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UJ Teaching Students "Learning to Be"? 1
UJ Teaching Students
to
“Learn to be…”?
UJ Teaching Students "Learning to Be"? 2
Your role during this presentation?
• Think & evaluate your experience
UJ Teaching Students "Learning to Be"? 3
Can you ride a bicycle?
How did you learn?
Did you study a rule book with tips?
Did someone teach you?
Were you taught the facts and the rules, or what?
UJ Teaching Students "Learning to Be"? 4
Will this book help?Will this book help?
• Join the thousands of parents and kids (really!) riding together because of Riding Made Easy, the #1 best selling e-book for learning to ride a bike.
UJ Teaching Students "Learning to Be"? 5
UJ Teaching Students "Learning to Be"? 6
UJ’s Teaching & Learning Policy
• Excellence
• Transformation
• Flexible, focussed teaching and learning
• Academic development
• Quality assurance
UJ Teaching Students "Learning to Be"? 7
UJ Core Goals
• commitment to excellence in teaching and learning • guide and support students to acquire:
– a sound knowledge base – dispositions, competencies, skills, attitudes,
and values that will enable… • participation in society as
high-level human ‘resources’ • lifelong learning• to become good citizens
• constant revision»thus, a comprehensive transformation
UJ Teaching Students "Learning to Be"? 8
‘Excellent’ means…
• extremely good• outstanding• exceptionally good at an activity or subject
UJ Teaching Students "Learning to Be"? 9
• A search for excellence is embedded in… – a “departmental culture”– a lecturer’s heart and mind– a tutor’s commitment & enthusiasm– a faculty embodying shared experiences & ideas
in implementation strategies – a university’s dream to change the world
• ….and its commitment to find the resources to do so
UJ Teaching Students "Learning to Be"? 10
How does UJ understand learning?
1. Learning about:• learn facts, concepts and procedures• NB part of university learning• transmission-of-knowledge / delivery view • assumes that knowledge comprises
discrete, pre-formed units– students ingest in smaller or greater amounts – until graduation or indigestion takes over
• on its own not sufficient
UJ Teaching Students "Learning to Be"? 11
How do we understand learning
Learning about• “To become a physicist you need
to take in a lot of formulas and absorb a lot of experimental data” – true?– people do not become soccer players
by learning the rules of soccer– the same for physicists and everyone else
• an information-oriented view of teaching and learning: part of the story only
UJ Teaching Students "Learning to Be"? 12
Learning to be
• learn practices of the knowledge domain – includes its principles, dispositions,
attributes, competencies, activities, skills, procedures and values
• utilise theories to identify and solve problems / interpret and address everyday issues.
• learn practices of inquiry
• think like, do as, and become a philosopher – learning to be one.
UJ Teaching Students "Learning to Be"? 13
Learning to be
• The challenge: – to identify the ways of seeing – to develop challenging learning tasks..
• solicit response from students• engage students optimally • demonstrate the ongoing workings
of a ‘scholarly’ mind • to nurture problem-solving capacity• to foster “deep learning” – never-ending
UJ Teaching Students "Learning to Be"? 14
Plan the curriculum as a whole
• Work out..– what are philosophers? – how do they think, or do? – what must you “put in place”
to enable a student to think like that?
UJ Teaching Students "Learning to Be"? 15
Assessment: Determines learning?
• requirements of assessment tasks = "true curriculum"
• most important influence on student learning…– their perception of assessment – focus learning to comply with that
• NB! congruence between teaching approach, learning goals (outcomes) and assessment tasks – utilise a variety of assessment methods – spell out criteria for assessment– give feedback as detailed as possible
UJ Teaching Students "Learning to Be"? 16
Learning
• challenged to– make connections between facts, ideas and skills – to identify and solve problems – to apply learning in integrated ways
in multiple contexts• learning content becomes meaningful and relevant • positive relationships, with respect and appreciation
UJ Teaching Students "Learning to Be"? 17
Students must…
• be responsive / responsible • prepare for class• attend all lectures, etc.• obey course rules• purposefully engage• develop an integrated scientific thinking style
& working methods• ‘construct their own knowledge’• interpret, evaluate, and criticize any material
UJ Teaching Students "Learning to Be"? 18
How we view teaching• create, guide, promote, enable and support
appropriate, deep and meaningful student learning – enable & foster independent and lifelong learning
• continual development of teaching competence – promote and share best practice
• use different modes of presentation appropriately as complementary to one another – variation to suit subjects / levels / purposes
• maintain and improve academic standards, plus improve student retention & throughput– enhance the likelihood that students will succeed
UJ Teaching Students "Learning to Be"? 19
“The Lecture”
• unique and irreplaceable• only one of many effective methods• no universal recipe• atmosphere of trust and respect • conversation & dialogue• learning guides & prescribed material form the basis• what is important & why • build on existing knowledge• provide additional information • never simply repetition of learning material • encourage enthusiasm & promote self-confidence
UJ Teaching Students "Learning to Be"? 20
“The Lecture”
• discipline? UJ Academic Regulations say…– “Registered students have a right to teaching and
learning …”– “UJ does not permit student behaviour that disrupts
formal teaching and learning activities”– Thus find the best ways and means
to maintain relaxed but strict discipline
UJ Teaching Students "Learning to Be"? 21
Part & Parcel of T & L is Academic development
• = interventions and strategies to develop & enrich un prepared / under-prepared students – use tutors and mentors
• A high premium on throughput…– early identification of under-performing students – check and address poor attendance– early diagnosis of student learning difficulties – maintain and improve student motivation
UJ Teaching Students "Learning to Be"? 22
Develop a workable tutor system
• “We now know what works and where to go, as well as what does not work and where not to go”
• These are our ideas: – Who as tutors?
•Well-trained senior students as tutors •Discipline-specific tutor training in
addition to central UJ and faculty training required
–especially to lead discussions & mark – to guide and support students
UJ Teaching Students "Learning to Be"? 23
The Roles of Tutors?
– tutors as partners & consultants– “eyes and ears” to report on students’ experience – provide opportunities for discussion & advice – limited marking
UJ Teaching Students "Learning to Be"? 24
• The tutorials?– precise planning and management– extend course topics – add value to work done in the lectures– assignments for tutorials – tutorial work as exam questions– a tutor plan [handbook, manual] for each module – work out in advance– pliable enough to incorporate changes
as the module unfolds • regularly revise tutor plan / strategy • evaluate the tutor system and the tutors – individually
UJ Teaching Students "Learning to Be"? 25
Quality Assurance of Learning and Teaching
• responsibility of HoD’s and Deans• collective responsibility in departments• discuss everything with colleagues
– at meetings– also one-on-one discussions
• in the spirit of mentoring one another • weekly meetings between tutors and lecturer• meetings with all tutors and lecturers• tutor debriefing / supervision
UJ Teaching Students "Learning to Be"? 26
“Use” “resources” – e.g. feedback
• consult our colleagues in academic support• a range of instruments to evaluate our teaching
– UJ student feedback questionnaire– module feedback questionnaire– peer review by colleagues who attend lectures– feedback from tutors– notes we make on our own experience
UJ Teaching Students "Learning to Be"? 27
Search for excellence is never-ending • continuous…
– commitment– experimentation– innovation– dialogue– listening & observation
Why NB?• we are fallible• our knowledge is provisional; our skill improvable• Re- …. everything