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Work and outcomes Amount of work Outcomes
Citation preview
The York Pedagogy: What, how and why
John Robinson, 20 November 2015
Work and Outcomes
Work and outcomes
Amount of work
Outcomes
The Basic Relationship
Amount of work
Outcomes
In practice
Amount of work
Outcomes
But, for simplicity:
Amount of work
Outcomes
Working more productively
Amount of work
Outcomes
Ways to work more productively
Ways to work more productively
Learning Technology Processes Documents
The York Pedagogy
The York Pedagogy
Thinking about outcomes and work together
The York Pedagogy
Thinking about outcomes and work together
Better co-design of outcomes and work
The York Pedagogy
Amount of work
Outcomes
The York Pedagogy
Amount of work
Outcomes
A learning outcome
The York Pedagogy
Amount of work
Outcomes
A learning outcome
The route to it
The York Pedagogy
Amount of work
Outcomes
The York Pedagogy
Amount of work
Outcomes
The York Pedagogy
Better co-design of work and outcomes
The York Pedagogy
Better co-design of work and outcomes
More ambitious in final outcomes
The York Pedagogy
Better co-design of work and outcomes
More ambitious in final outcomes Powerful PLOs
The York Pedagogy
Better co-design of work and outcomes
More ambitious in final outcomes
Enable students to work smarter (increase the slope)
The York Pedagogy
Better co-design of work and outcomes
More ambitious in final outcomes
Enable students to work smarter (increase the slope)
Well-designed work
The York Pedagogy
Better co-design of work and outcomes
More ambitious in final outcomes
Enable students to work smarter (increase the slope)
Well-designed work
Served by contact time
The York Pedagogy
Better co-design of work and outcomes
More ambitious in final outcomes
Enable students to work smarter (increase the slope)
Intermediate outcomes are important too
The York Pedagogy
Better co-design of work and outcomes
More ambitious in final outcomes
Enable students to work smarter (increase the slope)
Intermediate outcomes are important too
Summative assessmentdesign
The York Pedagogy
Amount of work
OutcomesAn ambitious outcome
The York Pedagogy
Amount of work
OutcomesAn ambitious outcome
The York Pedagogy
Take away the axes
An ambitious outcome
An ambitious outcome
And another
The Learning Ladder
Able to extend the boundary ofknowledge in the discipline
Able to extend the boundary ofknowledge in the discipline
By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)
Able to extend the boundary ofknowledge in the discipline
By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research Methods Module).
By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)
Able to extend the boundary ofknowledge in the discipline
By conducting research under one-to-onesupervision, analysing and writing up resultsin the form of a dissertation, develop theorganisational and expressive skills to applythe analysis and synthesis skills developedearlier to new problems (in ISM).
By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research Methods Module).
By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)
Purple Blue Mustard Red Green Extend the boundary of knowledge
ISM By conducting research under one-to-onesupervision, analysing and writing up resultsin the form of a diss-ertation, develop theorganisational and expressive skills to apply the analysis and synthesis skills dev-eloped earlier to new problems (in ISM).
Option in W
Res methods By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research MethodsModule).
Core V
Option in Z
Core IV
Core III
Option in Y
Core II By reading canonical texts in the discipline and writing two critical essays, developunderstanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipl-ine (in Core II)
Option in X
Core I
What? (And why?)
A question about the outcomes
What? (And why?)
A question about the outcomes
Many universities claim: critical thinking, communication, teamwork, …
What? (And why?)
A question about the outcomes
Many universities claim: critical thinking, communication, teamwork, …
More specific
What? (And why?)
A question about the outcomes
Many universities claim: critical thinking, communication, teamwork, …
More specific More ambitious
What? (And why?)
A question about the outcomes
Many universities claim: critical thinking, communication, teamwork, …
More specific More ambitious More credible
What? (And why?)
How? (And why?)
A question about the work
How? (And why?)
A question about the work Why am I doing what I’m
doing now?
How? (And why?)
A question about the work Why am I doing what I’m
doing now? Not tradition
How? (And why?)
A question about the work Why am I doing what I’m
doing now? Not tradition Not fad
How? (And why?)
A question about the work Why am I doing what I’m doing
now? Not tradition Not fad But because your work has
been designed as a whole, to take you up the learning ladder
How? (And why?)
A question about the work Why am I doing what I’m doing
now? Not tradition Not fad But because your work has
been designed as a whole, to take you up the learning ladder
(And we’re continuing to innovate to make the design better)
How? (And why?)
The York Pedagogy: What, how and why? y?
Reconsidering assessment in the light of PLOs
Michael BateDepartment of Mathematics
Some Themes• Consistency: Formative coursework comes in a
regular pattern and builds to a summative task• Quality: Feedback comes quickly after hand in,
comes from the marker, in a small group session• Coherence: Every assessment has a point, and
helps students navigate through the programme
Thinking at programme level helps
Some Ideas• Regular patterns of work with obvious
engagement of staff help students to engage• Small groups work, but take more time; make
sure they really deliver value• “Formal formative” work: we’re trying some
pass/fail components in Stage 1
You must ensure that everyone “buys in”
The York Pedagogy: What, how and why? y?
Mapping expected progression for programme
coherence
Claire HughesDepartment of Environment
Mapping expected progression for programme coherence
Claire HughesLecturer, Environment Department
InterleavingRetrieval
CoherenceBalance
Progression
EFEF
CTIV
E LE
ARNI
NG
‘We will explain how the outcomes are achieved progressively over the course of the programme through student work, assessment and feedback’
‘Assessment and feedback will be coordinated at programme level, to ensure that the nature, pattern and volume of feedback …….supports progressive development ….’
1. Progression mapping
2. Programme-level coordination of assessment
1. Progression mapping• Mapping discipline specific skills and knowledge
Year 1 Year 2 Year 3
1 = explicitly taught2 = opportunity for practice3 = assumed
Incoming first year:• A-level skills
and knowledge
Successful graduate:• Programme specs• QAA• Employability
skills
1.1.
1.1.
2. 1.
1.
2.2.
2.
2.
2.
2.
2.3.
3.3.
3.3.3.
3.
An example of a skills map for Research Skills in the Environment Department:
1 = explicitly taught2 = opportunity for practice3 = assumed
2. Programme-level coordination of assessment• Skills-based, progression-mapping marking criteria
YEAR
1YE
AR 2
YEAR
3
1ST 2 (i) 2 (ii)
Year 1
Year 2
Year 3
Level of attainment
The York Pedagogy: What, how and why? y?
Questions?