Welcome
Teaching and Learning in Higher
Education, 2014
Cormac McGrath & Linda Barman
Students are lazy, in fact, we all are!
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
The aim of this course is to
•  enhance professional competence as university
teacher
•  Stimulate to reflective practice ...
Learning Outcomes:
§  Analyze teaching situations and discuss your own
teaching role in the specific situation.
§  Apply...
Central agents in a pedagogical encounter
Student
Teacher
lecturer
Course
director
Patient
Programme
Knowledge
à Student
...
We will focus on the following
themes:
•  The professional teacher
•  Student learning
•  Planning teaching
•  Teaching fo...
Course philosophy
•  Experiental learning
•  Reflective practice
•  Active and collaborative
learning
•  Modelling of best...
Ø  How do we create a collective dynamic
environment that is conducive to learning?
Cormac McGrath Unit for Medical Educa...
Assessment of course
•  Teaching Occasion Plan
including peer evaluation (for some)
•  Execution of Critical Friend Task
•...
You find more information in the Course
Outline and Ping Pong
§  Pingpong
§  Learning outcomes
Assessment and Tasks
§  ...
Schedule
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
Critical Friend
§  Visit a colleagues teaching occasion
§  Read & consider Dahlgren’s article
§  Decide on feedback cri...
Introductions
Name:
Where from:
Department:
Favourite food, gadget, place, X
(choose one):
Cormac McGrath Unit for Medical...
Coffee break!
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
Expectations,
Hopes &
Fears
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
History of approaches to teaching
§  60’s:”Teachers were born, not made” (Gaff, 1976)
§  70’s:Teaching is about transfer...
§  What characteristics would we like KI students
to leave undergraduate education with?
§  How can we as individual (te...
Writing activity
§  What is difficult in teaching?
§  What challenges do you have you encountered?
§  When students don...
Why do we have seasons?
21/03/2014Cormac McGrath Unit for Medical Education (UME)
Why do we have seasons?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
Constructivism (Vosniadou et al)
§  Naive
§  Synthetic
§  Scientific
3-6
7-9
10-12
Cormac McGrathBasic Course in Educat...
§  http://www.learner.org/resources/series28.html
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
What is reflection?
§  To critically examine my
actions
§  To give and receive feedback
§  To keep the distance to
myse...
REFLECTION – OF WHAT?
§  Content
§  Method of teaching?
§  Will my students learn?
§  What is important for them to le...
CONCLUSIONS
§  Reflection is not simple
§  By developing students’ ability to reflect we sometimes annoy
them (you too)....
Student Interview
§  What does a student do to learn?
§  What is the purpose of higher-education?
§  What characterises...
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Welcome to ghpe 14

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Welcome to ghpe 14

  1. 1. Welcome Teaching and Learning in Higher Education, 2014 Cormac McGrath & Linda Barman
  2. 2. Students are lazy, in fact, we all are! Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  3. 3. The aim of this course is to •  enhance professional competence as university teacher •  Stimulate to reflective practice when teaching •  Develop your pedagogical repertoire Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  4. 4. Learning Outcomes: §  Analyze teaching situations and discuss your own teaching role in the specific situation. §  Apply theories and research on teaching and learning to the planning of a teaching occasion (TO). Justify choices for design in accordance with principles of teaching and learning. §  Demonstrate an understanding of the principles of outcome based education and how these influence the planning of your own teaching. §  Demonstrate understanding of how to facilitate student learning in different teaching situations §  Be able to use educational concepts and principles in discussions of teaching and learning in Higher Education Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  5. 5. Central agents in a pedagogical encounter Student Teacher lecturer Course director Patient Programme Knowledge à Student à Teacher à lecturer à Course director à Patient à The programme/discipline à Knowledge à Co students à Everything else Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  6. 6. We will focus on the following themes: •  The professional teacher •  Student learning •  Planning teaching •  Teaching forms/contexts and strategies Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  7. 7. Course philosophy •  Experiental learning •  Reflective practice •  Active and collaborative learning •  Modelling of best practice •  Didactical considerations •  Shared experience CONCRETE EXPERIENCE ABSTRACT CONCEPTUALISATION ACTIVE EXPERIMENTATION REFLECTIVE OBSERVATION Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  8. 8. Ø  How do we create a collective dynamic environment that is conducive to learning? Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  9. 9. Assessment of course •  Teaching Occasion Plan including peer evaluation (for some) •  Execution of Critical Friend Task •  Participation in the course work Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  10. 10. You find more information in the Course Outline and Ping Pong §  Pingpong §  Learning outcomes Assessment and Tasks §  References §  Survey (course evaluation) §  Login: ki:email address §  For help with pingpong contact: Elisabet/Lyktan §  (work in progress) Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  11. 11. Schedule Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  12. 12. Critical Friend §  Visit a colleagues teaching occasion §  Read & consider Dahlgren’s article §  Decide on feedback criteria §  Document your feedback §  Discuss with your colleague §  Present your thoughts & reflections May 9th Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  13. 13. Introductions Name: Where from: Department: Favourite food, gadget, place, X (choose one): Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  14. 14. Coffee break! Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  15. 15. Expectations, Hopes & Fears Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  16. 16. History of approaches to teaching §  60’s:”Teachers were born, not made” (Gaff, 1976) §  70’s:Teaching is about transferring knowledge or modelling students §  80-talet: ”The guide on the side” (Brookfield, 1990) §  90-talet: Teaching is about establishing a supportive relation to facilitate learning §  2000-talet: Collaborative Learning? --- Scholarship of Teaching and Learning §  The future: teacher as researcher? Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  17. 17. §  What characteristics would we like KI students to leave undergraduate education with? §  How can we as individual (teachers) help the students get there? Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  18. 18. Writing activity §  What is difficult in teaching? §  What challenges do you have you encountered? §  When students don’t learn your subject what is it they don’t learn? à Content-wise à Skills-wise à Attitudes-wise Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  19. 19. Why do we have seasons? 21/03/2014Cormac McGrath Unit for Medical Education (UME)
  20. 20. Why do we have seasons? Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  21. 21. Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  22. 22. Constructivism (Vosniadou et al) §  Naive §  Synthetic §  Scientific 3-6 7-9 10-12 Cormac McGrathBasic Course in Education, Centre for Medical Education
  23. 23. §  http://www.learner.org/resources/series28.html Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  24. 24. What is reflection? §  To critically examine my actions §  To give and receive feedback §  To keep the distance to myself §  To question my own methods Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  25. 25. REFLECTION – OF WHAT? §  Content §  Method of teaching? §  Will my students learn? §  What is important for them to learn? §  How will they learn? Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  26. 26. CONCLUSIONS §  Reflection is not simple §  By developing students’ ability to reflect we sometimes annoy them (you too). §  Reflective Practice require collaboration and feedback §  How do you create teaching practice consisting of reflective practitioners? Cormac McGrath Unit for Medical Education (UME) 21/03/2014
  27. 27. Student Interview §  What does a student do to learn? §  What is the purpose of higher-education? §  What characterises a good teacher? §  What determines your choice of study strategy? Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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