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PGCAP LTHE week 6 teaching and facilitating learning
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PGCAP LTHE week 6 teaching and facilitating learning

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  • play music at the startblank labels for nameswooden sticks (names)sticky notesflipchart, markersbellyes/no cardsnot available on slideshare/Blackboard – see reactions...need text I will read: have printed this alreadyto print slides with triggers: 16, 17, 18, 19, 26to print: http://www.marcels-kid-crafts.com/easy-origami.html origami instructionsmake available in advance on slideshare, add QR code to the title page, print and bring to classwarn everybody in advance to bring smartphones and download QR code app if they have a smartphone
  • to read from (need to print this)http://blogs.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/to start reading the article about lecturing, ask students to take notescontinue for about 5minstopsilencepaper into pieces – don’t discuss – just think! then show next slide
  • socrative app or online, only room number needed, no accountusemobile phones: show results on screen (up to 40 FREE)http://www.polleverywhere.com/multiple_choice_polls/MTEzMzA2MDY1
  • answer on sticky note, then swap randomly a few times until the original answer has been lostuse wooden sticks with names to ask some of the participants to share what they got on the sticky note
  • 5min
  • Ask the group to share the problems they have – capture on sticky notes and use these for an activity – swap problems, identify solutions, share these!
  • Ask the group to share the problems they have – capture on sticky notes and use these for an activity – swap problems, identify solutions, share these!
  • read the instructionstarget to make an object. All students to stand back to backhttp://www.marcels-kid-crafts.com/easy-origami.htmlthe snake: instructions need to be printed!!!
  • 5min
  • split class in halfuse flipchart, markers
  • print each scenario on a different colour paper
  • print each scenario on a different colour paper
  • peer learning
  • in the workshop to split groups but have different sized groups to see if this is true.also grouping techniques: ability, gender, random, pre-defined, to separate people, put people together, to lead (quieter students) – use cards, objects, sweeties, name tags, colour etc. re-group regularly so that we don’t have in-group out-of group behaviour social identity theory.
  • a story told by an academic
  • 5min
  • 5min
  • Ask the group to share the problems they have – capture on sticky notes and use these for an activity – swap problems, identify solutions, share these!
  • Transcript

    • 1. Does size matter?Learning and Teaching in Higher Education (LTHE) Module Postgraduate Certificate in Academic Practice University of Salford Twitter @pgcap Chrissi Nerantzi @chrissinerantzi
    • 2. The plan• Discuss with you (large group) teaching through an immersive learning experience to trigger thinking, reflection and action including PBL
    • 3. What I would like you to take awayto be open to new approaches, to be creative, reflect on practice and try new thingsWhat would you like you to take away
    • 4. Three main theories of teaching in HETheory 1: Teaching as Theory 3: Teaching astelling, transmission or making learning possible – SELF-DIRECTEDdelivery - PASSIVE teaching is cooperative learning tostudents are passive recipients help students change theirof the wisdom of a single understanding. It focuses onspeaker – all problems reside critical barriers to student learning (Threshold Concepts – Meyer andoutside the lecturer Land, 2003) Learning is applying and modifying one’s own ideas; itTheory 2: Teaching as is something the student does, rather than something that is doneorganising or to the student. Teaching isfacilitating student speculative and reflective, teaching activities are context-activity - ACTIVE related, uncertain andstudents are active – problems shared continuously improvable. (Ramsden, 2003, 108-112)
    • 5. 1. Interest and explanation 6 2. Concern and respect for students and student learningprinciples 3. Appropriate assessment and feedback of 4. Clear goals and intellectual challengeeffective 5. 6. Independence, control and engagement Learning fromteaching students in HE (Ramsden, 2003)
    • 6. How large is large? a. 30 + b. 50 + c. 100 +
    • 7. in pairs: use sticky notes How do you feel when you teach large & small groups?
    • 8. possible problems in large-group teaching
    • 9. possible problems in small-group teaching
    • 10. origami: let’s make something ;o) NOT boats!!!
    • 11. What is happening in your sessions? What would you like to happen in your sessions?
    • 12. Benefits Challenges Large-group/ Small-group teaching Task (10 mins): Share findings with the other group.
    • 13. scenarios: [1, 2] [3, 4]• Task 1 (10min): Work in groups of 4. Critique, debate, suggest• Task 2 (10min): Share your thoughts with another group
    • 14. scenario 1“I employ teacher-focused methodswhen I deliver lectures to largegroups of students. With a largegroup of students, it is difficult tobe interactive.”
