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Introduction to teaching in Higher Education. Slides on planning and running sessions for the First Steps course at Oxford Brookes University
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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?