Pg cert chapter2

Presentation Title Example Author: Simon Haslett 15 th October 2009 Post Graduate Certificate: developing professional practice in HE Chapter 2 Managing Learning

Chapter 2: Managing Learning
Chapter objectives
Teaching with emotional intelligence
2a) Your personal style (Transactional Analysis)
How are our students diverse?
Student diversity
Diversity policies and initiatives
Developing an inclusive curriculum
Deep and surface learning revisited
Student study skills audit
Reflective summary
Bibliography

1: Chapter objectives
Reflect on and clarify your own role as a tutor in establishing an effective learning environment
Develop your practice in meeting the diverse learning needs of your students
Analyse the language/study skills your students needs and plan to support the development of these

2: Teaching with emotional intelligence
Go to the library room and look at the extract from Mortiboys (2005:17 – 27)
Complete the questionnaire “your personal style” from the Mortiboys extract
You may also like to complete the other activities:
How do you relate to your learners?
What’s on your T-shirt?
Where do you want to get to with your learners?
Reflect in you e-portfolio on anything you found useful about the questionnaire/other activities

2a: Your personal style (Berne’s model of Transactional Analysis) Structural model Functional model controlling parent nurturing parent adapted child free child

3: How are our students diverse?
Reflect on what makes your learners different from each other:
cultural background (including ethnicity, social class etc.)?
age?
anything else…?
View the video clip V04, where Laura and Rachel discuss student diversity
Are their experiences similar or different to yours?

4: Student diversity
Reflect upon the factors that make your students diverse
Now share/discuss with another participant:
what strategies can you use to ensure that all students have an equal opportunity to learn from your sessions?
illustrate with examples from your experience if you can
aim to post at least one idea and respond to one idea from someone else

5: Diversity policies and initiatives
In 2006 the University of Wales, Newport produced a document “ Developing an inclusive curriculum ”
This aims to support lecturers in examining and improving their practice with the whole range of students at the university
Go to the library room and read the short extract on “delivery” from the document
Find out if your institution has a similar policy/document and compare approaches

6: Developing an inclusive curriculum
View the video clips V05 and V06, where Rachel and Laura discuss two suggestions from “ Developing an inclusive curriculum ”
Encourage students to contribute to discussions about course content
Encourage students to listen and learn from one another
Contact another participant
discuss the value of these suggestions with your fellow participant
share examples from your own subject teaching of exactly how you might put these suggestions into practice
Upload a summary of your discussion to your e-portfolio

7: Deep and surface learning revisited
We looked in detail at this model in Chapter 1
Tamsin Haggis (2003) criticises the “[deep and surface] learning approaches” model as:
merely a rather general description of “elite” goals and values
culturally specific, saying little about the majority of students in HE
She suggests HE tutors can support learners better by teaching the language and study skills required by their own disciplines
Go to the library room and look at the article by Haggis (2003:17 – 27)

8: Student study skills audit
Now let’s plan to develop our own practices in this area
Look at the Study Skills Requirements DOC06 grid
Add/adapt the first column (student learning/assessment activity) to make it appropriate to your own teaching
Consider, and fill in, the language/study skills you require of students, and the support/guidance they might need
Put the completed table in your e-portfolio

9: 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

10: Bibliography
HAGGIS, T. (2003) Investigating “Approaches to Learning” research British Education Research Journal 29:1 pp 89-104
JAQUES, D. (2007) Learning in Groups: a handbook for face to face and on-line provision 4 th edition. London. Kogan Page
MORTIBOYS, A. (2005) Teaching with emotional intelligence London: Routledge

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