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Pg cert chapter2

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    Pg cert chapter2 Pg cert chapter2 Presentation Transcript

    • 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