Developing Educational Practice #2
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Developing Educational Practice #2

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Visual aids and prompts for Day Two of the Developing Educational Practice course at the University of the Arts London.

Visual aids and prompts for Day Two of the Developing Educational Practice course at the University of the Arts London.

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Developing Educational Practice #2 Developing Educational Practice #2 Presentation Transcript

  • Developing Educational PracticeDay 2
  • Overview of day 2
    Recap of yesterday
    Observations and reflections
    Reflection
    Why is reflection so central to teaching and learning?
    Practice
    Teaching 1:1, small groups, lectures, crits
    Designing the curriculum
    What are we trying to achieve?
    How do we support student-centred learning?
  • What do we know about how people learn?
  • What does our understanding of how people learn mean for teaching?
  • Brainstorm
    Imagine you have been asked to deliver a guest lecture on the theory and use of colour.
    What would you need to know in order to plan the session?
    Where would you go to find the answers?
  • Reflection
    What is it?
    What is it for?
  • Group work
    Get into groups of three or four – work with new people
    In your groups, work quickly and come up with as many ideas as you can about why reflection is considered to be so important for learning and teaching
    Accept every idea, don’t debate or discuss, just write everything down
    Feedback to the big group
  • Ideas about reflection: Kolb
    Learning is grounded in experience and reflection on experience
    There is a cycle made up of four stages
    We can enter the cycle at any point but must complete all four stages for successful learning to happen
  • Reflection: Kolb
    Kolb’s (1984) learning cycle
  • Ideas about reflection: Schön
    Donald Schön (1983) – idea of the reflective practitioner testing out theories
    Reflection-in-action
    Thinking on your feet
    Building new understandings as you go, based on existing theories and experience
    Reflection-on-action
    Done after the event
    Time taken to explore how and why we acted as we did, what was going on
    Develop questions and ideas
  • Ideas about reflection: Brookfield
    Brookfield asks how possible it is for us to see ourselves in reality.
    He offers four lenses to enable self-reflection:
    Our autobiographies as learners and teachers
    Our students’ eyes
    Our colleagues’ experiences
    Theoretical literature
  • Ideas about reflection: Amulya
    Notion of purposeful learning – a way to prevent doing from overtaking learning
    Consciously trying to learn from struggles, dilemmas, uncertainty, conflicts, breakthroughs
    • Bringing our experience to language through writing and/or dialogue with others means that we that we have to analyse more carefully and more consciously
  • Reflection on your learning (Day 3)
    • At the end of this course we ask you to undertake purposeful learning about your practice through reflection
    • You will identify an aspect of your teaching that you want to reflect on intentionally and purposefully in order to understand your experience better
    • You will need to write a 500 word reflection which will form the basis of a short presentation to the group on Day 3
    • You can revise your reflection after the presentation and then submit it to CLTAD, in order to complete the course
  • b r e a k
  • Practice
    teacher-centred OR student-centred?
    filling empty vessels OR meeting individual needs?
  • Practice
    One to one teaching
    Tutorials
    Small groups
    Lectures
    Crits
  • What opportunities and challenges do these formats bring?When might you use each format?
  • One to one teaching / personal tutoring
    Who sets the agenda?
    Who does most of the talking?
    Start with what they do know and can do
    Concentrate on the work
    Understand where it fits into the bigger picture
    Consider using a checklist
    Instead of telling them what their work lacks, tell them what they need to do to improve
    Encourage the student to own the work
    Know when to refer to other tutors or other service providers
    Keep records
  • Small groups
    Learning from each other
    Group dynamics
    Can take time to build trust
  • Lectures
    Need to have a clear structure and you need to know what the main points are: talk this through at the beginning and sum it up again at the end
    Keep people involved
    Ask them to prepare something before the lecture AND MAKE USE OF IT
    Design a handout with headings and questions – students fill it in as you go along
    Assign discussion questions at set points (e.g. every 10 minutes) to break up the delivery from the front (students talk to one another for a few minutes) – these can complement question time
    Specify when you will take questions and then allow time for them
    Make good use of visuals
    Arouse curiosity: the whodunnit and the adventure narrative
  • Managing crits
    Your experiences…
  • Designing for learning
    Get into groups of three
    You are going to be the teaching team of a first year BA-level unit in some aspect of Art and Design
    Discuss among yourselves and decide what your specific subject area is – try to be as specific as possible
  • Step 1: Aims
    What are the aims of the course?
    These are your broad, general aspirations
    What is your general purpose in running the course
    What sort of aspirations do you have for students who take the course?
  • Step 2: Learning Outcomes
    What are the intended learning outcomes of your course?
    These are the assessable changes to the students’ behaviour
    What should they be able to do at the end of your course?
    Have a go at writing 3-4 Learning Outcomes
  • Step 3: Assessment
    What forms of assessment might allow the students to demonstrate that they had achieved the outcomes you have written?
    Be as specific as possible – imagine this is a real course involving real students
  • Step 4: Activities
    Which teaching and learning activities will help people to prepare for the assessment tasks you have in mind?
    What will your teaching sessions involve?
    What will you be requiring students to do when they are not with you?
  • What are the aims of the course?
    • These are your broad, general aspirations
    • What is your general purpose in running the course
    • What sort of aspirations do you have for students who take the course?
    What forms of assessment might allow the students to demonstrate that they had achieved the outcomes you have written?
    • Be as specific as possible – imagine this is a real course involving real students
    What are the intended learning outcomes of your course?
    • These are the assessable changes to the students’ behaviour
    • What should they be able to do at the end of your course?
    • Have a go at writing 3-4 Learning Outcomes
    Which teaching and learning activities will help people to prepare for the assessment tasks you have in mind?
    • What will your teaching sessions involve?
    • What will you be requiring students to do when they are not with you?
    THINK - How are you hoping your students will change as a result of doing your course?
    • Skills?
    • Attitudes?
    • Values?
    • Behaviours?
    What sorts of experiences have you built into the course that are designed to support the changes you are interested in?
  • To fine tune your plan a little
    If learning should involve transformation, how are you hoping your students will change as a result of doing your course?
  • Are you hoping to change…
    Knowledge?
    Subject specific skills?
    Generic skills?
    Attitudes?
    Values?
    Behaviours?
    Something else?
  • Refine your course design
    What sorts of experiences have you built into the course that are designed to support the changes you are interested in?
  • Feedback from groups