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Theory of learning

Phil Race?

Who's he, then?

In his own words:

He promotes a theory of learning which he likens to ‘ripples on a pond’ – “how students REALLY learn”....

(Let's find out...)

“I lead highly interactive workshops (and keynotes) on assessment, learning and teaching in higher and further education. I publish widely on such things, .... My passion is about ‘making learning happen’, in an approachable way, without recourse to jargon, acronyms or elitism."

PHIL RACE:

How do HIS

teachings apply to MY teaching?

OK..so you teach the teachers.

I guess you have a theory?

by Nicola West

•"Strive to enhance our students’ WANT to learn..."

- By SIGNING UP to the course students demonstrate that they already have a WANT or NEED to learn.

- A discussion at the start of the course can be used to get students involved, and help me to focus the course in the direction of their interest

- Sharing my own enthusiasm for the subject can help them to see the fun side of it, and hopefully increase their enthusiasm!

"Help students develop ownership of the NEED to learn..."

- I set clear AIMS each week

- I try to show students the USE of what they're learning - "if you understand how THIS works, you can make it do THAT"

- I try to REASSURE them that learning a little at a time will give them the tools to build their knowledge further.

"Keep our students learning

by DOING, practice, trial-and-error, repetition..."

- The ONLY way to learn how to use graphics software is by...USING it! During the sessions students practice key aspects of the software by following written tutorials with tutor support

- I reassure them it’s OK TO MAKE MISTAKES as playing about with Photoshop is the best way to learn

- I encourage to learn the basic DISCIPLINE of how the tools work, as building on that understanding and getting into the habits of what they need to check, will help them master the software

Further information

"Ensure students get quick and useful FEEDBACK – from us and from each other..."

If you want to know MORE, you can take a look at his website: http://phil-race.co.uk/welcome/.

It gives a list of his publications, has some interesting content and has handy downloads, too.

- I try to give POSITIVE feedback to all students as I go around the room during the session

- I DON'T give negative feedback but WILL remind students of the need to pay attention to the small things

- If they're working on individual projects, I encourage them to look at EACH OTHER'S work at the end of a session

•Help students to MAKE SENSE of what they learn..."

- I use myself as an EXAMPLE, let them know my background in learning Photoshop

- I will REMIND them that I too am still learning – Photoshop is a huge, ever-evolving program

- I ENCOURAGE them to help each other during sessions

•"Help students to further DEEPEN their learning by…"

- Helping students recognise their ACHIEVEMENTS each week. There is no qualification attached to the course, so no FORMAL ASSESSMENT

- Ask students to give QUICK feedback at the end of a session, about what they have achieved:

What went well? What would you improve?

- A longer course would allow time for more individual projects so students would be able ASSESS each other’s work

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