Developing Educational PracticeDay 2<br />
Overview of day 2<br />Recap of yesterday<br />Observations and reflections<br />Reflection<br />Why is reflection so cent...
What do we know about how people learn?<br />
What does our understanding of how people learn mean for teaching? <br />
Brainstorm<br />Imagine you have been asked to deliver a guest lecture on the theory and use of colour.<br />What would yo...
Reflection<br />What is it?<br />What is it for?<br />
Group work<br />Get into groups of three or four – work with new people<br />In your groups, work quickly and come up with...
Ideas about reflection: Kolb<br />Learning is grounded in experience and reflection on experience<br />There is a cycle ma...
Reflection: Kolb<br />Kolb’s (1984) learning cycle <br />
Ideas about reflection: Schön<br />Donald Schön (1983) – idea of the reflective practitioner testing out theories<br />Ref...
Ideas about reflection: Brookfield<br />Brookfield asks how possible it is for us to see ourselves in reality.<br />He off...
Ideas about reflection: Amulya<br />Notion of purposeful learning – a way to prevent doing from overtaking learning<br />C...
You will identify an aspect of your teaching that you want to reflect on intentionally and purposefully in order to unders...
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</li></l...
Practice<br />teacher-centred OR student-centred?<br />filling empty vessels OR meeting individual needs?<br />
Practice<br />One to one teaching<br />Tutorials<br />Small groups<br />Lectures<br />Crits<br />
What opportunities and challenges do these formats bring?When might you use each format?<br />
One to one teaching / personal tutoring<br />Who sets the agenda?<br />Who does most of the talking?<br />Start with what ...
Small groups <br />Learning from each other<br />Group dynamics<br />Can take time to build trust<br />
Lectures<br />Need to have a clear structure and you need to know what the main points are: talk this through at the begin...
Managing crits<br />Your experiences…<br />
Designing for learning<br />Get into groups of three<br />You are going to be the teaching team of a first year BA-level u...
 Step 1: Aims<br />What are the aims of the course?<br />These are your broad, general aspirations<br />What is your gener...
Step 2: Learning Outcomes<br />What are the intended learning outcomes of your course?<br />These are the assessable chang...
Step 3: Assessment<br />What forms of assessment might allow the students to demonstrate that they had achieved the outcom...
Step 4: Activities<br />Which teaching and learning activities will help people to prepare for the assessment tasks you ha...
What are the aims of the course?<br /><ul><li>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?</li></ul>What forms of assessment might allow the s...
What should they be able to do at the end of your course?
Have a go at writing 3-4 Learning Outcomes</li></ul>Which teaching and learning activities will help people to prepare for...
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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.

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Developing Educational Practice #2

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