Dr. Nadine Wills: CILASS Academic Fellow Scheme Application (adjusted presentation on learning and teaching philosophy)

I gave the following presentation on my teaching philosophy for a Film Studies Professor position in Canada at the same time that I was interviewed here. For a number of reasons, I decided to accept this position instead but this gives you an excellent overview of my approach to learning and teaching.Original Interview Presentation Monday, June 25, 2007

Characteristics of effective teaching (Part 1)

• Reflect upon her own practice.• Develop herself.• Awareness of the diversity of the

student population. • Understanding of equitable practice.• Providing examples of learning for

students.

Characteristics of effective teaching (Part 2)

• Effective teaching sessions– Clarity of explanations.– Effective use of oral questioning.– Stimulation/encouragement of student

interest (that leads to independent inquiry).– Encourages of student

involvement/participation.

• Evaluation of student learning.• Variety of assessment methods.

Original Source: UK Universities’ Staff Development Unit (1994), adapted

Students as Professionals

Students are expected to:• Behave in an appropriate manner

(Casual and fun atmosphere based on mutual respect, purpose and support)

• Take responsibility for themselves and their own learning (meeting deadlines etc.)

• Progressively move into the mode of PROFESSIONAL (scholar, researcher, employer/employee)

9 Mantras for teaching1. Students need to see the whole picture2. Students are selectively attentive3. Students are driven by assessment4. Students often only memorize if they do not do

not make knowledge their own5. Students’ attention is limited6. Students can be easily overburdened7. Students learn well by doing8. Students learn well when they take

responsibility for their learning9. Students have feelings Original Source: Gibbs and Habeshaw (1989: 15-38) (adapted)

Getting the balance right

• Rigid and transparent framework– Deadlines important (no missed tests etc.)– Forms– Continuous assessment/pressure/support

• Contrasted with casual tone/humour in class • Creativity/freedom encouraged in

assessment • Constant negotiation of the learning process• Moving away from strict “lecture” mode

CIVEST

CIVEST

C = ClarityI = InterdisciplinarityV = VARK (Visual, Audio,

Reading/Writing, Kinaesthetic Learners)

E = Empower and EvolveS = Soft SkillsT = Technology

Clarity

• Learning outcomes (continuously come back to these)

• Especially make connections what “real life” application is

• Boundaries and goal-setting• Repetition (in assessment and

terms)• Clear what they can expect from me

and vice versa

Interdisciplinarity

• Between subjects• Patterns• Someone who makes connections• Creativity• Problem-solver (focus on solutions

rather than obstacles)

VARK

• Students learn in different ways– Visual– Audio– Reading/Writing– Kinaesthetic

Ex. 180° Rule• Body language and gestures, eye contact

important• Translate theory into equationsEx. Mulvey and “to-be-looked-at-ness”Man=eyes=camera=desire, Woman=body=art=object of desire

Empower and Evolve

• Student ownership/responsibility– Choosing essay/subject (distribution of

assessment)– Develop forms– Time needed to complete take (3 ½ minutes?)

• Development from amateur to professional

• Reflecting on development and practice• Sharing “Best Practice”

Skills

• Skills vs. Knowledge• Soft skills• Knowledge and theory quickly outdated• Need to know how to use resources,

research • Lateral rather than just linear connections• Students as human beings• Teacher as life coach

Technology

• Technology is often used as a barrier to learning

• Use of technology routinized• How to incorporate it into the

classroom/learning in a spontaneous and innovative way?– Youtube– Blog

Main Strategy for making Film Studies relevant at the School of Community and

Liberal Studies

1.CLARIFY.2.EXAMPLE. 3.WHY?4.APPLY.

Achieving Learning Outcomes

• Problem-based learning• Development of student judgement• Self assessment and peer feedback alongside

course evaluation• Varied assignments• Group work (learning from each other)• Negotiated goals• Engaging learning tasks• Cooperative learning• Success measured on a series of different levels

Source: Gibbs (1992: 44)

Providing Examples of Learning/Feedback

I give this to students before they do their first one-on-one peer assessment (we also “playact” it out once with me in front of the entire class to model “skilled” and “unskilled” ways of doing this)

1. Gage how much criticism the person can handle. 2. Start off with what you liked best about the

piece.3. Be considerate with your criticism (constructive

and brief)4. Be specific with your criticism and praise

Problems with Assessment

• Overload of students and staff• Fuzzy or non-existent criteria• Undue precision and specificity in

marking schemes• Students do not know what is expected

of them beforehand (give precise examples of what they must do to get precise marks)

• Inadequate or superficial feedback provided (when it is given, usually after marks which is too late)

Assessment

Finding alternatives to presentations and exams to test knowledge:

• Storyboard• Question Week• Thesis Statement• Essay Organization• Partner Feedback form (student creation)• Participation Form (and evaluation of my

feedback of their work)

Teaching Demonstration

“El Tango de Roxanne” from Moulin Rouge (Baz Luhrmann,

2001): Rape as Dance/Editing as Audience