — Create a thread (planning) — Maintain the thread (stay focused) • Guide the reader through your argument(s) / analysis – the essay should flow along a thread • Relate your ideas, arguments and statements back to the incidents, issues and reading in order to keep focus Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

What do we mean by critical incidents? Ø A critical incident need not be a dramatic event: it is an incident which has significance for you. Ø An event which made you Ø stop and think, Ø question your understanding Ø think differently Ø question your values, attitude or behaviour. Ø reflect upon your practice. “constructive self criticism of one’s actions with a view to improvement” (Calderhead 1989). Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

The purpose of the critical incident. • “Critical incidents can be very important…. because they provide a means of enabling teachers to be more aware of the nature of their professional values and associated problematics, to question their own practice…. . they are an excellent way to develop an increasing understanding of, and control over, professional judgement, and thereby over practice. Critical incidents should question the way things normally operate” Tripp, D. (1993). Critical Incidents in Teaching. Developing Professional Judgement. London: Routledge Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Critical Incident • Task: • Individually, outline your incident in the middle of the page (it should be related to learning, child development, behaviour and/or assessment) • Make notes around the incident using these as prompts… • You might not be able to answer all of the prompts…. but you should be able to construct a ’picture’ of your critical incident… Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Prompts: • • • • What happened? What is the context of the incident? How did I feel? How did I interpret/view the situation? How did others? What surprised me about the incident? What did I expect? Why? What informs my thinking about this incident – reading, research, experience, expertise, values, beliefs? How does this incident change the way I think/feel/act/value/believe? What can inform my understanding of the incident further? What action could or would I have taken that might have been more helpful? What will I do if I am faced with a similar situation in the future? How will it impact on my practice? Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Discussion • Share you incident with your neighbour. • How might you use reading and research in the context of this incident? Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Starting to structure your assignment ? Introduction ? ? Critical Incident(s) Analysis: 1 or 2 incidents Conclusion Your reading / literature review should permeate through the work Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Structuring your assignment: Introduction What should be in the introduction? • In pairs discuss what would expect the introduction for this assignment to cover? Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

What do we mean by critical reflective writing? • Critical analysis • Reflective writing ü Provide/demonstrate existing understanding ü Summarise or challenge views/writing ü Provide a context or rationale ü Clarify arguments ü Offer alternative ideas Descriptive ↔ Critical/reflective Describe yourself Compare yourself with others Summarise a piece of reading Use reading to build an argument Say what you like/dislike Evaluate and rationalise Describe only details/general Balance the detailed and the general Describe theory, Connect theory and practice Accept what you read Question and critique what you read. Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT ü challenges assumptions ü better understand your strengths and weaknesses ü identify and question your underlying values and beliefs ü acknowledge and challenge possible assumptions ü recognise areas of potential bias or discrimination ü identify possible inadequacies or areas for improvement. T: +44(0)121 476 1181 www. newman. ac. uk

Using literature? • Cite: what is the literature? • Compare: arguments, theories, methodologies, approaches, findings. What are the areas of agreement or supporting your incidents/focus? • Contrast: what are the alternative ideas? • Critique: which arguments are persuasive? Which approaches, findings, methodologies seem most reliable, valid or appropriate? • Connect: how does the literature connect with your thinking/incident. Using a quotation? • Clarify a point • Offer further evidence for a point • Acknowledge research in theme • Show a contrast between different points • Refute and critique the point • Offer a counter-point Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

• Look at the following extracts. • Can you identify areas of good and weak academic writing? Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

How will I know if I am being critical? Use of modal verbs Use of critical approaches Suggests whether something is certain, probable or possible (or not) should, could, may, might, would, possibly, likely, Evaluating This is…. less/more significant Defining X defines --- asserts…. . explains…. In this case… Qualifying However Yet Fact or fiction Although…. But …… Evidence……. . How do you/they know Speculating There is a possibility – It could be ---- Contrasting On the one hand – Whilst ----- Supporting Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT In contrast ----- Furthermore… In addition…. . T: +44(0)121 476 1181 www. newman. ac. uk

Introductory and summary verbs (Harris, 2017, p. 61) Says The information introduces the quotation as information. adds, believes, clarifies, comments, describes, discusses, emphasises, examines, explores, identifies, mentions, notes, observes, offers, points out, remarks, reports, reveals, says, states, writes. Argues in favour The verb indicates that the source is providing evidence or reasons for a position. argues, asserts, contends, demonstrates, holds, illustrates, indicates, insists, maintains, proposes, recommends, shows. States controversially Continues The source makes a statement that you are sceptical about (be careful of your tone if you use these). You continue to refer or quote the source. alleges, assumes, claims, purports. Agrees The verb indicates that the source agrees with another source or with the position you are advancing. The source aggress that a conflicting point is valid. accepts, agrees, assents, concurs, parallels, supports. Implies acknowledgements, admits, agrees, allows, concedes, grants, recognises. The verb indicates that the source is providing evidence against attacks, contrastingly, a position. The source presents information either tentatively or indirectly. implies, insinuates, proposes, suggests. Concludes The source draws a conclusion from previous discussion. concludes, decides, determines, finds. Yields Argues against Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT adds, also notes, continues…states further. T: +44(0)121 476 1181 www. newman. ac. uk

• Useful sources to support your academic writing: • http: //www. phrasebank. manchester. ac. uk/summary-and-transition/ • https: //www 2. le. ac. uk/offices/ld/resources/writingresources/critical-writing Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

A word on referencing Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk

Writing a conclusion • Restate purpose of assignment and incident overview • Summarise your arguments and (new) understanding • Briefly reflect on different perspectives • Offer ways forward • Identify limitations • What next? Newman University, Genners Lane, Bartley Green, Birmingham B 32 3 NT T: +44(0)121 476 1181 www. newman. ac. uk