Introduce
deliver basic knowledge
and overview of
subject
leaning objectives:
state, recall, list, 
recognise, select

Clarify
developing understanding
of subject - problematising, exploring. Clarification through complication

students can respond
to material, may have 
an opinion
learning objectives
identify, explain, describe,
exemplify,illustrate
Apply
learning objectives:
use, apply, construct, 
solve
Dialogue
Questions
Information
Reflect
Prototype
learning objectives:
analysis, comparison, 
differentiation, evaluation
review drafts/prototypes
present findings so far

students are 
developing opinions,
judgement, discussion 
skills on subject
learning objectives:
complete, argue, 
organise, explain
students gain greater
persective on subject
can synthesise  
edit, correct,
improve towards
resolution
Resolve
Evaluate
students see what they
have learnt and what areas
still need development -
empowerment
Feedback
Complete
learning objectives:
judge and evaluate
enthuse students
what is intersting
about this topic
-listen and apprieciate
feedback to students,
review progress
evaluate performance
students should feel
empowered in this subject and ready to progress
Assessment: consider alternatives
multi-mode, patchwork texts, play to
the strenghts of each student.
students are ready to begin next course
Student Centred Assessment strategies
Strategies to Empower Learners
Self Directed Learning strategies
Students learn best when they are studying
what intersts them. Negotiate
topics for assessment so they are enthused

Discursive Learning strategies
Dialogue between students,
discussion of tasks, views, progress
etc is essential for effective learning
Discussion
Negotiation
Review
InCurriculum
Learning Cycle
Always-on Learning strategies
provide learning materials
on VLEs & web2 interactive sites
including podcasts of 
lectures/workshops, discussion forums
ect so students can engage with materials
at any convenient time.

re-visit feedback from
previous assessment 
so students remember what
they need to do to improve

Feedback strategies


Aims/purpose of the InCurriculum Diagnostic Model for Inclusive Learning and Teaching


To express InCurriculum institutional co-ordinators voice

To improve levels of inclusivity in the HE learning environoment through:
   1. Providing an accessible, inclusive resouce for individual teaching
      practitioners
   2. Providing a staff development and/or diagnostic model

To provide a model to inform inclusive curriculum design

To help increase retention of students through improved attendence, attainment and progression rates
 
To improve cost effectivness?
The InCurriculum Diagnostic Model
For Inclusive Learning and Teaching

Conceptual model
Opperational strategies
Practical application
Action Research
Form - 
3 levels of information
dialogue - develops round the cycle. 
Differt types of dialogue has different 
features - eg turtorial vs online/mp3
Motivational strategies
enthusiasm - transmission to students

motivation - intrinsic/extrinsic
Theoretical Underpinning 
Aiming for deep rather than surface learning

Aims to create active learners

Informed by Blooms Taxonomy of learning

Informed by Kolb's cycle of experiencial learning

Employs learning style theories
student explore subject
set task - reserach, discussion
group work
students negotiate
what interests them
about subject. What direction
do they want to take
students need enthusiasm and motivation
to learn effectively
developing the student voice
How to: use learning styles in your teaching
Tips on: podcasts
Tips on: discussion forums
How to: capture the student voice
Tips on: feedback
ideas for: alternative assessments
Ideas for: encouraging students to use
online forums and VLEs
go to vimoe and show "talking heads"
Responses to: aural feedback
How to: Engaging prior learning
Ideas for:Translating official university communication
Ideas for: Problem based learning
Ideas for: Negiciated Learning 
Think Tank Meetings as feedback loops
Tips on: First time MP3 feedback 
Debate & Discussion Activity