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Teaching to Learning
Transcript of Teaching to Learning
in Academic Practice in Higher Education
Enhancing Academic Practice
achievement of high grades
second-guessing lecturer's expectations
A heavy workload
Relatively high contact hours
An excessive amount of material
A lack of opportunity to pursue subjects in depth
A lack of choice over subjects and method of study
An anxiety-provoking assessment system
Engendering intrinsic motivation in the students
Students wanting and needing to know
Interaction with others
A well structured knowledge base – i.e. where content is integrated and related.
“Research shows that it is not simply general abilities, such as memory or intelligence, nor the use of general strategies that differentiate experts from novices. Instead, experts have acquired extensive knowledge that affects what they notice and how they organize, represent, and interpret information in their environment. This, in turn, affects their abilities to remember, reason, and solve problems.”
How do students learn?
How do we teach?
Enhancing Academic Practice
Seminar 2: 10 November 2015
'The lecture is the standard method for teaching large classes. Its strengths lie in communicating a) information and b) the teacher's personal interpretations, but it makes demands on concentration that drastically undermine its value if not handled properly' (Biggs 1999)
The formal lecture is a refuge for the faint hearted, both lecturer and students. It keeps channels of communication closed, freezes hierarchy between lecturer and students and removes any responsibility on the student to respond. (Barnett 2000)
Think Pair Share
Scenario (Snowball Discussion)
Marti, Pete, Fran and Deshi are put into a group for their lab work in Physics. They are first year students and they have been given instructions for an experiment that they should conduct in two, two-hour sessions in a 'How to study Physics' module. They have been told that their ability to work effectively in the lab together is to be evaluated by a number of trained demonstrators who will circulate in the lab, as well as on the basis of their group report of the experiment.
Deshi, from China, does not speak good English and he has not done much practical lab work before. He was expecting just to learn from lectures. The group start to talk straight away about how they will go about the experiment. Pete is very keen and wants to get straight down to the experiment. Deshi is being left behind.
You are one of the demonstrators and you notice Deshi's difficulties. What do you do?
If all the students who are sleeping in lectures lie down side by side . . . .
. . . they'd all be a lot more comfortable.
Pratt's Conceptions of Teaching Adults: