ILTA1 intro and planning Chrissi Nerantzi and Haleh Moravej

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  • 1. Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi ILTA141 Introduction to Learning, Teaching and Assessment Haleh Moravej Senior Lecturer in Nutrition Science Manchester Metropolitan University, UK @halehmoravej
  • 2. #ILTA141 Introduction, reflection and making a start with planning •Professional identity •Session planning •Microteach preparation
  • 3. ILTA unit outcomes • Evaluate a range of practical approaches to teaching, learning and assessment, set within the context of learning theories. • Apply appropriate teaching and learning theories and approaches to the design and delivery of an inclusive episode of learning, relevant to the participant’s practice area • Evaluate and critically reflect on the microteaching activity and the themes of the unit to identify on-going Continuing Professional Development requirements.
  • 4. PGCAP • Ramsden (2003) Reflection and inquiry vital to improve teaching • Nerantzi (2014) active experimentation in a safe and supportive environment boosts teachers confidence and competence and has the potential to transform practices • Wouters et al. (2014) Teaching portfolio valuable space to capture development and use for promotion
  • 5. The PGCAP and the UK PSF 5 Areas of Activity (WHAT) • Design and plan • Teach/support • Assess/give feedback • Develop effective learning environments and approaches to student support/guidance • Engage in CPD incorporating research, scholarship and evaluation of professional practices Core Knowledge (HOW) • Subject • Appropriate methods of teaching and learning • How students learn • Use and value appropriate learning technologies • Methods for evaluating effectiveness of teaching • Quality assurance and quality enhancement Professional Values (WHY) • Respect individual learners and learning communities • Promote participation and equality of opportunities • Use evidence-informed approaches and the outcomes from research, scholarship and CPD • Acknowledge the wider context in which HE operates recognising implications for professional practice for Fellowship of HEA - evidence engagement with all of these wardandrecog/ProfessionalStandardsFramework.pdf
  • 6. Learning, Teaching and Assessment Strategy
  • 7. Quality: What really matters? class size: 1 tutor 20 students tutor load: 1 class tutor full-time tutor has teaching qualification students: time on task ‘close contact’ student tutor interactions and relationship for educational gains focus on formative assessment quick feedback for learning intellectual challenge positive research environment tutors as reflective practitioners active learning collaborative and social learning clear and high expectations peer assessment learning hours matter programme teams to work together social relationships programme team students as partners students using feedback Prof. Graham Gibbs
  • 8. Gibbs, G (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy Gibbs, G (2010) Dimensions of quality, York: The Higher Education Academy, pp. 19-37 Prof. Graham Gibbs
  • 9. session learning outcomes • Reflect on professional identity • Construct a draft session plan for microteaching
  • 10. Teacher identity
  • 11. We trust our hands! We trust the process! We all build! We all participate! Remember!
  • 12. Warm-up Task 1: Build a tower Task 2: Build a little animal Task 3: Modify your model to capture one aspect of who you are
  • 13. LSP Method, steps 1. Ask a question 2. Build 3. Share 4. Reflect
  • 14. Teacher identity Task 1: Who are you as a teacher? Build your identity model. Task 2: Share with others.
  • 15. The wheel of teaching Where are you now? Date: 15
  • 16. Construct a draft plan for your microteach session
  • 17. Session plan for microteach • discuss ideas for microteach with peers
  • 18. Let’s try something! 18 Think of 1 thing you want your students to learn in your next session. What will they do to learn this? How will you know that they have learnt it?
  • 19. Constructive alignment (Prof. John Biggs, 1999) 19 designedtomeetlearning outcomes Learning and Teaching activities designedtomeetlearning outcomes Intended Learning Outcomes designedtomeetlearning outcomes Assessment Method •Students construct meaning from what they do to learn. •The teacher aligns the planned learning activities with the learning outcomes.
  • 20. The Cognitive Domain and Bloom’s Taxonomy 20 evaluation synthesis analysis application comprehension knowledge creating evaluating analysing applying understanding remembering Bloom’s Taxonomoy (1956) Anderson and Krathwohl Revision (2001) Educational Psychology Interactive: The Cognitive Domain
  • 21. Knowledge arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state Comprehension classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate Application apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write Analysis analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Synthesis arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write Evaluation appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate Bloom’s Taxonomy and verb list 21
  • 22. avoid/use 22 avoid words like Know... Understand... Really know... Really understand... Be familiar with... Become acquainted with... Have a good grasp of... Appreciate... Be interested in... Acquire a feeling for... Be aware of... Believe... Have information about... Realize the significance of... Learn the basics of... Obtain working knowledge of... use words like State... Describe... Explain... List... Evaluate... Identify... Distinguishbetween... Analyse... Outline... Summarize... Represent graphically... Compare... Apply... Assess... Give examples of... Suggest reasons why...
  • 23. Reflection, what is it? Let’s find out  Think of something complex (good/bad) that happened  How did you feel?  What did you learn?  If it happens again, what would you do differently? 23
  • 24. How? Reflective Cycle (Gibbs, 1988) 24 1. Description What happened? 2. Feelings What were you thinking and feeling? 3. Evaluation What was good and bad about the experience? 4. Analysis What sense can you make of the situation? 5. Conclusion What else could you have done? 6. Action plan If it arose again, what would you do?
  • 25. deepening reflection describing feeling analysing reasoning stepping back being self-critical exploring options linking to action own perspective link to theory colleagues students Brookfield Critical Lenses Critical reflection: “... the process by which we research the assumptions informing our own practice by viewing these through four complementary lenses – the lenses of our students’ eyes, colleagues’ perceptions, literature and our own autobiography. [...] Finally, we can review our personal autobiographies as learners so that we can make visceral connections to, and gain a better understanding of, the pleasures and terrors our own students are experiencing.” (Brookfield, 2006, 26)
  • 26. 26
  • 27. References Brookfield, S. D. (2006) The Skilful Teacher (2nd edition) San Francisco: Jossey-Bass. Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (2014) Warning! Modelling effective mobile learning is infectious, an example from Higher Education, UCISA Best Practice Guide using mobile technologies for learning, teaching and assessment, available at _Use_Mobile%20Learning pp. 11-17. Ramsden, R. (2003) Learning to Teach in Higher Education (2nd ed) Oxford: Routledge Falmer. Wouters, P., Clement, M., Frenay, M. Buelens, H. & Gilis, A. (2014) Avoiding compliance and resistance through collaboration? a Belgian teaching portfolio case, in: International Journal for Academic Development, Vol. 19, No. 1, pp. 26- 36.