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120917 LED 4001 Workshop 1

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Mike Seignior

on 18 September 2013

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Transcript of 120917 LED 4001 Workshop 1

Welcome to the First Day of LED4001 Introduction to Teaching and Learning in Higher Education
Getting to Know Each Other
You have been given a list of statements try and identify as many people in the group as possible against one of the statements. You have 20 minutes to complete the list......
OK
NOW
Take a look at the story sheets and see if you got it right!
The SEDA Values
An understanding of how people learn
Scholarship, professionalism and ethical practice
Working and developing learning communities
Working effectively with diversity and promoting inclusivity
Continuing reflection on professional practice
Developing people and processes.
SEDA
Staff & Educational
Development
Association
Getting to know you
Think of a word that describes how you are feeling right now that has the same letter as your first name eg:-
'Hopeful Henry'
Ten principles of effective teaching and learning1.Equips learners for life in its broadest sense.2.Engages with valued forms of knowledge.3.Recognises the importance of prior experience and learning.4.Requires the tutor to ‘scaffold’ learning.5.Uses assessment as a means of advancing learning.6.Promotes the active engagement of the learner.7.Fosters both individual and social processes and outcomes.8.Recognises the significance of informal learning.9.Depends on and encourages tutors continuing to learn.10.Demands consistent policy frameworks with support for teaching and learning as their primary focus.Source: James and Pollard (2006)
Teaching
Learning


Goal
Learning
Student
Teacher
Knowledge
Knowing
Alternative metaphors
Individual enrichment
Acquiring facts and skills
Recipient, customer
Deliverer, provider
Possession, commodity
Having, possessing

Community building
Becoming a participant
Apprentice, novice participant
Expert, dialogue partner
Aspect of practice
Belonging, participating
Acquisition
Participation
What Is Teaching?
What is Learning?
Active
Experiments
Concrete
Experience
Reflective
Observation
Abstract
Analysis
Kolb's Cycle
of
Experiential
Learning
Q1 In what ways are these principles relevant to your work?
Q2 Do they need to be reworded for your sector?
Q3 What is missing? What other principles do you want to suggest?
Discuss the Learning Outcomes for the module
in groups of 3
Group 1
WORKSHOPS
Group 2
LEARNING ACTIVITIES
Group 3
REFLECTIVE NARRATIVE
Group 4
LEARNING BLOG
Group 5
TEACHING OBSERVATIONS
Ten principles of effective teaching and learning

1. Equips learners for life in its broadest sense.
2. Engages with valued forms of knowledge.
3. Recognises the importance of prior experience and learning.
4. Requires the tutor to ‘scaffold’ learning.
5. Uses assessment as a means of advancing learning.
6. Promotes the active engagement of the learner.
7. Fosters both individual and social processes and outcomes.
8. Recognises the significance of informal learning.
9. Depends on and encourages tutors continuing to learn.
10.Demands consistent policy frameworks with support for teaching and learning as their primary focus.
Break
Lunch
How many did you get right?
We will explore our own understanding of what is happening in the act of teaching and learning.
There will be an introduction to some major ideas of teaching and learning
We will examine the interconnection or contradictions between these ideas
Get to grips with the Module Handbook and the assesment of the Module
Overview of today's workshop
Getting to know us
Carole Davis
Mike Seignior
As we go round the group
Each person should repeat the names of all the people who have gone before and add their name to the list..........
Brainstorm
Negative
What could we do to ensure that the environment in which students study encourages them to adopt a surface approach to learning?
Exercise
A little bit about the module and the programme
We believe passionately that learning and teaching is a skill, a craft and a subject
The workshop sessions are examples of practice and as such offer a laboratory to explore our responses to being both learners and teachers
We promote the use of active critical reflection as a means to review and develop our practice
What is Learning?
Exercise
Write down your own answer to these three instances of your own learning
Think of something that you know you learnt but can't remember any of the details about it anymore
Why can't you remember it now?
Think of a time when you really learnt something well so that it that changed your ability or to do something or grasp a subject............
What made this happen?
Think of an experience where you weren't very interested but you got on and learnt something anyway so that it became a skill.
What drove you to bother?
Now
In groups of 3 or 4 discuss your responses to the questions

