Post Graduate Certificate:Presentation Titlepractice in HEdeveloping professional                         Example         ...
Approaches to Teaching1.    Chapter objectives2.    Introductions3.    Effective learning and teaching4.    Approaches to ...
1: Objectives•   to critically analyse contrasting approaches to teaching•   to reflect on one’s own philosophy of learnin...
2: Introductions•    Upload the initial writing task about your educational     history in H.E. to your e-portfolio    – B...
Introductions contd.• Highlight up to two     • Highlight up to two  successes or              aspects that remain  breakt...
3: Effective learning and teaching•   Note down your definitions of     1.   effective learning and     2.   effective tea...
4: Approaches to learning•       View the video clips of George and Rachel discussing        their own experiences of deep...
5: Developing your own practice•    Go to the library room to read    Ramsden (2003) Approaches to learning•    After comp...
6: Teaching and learning methods•    What teaching and learning methods do you currently     use?:    – Lecture?    – Stud...
7: Selecting appropriate learning andteaching methods•       Study slides 7a and 7b and reflect on your own subject       ...
7a: Domains of learning                cognitive          psycho-                        affective           motor
7b: Levels of learning (Atherton 2009)Cognitive         Affective        PsychomotorCreating  ↑Evaluating        Character...
7c: Teacher-Student Control Continuum(Minton in Armitage et al 2003: 93)         Most tutor control                       ...
8: Developing your own practice•       What methods do you currently use in your sessions?•       Complete the table in DO...
9: Teaching skills audit•    Now let’s plan to develop our own practices in this area:    – Complete the table in DOC02 (A...
10: Session planning activity•   To complete this first chapter you are required to design    a short learning activity an...
12: Reflective summary•       Please write a 500 word reflective summary on your        experience of this chapter, to inc...
13: Bibliography•   ARMITAGE, A. et al (2003) Teaching and Training in post-    compulsory education 2nd Edition Maidenhea...
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Approaches to teaching

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Approaches to teaching

  1. 1. Post Graduate Certificate:Presentation Titlepractice in HEdeveloping professional Example Author: Simon Haslett Topic 15th October 2009 Approaches to Teaching
  2. 2. Approaches to Teaching1. Chapter objectives2. Introductions3. Effective learning and teaching4. Approaches to learning5. Developing your own practice6. Teaching and learning methods7. Selecting appropriate learning and teaching methods8. Developing your own practice9. Teaching skills audit10. Session planning activity11. Reflective summary12. Bibliography
  3. 3. 1: Objectives• to critically analyse contrasting approaches to teaching• to reflect on one’s own philosophy of learning• to audit and plan to extend one’s own teaching methods to encourage deeper learning• to design and present a session planning activity to the tutorial group
  4. 4. 2: Introductions• Upload the initial writing task about your educational history in H.E. to your e-portfolio – Briefly describe some influential aspects of your early education – How you found your way into HE teaching – What is your current role? – Are you new to HE or are you experienced? – What kind of educator are you? – Describe your style, describe your aspirations – Are you research oriented, teaching oriented, support oriented etc.?
  5. 5. Introductions contd.• Highlight up to two • Highlight up to two successes or aspects that remain breakthroughs in your problematic or that you teaching or learning would like to change. support work? • Note: your response here could be the first step in forming a focus for your Action Research project.
  6. 6. 3: Effective learning and teaching• Note down your definitions of 1. effective learning and 2. effective teaching• Go to the library room to read Biggs & Tang (2007 pp. 15 – 30) Teaching according to how students learn• Return to your definitions of teaching and learning and see if you would add or change anything.
  7. 7. 4: Approaches to learning• View the video clips of George and Rachel discussing their own experiences of deep and surface learning approaches – V01: reasons for surface approaches to learning – V02: encouraging deeper approaches to learning• Reflect on the similarities and differences with your own experiences
  8. 8. 5: Developing your own practice• Go to the library room to read Ramsden (2003) Approaches to learning• After completing all tasks so far, contact a fellow participant via ooVoo to discuss the following: – share ideas with another participant as to how you can develop strategies which encourage a deep(er) approach to learning – write a brief overview of the discussion and upload to your e-portfolio
  9. 9. 6: Teaching and learning methods• What teaching and learning methods do you currently use?: – Lecture? – Student projects? – Teacher-led whole group discussions? – Student-led small group discussion?• Now note down: what influences your choice of methods?
  10. 10. 7: Selecting appropriate learning andteaching methods• Study slides 7a and 7b and reflect on your own subject discipline in relation to – the three domains of learning – the classification of levels of learning (learning taxonomies)• View the video discussion of George’s move from a didactic to a more facilitative approach – V03: teacher-student control continuum – Slide 7c is referred to in the discussion
  11. 11. 7a: Domains of learning cognitive psycho- affective motor
  12. 12. 7b: Levels of learning (Atherton 2009)Cognitive Affective PsychomotorCreating ↑Evaluating Characterising Naturalisation ↑ ↑ ↑Analysing Organising Articulation↑ ↑ ↑Applying Valuing Precision↑ ↑ ↑Understanding ` Responding Manipulation↑ ↑ ↑Remembering Receiving Imitation
  13. 13. 7c: Teacher-Student Control Continuum(Minton in Armitage et al 2003: 93) Most tutor control Lecture Demonstration Discussion Tutorial Practical Simulation Role play Visit Research/project Real life experience Least tutor control
  14. 14. 8: Developing your own practice• What methods do you currently use in your sessions?• Complete the table in DOC01 (Teaching Methods) to help you reflect further: – which methods are best suited to particular domains of learning (slide 7a cognitive, affective, psychomotor)? – is the level of student learning in each domain low or high, when you use the methods (refer to slide 7b)?
  15. 15. 9: Teaching skills audit• Now let’s plan to develop our own practices in this area: – Complete the table in DOC02 (Analysis of TeachingMethods) – Use this analysis to complete the table in DOC03 (Teaching and Learning Action Plan) – Put both tables in your e-portfolio
  16. 16. 10: Session planning activity• To complete this first chapter you are required to design a short learning activity and present your session plan to the group.• The activity should: be on an introductory topic suitable for non-specialists take 20 - 30 minutes for a “student” to complete engage others and promote active learning we encourage you to use new media but the technology needs to support the learning aim• Please use the Session Plan Form DOC04 to plan your activity (see also Session Plan Example DOC05)
  17. 17. 12: Reflective summary• Please write a 500 word reflective summary on your experience of this chapter, to include: – What you have learnt – How you will put this learning into practice in your teaching• The reflective summary should be put in your e-portfolio
  18. 18. 13: Bibliography• ARMITAGE, A. et al (2003) Teaching and Training in post- compulsory education 2nd Edition Maidenhead: Open University Press• ATHERTON, J.S. (2009) Learning and Teaching: Blooms taxonomy [On-line] http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 25 January 2010• BIGGS, J & TANG, C. (2007) Teaching for Quality Learning at University3rd Edition. Maidenhead: Society for Research into Higher Education and Open University Press• RAMSDEN P. (2003) Learning to Teach in Higher Education2nd Edition.London: Routledge.

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