    • 15. scenario 2“I have minimised lecture material in mycourses and maximised individual and groupresearch projects, group problem-solving, andin-class discussions. Although I don’t cover asmuch material this way, the students learn andretain this material better. Also, standardlecture format is not the way that we learnafter university. Instead, we are expected toread for ourselves and get the information thatway. Thus, I feel my teaching approach betterprepares students for life after university.”
    • 16. “The lecture delivers the necessarycore knowledge and content thatthe student needs to succeed.”
    • 17. “Though I need sometimes to lectureand may even enjoy doing it, lecturingall the time simply bores me: I usuallyknow what I am going to say, and Ihave heard it all before. But dialogicalmethods of teaching help keep mealive. Forces to listen, respond, andimprovise. I am more likely to hearsomething unexpected and insightfulfrom myself as well as others.” (Palmer,2007, 25)
    • 18. “Most of the things that used to work don’t seem to workanymore. The technique in the book on lecturing you lent medidn’t work either. They all ignored the buzz group questions andtalked about Saturday’s game or something. They’re basicallyidle and won’t do a thing unless it gets a mark. I tried a few labsdifferently, I asked them more questions and tried to explainthings better, but there were problems becasue some of thestudents reckonded I was spending too much time on explainingand not enough on getting the stuff across, covering thesyllabus. Which was true of course. And now with my studentappraisal coming up, I’m worried. Remembering what we tellthem is the big thing for students. The amount of knowledge inthis subject increases every few minutes and the syllabus is nowtwice as big as it was when I was a student. I am thinking aboutsome video presentations to get the stuff across, to transfer itmore efficiently from my mind to the students’ head. Ifsomething is visual, they’ll remember it better. Isn’t that right?”(Ramsden, 2003, 15-16)
    • 19. Donald Clark: Don’t lecture me!from delivering to facilitating(flipped classroom Aaron Sams, and Jonathan Bergmann , PBL etc.)from isolation to conversation, collaboration, questioning, connecting, networking, negotiatingfrom passive to activefrom just low or no-tech to also high-techfrom one for all to personalisationfrom just in-class to everywhere and anytime
    • 20. video clips Task: Watch, observe and comment (what did you like, what could be improved and why) http://www.wlv.ac.uk/Default.aspx?page=25525
    • 21. Grouping and size Phil Race: In at the deep-end: starting to teach in higher education, Leeds Metropolitan University pairs threes fours fives sixes and more• not groups • small enough • still small for • large enough • the main• difficult for to avoid the everyone to to have the danger is one member risk of “shy contribute – “odd passenger to be violets” this is the passenger” behaviours completely in • big enough preferred or or non- active to bring group size! “bystander” participation. together • disadvantage – getting more group might away experience split into two without than a pair. pairs contributing • disadvantage • no case vote much to the can be two if pairs group work. ganging disagree how against one. to approach a task.
    • 22. We are all different!”They should not feel compelled to adopt apersona that is unnatural or seems to goagainst the grain of his or her personality”(Light et al 2009:124)
    • 23. Would you like a break?
    • 24. Problem-Based Learning
    • 25. Do you have a question? 1. Ask me now, 2. Ask the person next to you3. Write it on a sticky note and leave on the door
    • 26. Reflect:Does size matter?What would you considerchanging as a result of this session?
    • 27. ReferencesLight,G., Cox, R. and Calkins. S (2009) Learning and Teaching in HigherEducation, The Reflective Professional, London: Sage Publications.Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesomeknowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.),Improving Student Learning - Theory and Practice Ten Years On. Oxford:Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.Palmer, P. J. (2007) The Courage to Teach. Exploring the Inner Landscape of aTeacher’s Life, San Francisco: Jossey-Bass.Race, P. (2009) In at the deep-end: starting to teach in higher education, LeedsMetropolitan UniversityRamsden, P (2003) Learning to teach in Higher Education, Oxon:RoutledgeFalmer.
    • 28. extras
    • 29. extensionsThis could be used for an activity• 10 big problems with lecture-based learning at http://www.onlineuniversities.com/10-Big- Problems-With-Lecture-Based-Learning
    • 30. Flipped classroom• http://www.youtube.com/watch?v=2H4RkudF zlc
    • 31. Stimulating Physics through PBL• http://www.youtube.com/watch?v=IHhWWhl 1Zd8&feature=PlayList&p=3458B7D62DFF0E1 B&playnext_from=PL&index=1&playnext=2