Planning & running sessions

PLANNING & RUNNING SESSIONS

OUTCOME

Design and deliver a session that uses a variety of teaching techniques

OUTLINE

Using resources / being creative

Getting Engagement

Group work

Questions

WHAT MAKES A GOOD LECTURER?

“Enthusiasm, approachable, understand the learning perspective of students, give their time after lectures, open-minded, motivated, engage in a process of sharing, passion.” Rieutort-Louis (2009) What Makes a Good Lecturer? Academy Exchange Issue 8

REMEMBER: GOOD PRACTICE

• encourage student-tutor contact• encourage student-student co-operation• encourage active learning• give prompt feedback• emphasise time on task• have and communicate high

expectations• respect diverse talents and ways of

learning(Chickering & Gamson, 1987)

USING RESOURCES: SOME EXAMPLES

Chemical engineering lecture using a home-made model to demonstrate key principles

http://www.nottingham.ac.uk/pesl/resources/largegroup/demonstr677/

Being creative in lectures (from a PgCert participant)http://www.youtube.com/watch?v=H51CMP9rScs

Example from Biology

http://www.nottingham.ac.uk/pesl/resources/largegroup/demonstr559/

BEING CREATIVE

In pairs, think about how you could use an item that you have on you or is in the room for your teaching.

Which concept could they help illustrate?

Prepare to teach the concept using the resource (max 1 minute)

What other simple resources do you have at home that you could use in your teaching?

GETTING ENGAGEMENT

GETTING ENGAGEMENT: ACTIVITY

Quizzes

Short writing activity

Short reading activity (e.g. read an article)

Debate / student presentations (prepared in advance for a particular session)

Write own exam question based on material presented earlier in lecture. (1 minute paper)

Pair discussion, Buzz groups, Snowballing, syndicate groups.

LEARNING IN GROUPS

Theories on how to foster collaboration suggest that secrets to success include:

1. Encouraging your students to explore how they work in a group

2. Helping your students to improve how they work in a group by knowing their strengths and weaknesses

3. Being clear about your main aim for group work

4. Being clear about the procedures for group work

LEARNING IN GROUPS: WHY?

Students are required to be proactive

Prepares students for collaborative working in their future professions

Group teaching in which students collaborate to solve problems can be more efficient than lecture formats, e.g. Problem Based Learning

ADVANTAGES & CHALLENGES

In groups, discuss and produce a ‘poster’ on the advantages and challenges of group work.

LEARNING IN GROUPS: ADVANTAGES

LEARNING IN GROUPS: CHALLENGES

See Jaques, D. (2003) ‘Teaching in small groups.’ BMJ 326 (1): 492-4

SUMMARY: PLANNING & STRUCTURING A SESSION

Think: What learning are you trying to stimulate?

What added value is there in your presence?

Do: Break the session up with into sections, provide opportunity for student –lecturer & student

– student interaction, be explicit.

Remember: what are you doing? What are students doing?

SUMMARY: SIX POWERFUL FORCES IN EDUCATION

Activity

Expectations

Cooperation

Interaction

Diversity

Responsibility

Chickering and Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin vol.39 no.7 pp.3-7

PRACTICAL CONCERNS

In groups, discuss any examples of situations you have faced in teaching or any concerns you have.

What advice can you give each other?