Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Teaching and Learning in Higher Education

No description
by

Kayleen Wood

on 8 July 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Teaching and Learning in Higher Education

10 Principles of Good Teaching
(Kember & McNaught, 2007)
Multiple means of representation
Multiple means of engagement
Multiple means of expression

Teaching Perspective Inventory
Teaching = Beliefs + Actions + Intentions
Dimensions:
Transmission
Apprenticeship
Developmental
Nurturing
Social Reform
http://teachingperspectives.com/
Self Assessment
Peer Assessment
Teacher Assessment
Teaching and Learning in
Higher Education

Teaching extends beyond the classroom.
Teaching is grounded in communication.
Teaching is a social enterprise.
Teaching and learning are intertwined.
Kayleen Wood
B Bus (Econ), MBA HRM, GCertHigherEd

'Learning is always the learning of something.'
(Ramsden, 2003)
Learning is cumulative; students build organisational frameworks on which to construct new understandings.
Learning can be influenced by specific and timely feedback.
Learning occurs through doing.
Learning is a social enterprise.
Learning Definitions
How do we learn to learn?
What type of learner are you?
What type of teacher are you?
What types of learners are your students?
Questions
Constructivism
Alignment
Learning Objectives
Assessment
Constructive Alignment
(Biggs, 1999)
Learning Objectives
Assessment and Feedback
(Boud et al, 2010)
Formative and Summative

Authentic Assessment

Assessment of Learning
Assessment for Learning
Assessment as Learning


Assessment Terminology
Levels of Assessment
Peer Observation of Teaching
(Wood & Drew, 2013)
A New Culture of Learning
(Thomas & Brown, 2011)
The Sabre Tooth Curriculum
(Peddiwell, 1939)
Additional Reading
Discussion
Surface
Deep
Achieving

Motivation
Strategy
Study Process Questionnaire
(Biggs, 1987)
Teaching Definitions
Design your teaching to meet your students'
future needs
.
Teach
deep understanding
of fundamental concepts, even at the expense of covering expansive content.
Ensure learning is
relevant and applied
through real life, current examples.
Challenge
your students' current beliefs, and identify and correct misconceptions of fundamental concepts.
Actively engage
your students throughout the learning experience, through questions and discussion.
Establish empathetic
relationships
with your students as individuals.
Motivate
your students to achieve high expectations.
Seek feedback
through the teaching process, and amend, revise and reinforce in response.
Thoroughly
plan
each session, but be
flexible
in light of feedback obtained in the class.
Design
assessment
that
authentically
measures student achievement of learning objectives.
Universal Design for Learning
(Rose & Meyer, 2002)

Bloom's Pyramid of Thinking Skills
Higher Order Thinking Skills (HOTS)
Lower Order Thinking Skills (LOTS
Bloom's Taxonomy (1956)
Bloom's Revised Taxonomy (2001) included 'Create'
Most effective when ...
engages students in
productive learning
feedback
is used to improve learning
students and teachers are
responsible partners
in learning and assessment
students are
inducted into the practices
and cultures of higher education
assessment for learning is placed at the centre
of the subject and program design
assessment for learning is a focus
for staff and institutional development
provides
inclusive and trustworthy
representation of achievement
Critical Friend
Reflective Practice
Professional Development
BETTER Evaluation of Teaching
(Smith, 2011)
Student Evaluations
Student Outcomes
Self Reflection
Peer Observation
Learning = Knowledge + Skills + Abilities
Retention
Active Learning with Multiple Means of Representation using Text, Videos, Forums
Relevance
Interactivity with Multiple Means of Engagement using Questions and Authentic Formative Assessment
Application
Immediate and Specific Feedback using Multiple Means of Expression and Rubrics, Choice, Exemplar, Examples
Full transcript