1. ILTA141
Introduction to Learning, Teaching and Assessment
Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University, UK
@chrissinerantzi
Haleh Moravej
Senior Lecturer in
Nutrition Science
Manchester
Metropolitan
University, UK
@halehmoravej

2. 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)

3. #ILTA141
Large & small group teaching
• Delivering interactive lectures
• Classroom management techniques in action
• The lecture challenge
• Establishing an inclusive and international classroom
• Supporting student learning through group-based activities
• Group work

4. first things first! If you have a smart phone or tablet with you,
please download the free Socrative app
(student version) now! Available for Apple and
Android devices ;)
Student version!!!

5. Learning outcomes
• Discuss strategies for managing a large and
small group
• Plan a short session of teaching for a large
and/or small group
• Discuss peer observation of teaching

6. What I would like you to take away
to be open to new approaches, to be creative, reflect on practice and try new things
What would you like you to take away

8. Three main theories of teaching in HE
Theory 3: Teaching as
making learning possible
– SELF-DIRECTED
teaching is cooperative learning to
help students change their
understanding. It focuses on
critical barriers to student learning
(Threshold Concepts – Meyer and
Land, 2003) Learning is applying
and modifying one’s own ideas; it
is something the student does,
rather than something that is done
to the student. Teaching is
speculative and reflective,
teaching activities are context-
related, uncertain and
continuously improvable.
(Ramsden, 2003, 108-112)
Theory 1: Teaching as
telling, transmission or
delivery - PASSIVE
students are passive recipients
of the wisdom of a single
speaker – all problems reside
outside the lecturer
Theory 2: Teaching as
organising or
facilitating student
activity - ACTIVE
students are active – problems shared

9. How large is large?
a. 30 +
b. 50 +
c. 100 +

10. Let’s try this
together!
Access your (brand new) socrative app and type in room:
chrissinerantzi
Use short question format: class to decide!

11. 6
principles
of
effective
teaching
in HE
1. Interest and
explanation
2. Concern and respect
for students and
student learning
3. Appropriate
assessment and
feedback
4. Clear goals and
intellectual challenge
5. Independence, control
and engagement
6. Learning from
students
(Ramsden, 2003)

12. 7 principles of
good practice in
undergraduate
education
• Encourages contacts
between students and
faculty.
• Develops reciprocity and
cooperation among
students.
• Uses active learning
techniques.
• Gives prompt feedback.
• Emphasizes time on task.
• Communicates high
expectations.
• Respects diverse talents
and ways of learning.
(Chickering & Gamson, 1987)
6 powerful forces in education
•Activity
•Expectations
•Cooperation
•Interaction
•Diversity
•Responsibility

13. How do you feel
when you teach large
& small groups?
in pairs: use sticky notes

14. origami: let’s make something ;o)
NOT boats!!!

15. Does size matter?

16. Benefits Challenges
Large-group/ Small-group teaching
Task (10 mins): Share findings with the other group.
Capture thoughts on post-it notes and add to the flipcharts

17. video clips
http://www.wlv.ac.uk/Default.aspx?page=25525
Task: Watch, observe and comment (what did
you like, what could be improved and why)

18. We are all different!
”They (teachers) should not feel compelled to
adopt a persona that is unnatural or seems to
go against the grain of his or her personality”
(Light et al 2009:124)

19. Simple tips

20. Environment
Plan ahead:
• Late arrivals
• Early departures
• Talking
• Mobile phones
What’s your strategy?

21. pairs
• not groups
• difficult for
one member
to be
completely in
active
threes
• small enough
to avoid the
risk of “shy
violets”
• big enough
to bring
together
more
experience
than a pair.
• disadvantage
can be two
ganging
against one.
fours
• still small for
everyone to
contribute –
this is the
preferred
group size!
• disadvantage
group might
split into two
pairs
• no case vote
if pairs
disagree how
to approach
a task.
fives
• large enough
to have the
“odd
passenger”
or
“bystander”
– getting
away
without
contributing
much to the
group work.
sixes and more
• the main
danger is
passenger
behaviours
or non-
participation.
Grouping and size
Phil Race: In at the deep-end: starting to teach in higher education,
Leeds Metropolitan University

22. Create a nano session
(5 minutes) in small groups
• Choose a topic which you think students find
difficult
• Produce a short script and one PowerPoint slide
• Include an opportunity for interaction
• Choose one person to present
• 30 mins prep, then we’ll meet back here for the
nano sessions
• Feedback using the observation form
• Discussion

23. Threshold Concepts? (Meyer & Land, 2003)
• Certain concepts are held to be central to the mastery of a subject
• They have the following features:
– Transformative: Once understood, a threshold concept changes the way in which the
student views the discipline.
– Troublesome: Threshold concepts are likely to be troublesome for the student. e.g
when it is counter−intuitive.
– Irreversible: They are difficult to unlearn.
– Integrative: Threshold concepts, once learned, are likely to bring together different
aspects of the subject that previously did not appear, to the student, to be related.
– Bounded: A threshold concept will probably delineate a particular conceptual space,
serving a specific and limited purpose.
– Discursive: Crossing of a threshold will incorporate an enhanced and extended use of
language.
25

24. 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, negotiating
from passive to active
from just low or no-tech to also high-tech
from one for all to personalisation
from just in-class to everywhere and anytime

26. source: Jeff Dunn: The 8 Characteristics Of A 21st Century Teacher
http://edudemic.com/2013/04/the-8-characteristics-of-a-21st-century-teacher/

27. “College is a place where a professor’s lecture
notes go straight to the students’ lecture
notes, without passing through the brains of
either.”
Mark Twain

28. One minute paper
Write down ONE thing
you’re going to do in your
microteaching as a result
of today’s session

29. Resources
Bligh, D. (2000). What's the Use of Lectures? San Francisco,
Jossey-Bass.
Gibbs, G. (1981, 11/07/2006 18:49:34). "Twenty terrible
reasons for lecturing." Retrieved November 2006, from
http://www.brookes.ac.uk/services/ocsd/2_learntch/20reaso
ns.html.
Huxham, M. (2005). "Learning in lectures: Do 'interactive
windows' help?" Active Learning in Higher Education 6(1): 17-
31.
Race, P. (2005). Making Learning Happen: A guide for Post-
Compulsory Education, Sage
http://alh.sagepub.com/cgi/content/abstract/6/1/17
http://www.celt.mmu.ac.uk/lectures/

30. References
Chickering, A. W. & Gamson, Z. F. (1987) "Seven principles for good practice in undergraduate
education" American Association of Higher Education Bulletin vol.39 no.7 pp.3-7
Light,G., Cox, R. and Calkins. S (2009) Learning and Teaching in Higher Education, The Reflective
Professional, London: Sage Publications.
Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: 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 a Teacher’s Life, San
Francisco: Jossey-Bass.
Race, P. (2009) In at the deep-end: starting to teach in higher education, Leeds Metropolitan
University
Ramsden, P (2003) Learning to teach in Higher Education, Oxon: RoutledgeFalmer.