Design a poster that explains what are the ideal conditions and ways in which effective learning takes place

You have 20 mins to discuss and complete your poster
Surface
Deep
Strategic
An Alternative view
Spend 10 minutes considering the 15 statements from lecturers. See which ones strike a chord with you and your concerns
from original empirical research by Marton and Säljö (1976)
"If students are to learn desired outcomes in a reasonably effective manner, then the teacher‟s fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes. ... It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does"
Shuell (1986)
SO
Have a look at the Learning Outcomes of the module on page 6 the handbook
Before the next workshop
A research project
During the next workshop session there will be an interactive roundtable discussion where we will be calling on ‘experts’ to explain and critique or advocate one particular area that they have looked at in detail. Please bring along simple materials or diagrams in either digital or paper forms that will help to explain the key theory. You do not need to prepare a presentation.
Your topics for the next workshop are are............
What do they mean to you?
The Programme Draws it's values from two major bodies
HEA
Higher Education Academy
The UKPSF Values
Respect individual learners and diverse learning communities
Promote participation in higher education and equality of opportunity for learners
Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
Acknowledge the wider context in which higher education operates recognising the implications for professional practice
Characterized by
Looking for meaning.
Making connections between different ideas and knowledge.
Looking to find range of solutions to problems
Relating new ideas to previous knowledge.
Making connections between different modules and course contents.
Having an intrinsic curiosity in the subject.
Engages in pursuit of own learning
Characterized by
Relying on memorising facts.
Focussing on the ‘right answer’ to problem related tasks.
Receiving information as a given without questioning.
Failing to distinguish principles from examples.
Treating other modules and parts of modules as discreet entities.
Not recognising new material as building on previous work.
Seeing course content simply as material to be learnt for the exam.
Characterized by
Being a well organised surface approach
Trying to suss out what the teacher is looking for
Attention paid only to aspects that will be assessed
Motivated primarily on success rather than subject
Maximises effort in the areas that will secure the most marks
Takes time to understand the 'academic' process
Source:
from Sfard (1998)
Cues
Each Group are asked to prepare a short 3 minute presentation explaining one aspect of the handbook using the question prompts that you have been given
Agi Ryder
The UK
Professional Standards Framework
Exercise
NOW
In Groups of 2

Compare your responses to the statements

Agree three burning issues that you would like to address on this module
Write these on the post it note provided
KEY THEMES IN EDUCATION THEORY
Learning by repetition
and practice
Learning by
association
and
progression
Learning
from
others
Learning
for
improvement
Motivation
for learning
Learning
by
doing
added by Entwistle (1981)
You have been given a picture.
Find others who have a similar picture and try to discuss putting the pictures together in the correct order to make a story. There are 5 pictures in each story set.
Bloom’s Taxonomy of Learning Domains
Howard Gardner’s Multiple Intelligences
Belbin's Team Roles
Biggs' Structure of the Observed Learning Outcomes (SOLO) taxonomy
Dr Bruce Tuckman’s, team development model
VAK or VARK Learning Styles
Problem Based Learning (McMasters University)
The Conscious Competence learning model
Honey & Mumford Learning styles inventory
Maslow's Hierarchy Of Needs

Rolfe et al (2001) Framework for reflective practice

What
describe the situation; achievements, consequences, responses, feelings, and problems.
So what


discuss what has been learnt; learning about self, relationships, models, attitudes, cultures, actions, thoughts, understanding, and improvements.
Now what
identify what needs to be done in order to; improve future outcomes, and develop learning
"All new academics with teaching responsibilities should undertake a teaching qualification"
So what is learning?
and
How do we know it's happened?
Amotivation - Extrinsic Motivation - Intrinsic Motivation
Lack of interest/skill
Interest, Enjoyment, Satisfaction
Compliance, Reward, Approval
Deci & Ryan 1985
Explore the handbook in groups of 5
Why use reflective writing in this module?

"reflection can be applied to relatively complicated or unstructured ideas for which there is not an obvious solution. The process is largely based on the further processing of existing knowledge, understanding and possibly emotions that we already possess in order to draw out of it new perceptions and understandings that have been learned" (based on Moon 1999)
Two Models of Reflection
T
Getting Started
with your
Learning Blog
Full transcript