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Research Students Teaching (ReTeach)
Academic Development
#reteach
Chrissi Nerantzi, Craig Despard, Dr Sian Etherington@chrissinerantzi @despard1974 @sianeth1
Tell me, I will forget;Show me, I may remember;Involve me, and I will understand.
Chinese Proverb
the journey• Learning• We as learners• We as teachers• Good teaching• Does size matter?• We are in the 21st
century• Sharing experiences• Now what?
Who is who?
What is learning?
1. Learning is everywhere
5. Learning is like eating
2. Learning is experiencing
6. Learning is relearning
3. Learning is change 7. Learning is unlearning
4. Learning is important
8. Learning is a want, not a need
Good teaching
6 principles
of effective teaching
in HE
1. Interest and explanation2. Concern and respect for
students and student learning
3. Appropriate assessment and feedback
4. Clear goals and intellectual challenge
5. Independence, control and engagement
6. Learning from students
(Ramsden, 2003)
7 principles of good practice in undergraduate
education
• Encourages contacts between students and faculty.
• Develops reciprocity and cooperation among students.
• Uses active learning techniques.
• Gives prompt feedback. • Emphasizes time on task. • Communicates high
expectations. • Respects diverse talents
and ways of learning.
(Chickering & Gamson, 1987)
6 powerful forces in education •Activity•Expectations •Cooperation •Interaction •Diversity •Responsibility
Three main theories of teaching in HE
Theory 3: Teaching as making learning possible – SELF-DIRECTEDteaching is cooperative learning to help students change their understanding. It focuses on critical barriers to student learning (Threshold Concepts – Meyer and Land, 2003) Learning is applying and modifying one’s own ideas; it is something the student does, rather than something that is done to the student. Teaching is speculative and reflective, teaching activities are context-related, uncertain and continuously improvable. (Ramsden, 2003, 108-112)
Theory 1: Teaching as telling, transmission or delivery - PASSIVEstudents are passive recipients of the wisdom of a single speaker – all problems reside outside the lecturer
Theory 2: Teaching as organising or facilitating student activity - ACTIVEstudents are active – problems shared
constructive alignment
What do we want
our students to learn?
How is this going
to happen?
How will we know that
the students have learnt
it?
14
Constructive alignment (Prof. John Biggs, 1999)
desi
gned
to m
eet l
earn
ing
outc
omes Learning
and Teaching activities
desi
gned
to m
eet l
earn
ing
outc
omes Intended
Learning Outcomes
desi
gned
to m
eet l
earn
ing
outc
omes Assessment
Method
•Students construct meaning from what they do to learn.
•The teacher aligns the planned learning activities with the learning outcomes.
Quality: What really matters?
class size: 1 tutor 20 students
tutor load: 1 class
tutor full-time
tutor has teaching qualification
students: time on task
‘close contact’ student tutor interactions and relationship for educational gains
focus on formative assessment
quick feedback for learning
intellectual challenge
positive research environment
tutors as reflective practitioners
active learning
collaborative and social learning
clear and high expectations
peer assessment
learning hours matterprogramme teams to work together
social relationships programme team
students as partners
students using feedback
33
Gibbs, G (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy
Gibbs, G (2010) Dimensions of quality, York: The Higher Education Academy, pp. 19-37
Prof. Graham Gibbs
teaching and learning
cycle
identifying needs and planning
designing
facilitating
assessing
supporting
evaluating
also: http://golddust.bdplearning.com/search/search.php?tag=personalised learning
sharing experiences
continue the conversation http://teachingessentialshe.wordpress.com//
#Lteach
observe others teaching!
ReferencesBiggs, J (1999) Teaching for Quality Learning at University, SRHE/OUP.
Biggs, J & Tang, C (2011) Teaching for Quality Learning at University.
Chickering, A. W. & Gamson, Z. F. (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin vol.39 no.7 pp.3-7
Meyer J H F and Land R (2003) Threshold Concepts and Troublesome Knowledge 1 – Linkages to Ways of Thinking and Practising’ in Improving Student Learning – Ten Years On. C.Rust (Ed), Oxford: OCSLD.
Ramsden, P (2003) Learning to teach in Higher Education, Oxon: Routledge Falmer.
