Scaffolding:for deep learning

3. Scaffolding/ Clear Guidelines for Students

MINO: ‘Making Interdisciplinary

Connections’

• Link Aloud Method – “Mino's Link Aloud involves

interviewing a student to understand how the student integrated different disciplines within an assignment” (The Carnegie Foundation, 2010).

GALGUERA: ‘Encouraging Student Teachers to

Document Reflective Practice’

• Snapshot Tool –“Tomás Galguera is among the

first scholars to use the snapshot tool not only to document his own teaching but to enable his students to show their learning” (The Carnegie Foundation, 2010).

3. Scaffolding/ Clear Guidelines for Students

MINO• Concept map of students’

essays – linking highlighted words within the text to audio-links which further explain its meaning in the student’s own voice.

• Link Aloud method - used to record student group seminars with the ability to analyse student language use and indications of further learning within the group.

GALGUERA• Student snapshots –

allowed students to clearly recognise their learning and transfer life and academic skills.

• Student reflection on teaching practice- snapshots allow students to effectively review, reflect and capture their individual teaching practice

3. Scaffolding/ Clear Guidelines for Students

MINO• Link Aloud has enabled

students to – a) Make connections between

their work and theory. b) Have a clearer

understanding of academic writing skills.

c) Ability to reflect on tutor comments and apply this to their own work.

GALGUERA• Snapshot design – clear

templates with structured questions, split into 3 categories. Allowing students to –

1. Review current teaching resources.

2. Record an individuals teaching practice.

3. Reflect on student teaching and learning experiences.

3. Scaffolding/ Clear Guidelines for Students

MINO

d) Record personal progression.

e) Define writing strengths and weaknesses.

f) Have the ability to improve their use of technology.

GALGUERA

• Peer review – each student snapshot reviewed through a collaborative wiki tool, ability to share and scaffold good practice for future learning.

• Students were able to develop, understand and transfer valuable teaching and personal skills.

6. Sharing Good Practice with Peers

Mino:‘Making Interdisciplinary

Connections’

Mino’s work has been developed for:

• American Psychological Association standard research report template.

GALGUERA: ‘Encouraging Student

Teachers to Document Reflective Practice’

Galguera has successfully:

• Completed a pilot of the KEEP Toolkit (2004); documented and shared good teaching practice.

6. Sharing Good Practice with PeersMINO

• Mino has presented at the International Society for the Scholarship of Teaching and Learning conference and published his findings in Change Magazine and NFDC Exchange Newsletter.

• Mino’s work has been critically examined by an academic audience proving successful as a key example of good teaching practice.

Galguera• Results from the KEEP

Toolkit pilot (2004) shared with Mills Faculty at a Technology Fair (June 2004).

• Creation of the Mills Initiative – a dedicated Center for Teaching Excellence.

References• Gallery of Teaching & Learning ‘Making Interdisciplinary

Connections’ (online), The Carnegie Foundation. Available from: http://cms.carnegiefoundation.org/gallery_of_tl/making_interdisciplinary_connections.html (accessed 17 November 2010).

• Gallery of Teaching & Learning ‘Encouraging Student Teachers to Document Reflective Practice’ (online), The Carnegie Foundation. Available from: http://cms.carnegiefoundation.org/gallery_of_tl/encouraging_student_teachers_to_document_reflective_practice.html (accessed 22 November 2010).