Your SlideShare is downloading. ×
Principles of Learning and Teaching (in Higher Education)
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Principles of Learning and Teaching (in Higher Education)

2,497
views

Published on

This presentation is part of a workshop in the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, …

This presentation is part of a workshop in the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley on the morning of Friday 9th October 2009 on the Allt-Yr-Yn Campus of the University of Wales, Newport.

Published in: Education, Technology

0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
2,497
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
13
Comments
0
Likes
3
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. PG Cert: developing professional practice in HE Principles of Learning and Teaching 9 th October 2009
  • 2. 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
  • 3. 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!
  • 4. 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)
  • 5. Berne’s model of Transactional Analysis
    • Structural model Functional model
    • controlling parent
    • nurturing parent
    • adapted child
    • free child
  • 6. 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
  • 7. 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
  • 8. 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
  • 9. 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
  • 10. 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