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Considered factors that can impact on the design and delivery of taught sessions
Explored techniques to facilitate small group activities and manage student discussion and feedback
Considered how theoretical models and concepts can be used to underpin effective teaching
Discussed important factors for delivering successful large group sessions
Discussed the importance of planning for taught sessions
Planned and delivered a short micro teaching session Observed colleagues and shared feedback
Learning outcomes
An introduction to some theories of learning Techniques for small and large group
teaching Dealing with problems Techniques for planning teaching
Afternoon: micro-teaching
Structure of the day
Introduce yourself to the people around you Explain what teaching you are involved in (or will be involved in). Do you teach small groups/large groups? Both? What would you like to explore today? Jot down your ideas on a post-it
Introductions
Think of something you are good at. How did you become good at it? How do you know you are good at it? Think of something you are not good at? What happened when you tried to learn it? Think of something you didn’t like but you
carried on with it anyway What made you carry on?
How do we learn?
FIVE FACTORS UNDERPINNING SUCCESSFUL LEARNING Learning by DOING Learning from FEEDBACK WANTING to learn NEEDING to learn MAKING SENSE – “getting one’s head
around it” – digesting
Phil Race, Making Learning Happen, Sage 2010
What does learning involve in your discipline?
Mastering abstract principles Understanding proofs Remembering factual information Acquiring methods, techniques and
approaches Recognition Reasoning Debating ideas Developing behaviour appropriate to
specific situationsFry et al (2004)
Students say …
Students in all subject areas express dissatisfaction with, and learn less from, teaching strategies which are perceived:◦ to be impersonal;◦ to focus on the transfer of information;◦ to paralyse responsible attitudes to studying;◦ to encourage low level intellectual endeavour.
DEEP & SURFACE APPROACHES TO LEARNING
Saljo (1979) asked adult students what they understood by learning:
1. Learning as a quantitative increase in knowledge2. Learning as memorising3. Learning as acquiring facts, skills and methods
that can be retained and used as necessary4. Learning as making sense or abstracting
meaning5. Learning as interpreting and understanding
reality in a different way
Conceptions 1 - 3 imply a less complex view of learning
Conceptions 4 -5 look to the internal, or personal aspect of learning
Deep and Surface Approaches Deep learning involves the critical analysis of
new ideas, linking them to already known concepts and principles, and leads to understanding and long-term retention of concepts so that they can be used for problem solving in unfamiliar contexts. Deep learning promotes understanding and application for life.
In contrast, surface learning is the tacit acceptance of information and memorization as isolated and unlinked facts. It leads to superficial retention of material for examinations and does not promote understanding or long-term retention of knowledge and information.
Further research – Biggs (1987) and Ramsden (1988) - has developed these conceptions, particularly by using the student voice in different disciplines exhibiting deep and surface approaches.
Biggs (1987) identified a third approach – strategic. Emphasis on organising learning specifically to obtain a high examination grade.
Important!
Critical to our understanding of this principle is that we should not identify the student with a fixed approach to learning, but it is the design of the learning opportunity that encourages students to adopt a particular approach.
Major influence on the students' approach to learning is the assessment method.
People construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences
Constructivism
A sense of belonging-discussing issues, addressing questions, arriving at solutions
Developing confidence Development of group work skills
Students speak of
To help students to understand To help students to develop their capacity
for critical thinking To help students to develop key skills:
communication, working in groups, time management, problem solving
To help students to take greater responsibility for their own learning
To encourage deep learning
The aims of small group teaching
Arousing interest Establishing prior learning Checking progress Encouraging participation Encouraging deeper learning Assessing achievement Reviewing and summarising
???????????????????????????????????
Short and simple In a logical sequence Singular
Always Repeat the question to the group Value the question
Don’t be threatened bluff
Questions should be
Planning lectures Remember: Structure Explanation Pace/timing
Examples and links What are the students
doing?
Pitfalls:
Being boring Running out of time-
too much information
Slides with too much detail
Is taking notes enough?
You will be given a list of issues which can arise in group work. In groups of three consider ways in which you could handle these situations
Group task: dealing with potential problems in groups
Delivered in a way that is informative, interesting and engaging
Content is well organised and easy to follow Students feel involved Students leave wondering where the time has
gone Students leave knowing they have learned
something
(adapted from Morton.A Lecturing to Large Groups in Fry H Ketteridge S &Marshall S 2009 A Handbook for Teaching and Learning IN HE)
Interrogating your practice: the outstanding lecture
http://link.brightcove.com/services/player/bcpid750119352001?bckey=AQ~~,AAAAPmbRRLk~,C5G7jhYNtiexS5VyD_Z2uLViSuANsVS0&bctid=3529913635001
5 tips for lectures from Phil Race
1. Smile2. Pauses3. Give them things to do4. Get them working out what is important5. Get them to think about assessment-what
might come up.
Begin each lecture with something interesting that they won’t want to miss-eg a hint about assessment/quiz
Start on time! Don’t ignore bad behaviour/chat Think about clarity of explanation Links with existing experience/knowledge Can you tell a story? Resources: slides-do they help? handouts-will they be
complete/incomplete?
More hints and tips
https://www.youtube.com/watch?v=MjcO2ExtHso
Death by Powerpoint?
a) Knows subject material thoroughlyb) Adopts a scholarly approach to the
practice of teachingc) Is reflective and regularly reviews own
practiced) Is well organised and plans curriculum
effectivelye) Is passionate about teaching
Characteristics of excellent
university teachers (Sally Brown)
Voice Pace Eye contact/staring Lists of 3 Repetition of words Change and variety
Remember a lecture is about the spoken word not the written word
Hints and tips 2
Exley K and Dennick R (2004) Small group teaching: Tutorials, Seminars and Beyond London
Griffiths S (2003) Teaching and Learning in Small Groups (in Fry, Ketteridge and Marshall, 2009, A Handbook for Teaching and Learning in HE 3rd edition London, Routledge)
Jaques D (2000) Learning in Groups: A Handbook for Improving Group Work, 3rd edition, London, Kogan Page
Race P (2005) The Lecturer’s Toolkit, London, Routledge