PG Cert: developing professional practice in HE Principles of Learning and Teaching 9 th October 2009

Session objectives Reflect on your role in establishing an effective learning environment Use extracts from Newport’s inclusive curriculum checklist to extend your practice Identify the range of language or study skills your students need

Reflect on your role in establishing an effective learning environment

Use extracts from Newport’s inclusive curriculum checklist to extend your practice

Identify the range of language or study skills your students need

What’s on your T-shirt? I’m gonna show you how much I care! I’m gonna dazzle you with my knowledge! I’m gonna make you laugh and make you think! I’m gonna convert you! I’m gonna take you out of your comfort zone! I’m gonna give you whatever you ask for!

I’m gonna show you how much I care!

I’m gonna dazzle you with my knowledge!

I’m gonna make you laugh and make you think!

I’m gonna convert you!

I’m gonna take you out of your comfort zone!

I’m gonna give you whatever you ask for!

Consider… what message(s) would be on your T-shirt? how will that make your learners feel? (e.g. relieved, pressured, frightened…) how far is their likely response helpful to their learning? from Mortiboys (2005:20/1)

what message(s) would be on your T-shirt?

how will that make your learners feel? (e.g. relieved, pressured, frightened…)

how far is their likely response helpful to their learning?

from Mortiboys (2005:20/1)

Berne’s model of Transactional Analysis Structural model Functional model controlling parent nurturing parent adapted child free child

Structural model Functional model

controlling parent

nurturing parent

adapted child

free child

Developing an inclusive curriculum Consider the suggested actions from Newport’s inclusive curriculum checklist How could you put these into practice? What would be the rationale for doing so? Share your ideas with the group

Consider the suggested actions from Newport’s inclusive curriculum checklist

How could you put these into practice?

What would be the rationale for doing so?

Share your ideas with the group

Deep and surface learning (Ramsden 2003 et al) Deep learning processing of that which is to be learned focus on what is signified by words and other symbol s relating new knowledge to previously acquired knowledge inter-relating learning experiences – skills and knowledge from other learning (e.g. other modules) an active meaning-orientation Surface learning memorisation for assessment / reproducing what has been presented concentration on words, sentences, signs and symbols collecting examples, facts, etc. but neglecting underlying principles seeing modules, for example, as discrete units of learning a passive approach to learning

Deep learning

processing of that which is to be learned

focus on what is signified by words and other symbol s

relating new knowledge to previously acquired knowledge

inter-relating learning experiences – skills and knowledge from other learning (e.g. other modules)

an active meaning-orientation

Surface learning

memorisation for assessment / reproducing what has been presented

concentration on words, sentences, signs and symbols

collecting examples, facts, etc. but neglecting underlying principles

seeing modules, for example, as discrete units of learning

a passive approach to learning

Haggis: a critique of “deep and surface learning” deep learning = a general description of “elite” goals and values culturally specific, and says little about majority of students in mass HE Haggis supports “academic literacies” approach HE tutors must explicitly teach/model specific discourse practices and skills of their own subject discipline

deep learning = a general description of “elite” goals and values

culturally specific, and says little about majority of students in mass HE

Haggis supports “academic literacies” approach

HE tutors must explicitly teach/model specific discourse practices and skills of their own subject discipline

Academic literacy in your subject What learning and assessment activities do your students need to do? What are the underpinning language/ academic skills required? Consider the table on pp.48/9 of the guide Choose one area to discuss today

What learning and assessment activities do your students need to do?

What are the underpinning language/ academic skills required?

Consider the table on pp.48/9 of the guide

Choose one area to discuss today

References/further reading Haggis, T. (2003) Investigating “Approaches to Learning” research British Education Research Journal 29:1 pp 89-104 Mortiboys, A. (2005) Teaching with emotional intelligence London: Routledge Ramsden, P. (2003) Learning to teach in Higher Education 2nd Edition London: Routledge

Haggis, T. (2003) Investigating “Approaches to Learning” research British Education Research Journal 29:1 pp 89-104

Mortiboys, A. (2005) Teaching with emotional intelligence London: Routledge

Ramsden, P. (2003) Learning to teach in Higher Education 2nd Edition London: Routledge