ORIC Approaches to university teaching


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ORIC Approaches to university teaching

  1. 1. Approaches to University Teaching<br />Enhancing learning for all students<br />
  2. 2. theories of teaching;<br />the HE Academy & university teaching:<br />areas (what does teaching involve);<br />knowledge;<br />values.<br />An Introduction to University Teaching <br />
  3. 3. At the end of this section, you should have: <br />reflected on your own approach(es) to teaching, and begun to place this within overarching theories of teaching.<br />Learning Outcomes<br />
  4. 4. Individually, describe on one post-it note what university teaching means to you.<br />What is University Teaching?<br />
  5. 5. Some theories of teaching<br />Prosser & Trigwell:<br /> Approaches to Teaching <br />Inventory (ATI)<br />Lindblom-Ylanne<br />Approaches to Teaching<br />Ramsden<br />Three Theories <br />of Teaching<br />
  6. 6. Prosser & Trigwell (1999)<br />draws from research into (science) lecturers’ conceptions of teaching<br />Approaches to Teaching Inventory (ATI)<br />
  7. 7. In responding to each of the following questions from the ATI, think of a particular teaching context<br />You will be asked to position yourselves on a continuum from ‘almost always true for me in this context’ to ‘only rarely true for me’<br />Line-up Activity<br />
  8. 8. In this subject I concentrate on covering the information that might be available from a good textbook<br />We take time out in classes so that students can discuss, among themselves, the difficulties that they encounter studying this subject<br />strategy<br />
  9. 9. I feel a lot of teaching time in this subject should be used to question students’ ideas<br />I feel it is important to present a lot of facts in classes so that students know what they have to learn for this subject<br />intention<br />
  10. 10. ATI: 2 main approaches to teaching<br />conceptual change/student focused approach<br />information transmission/ teacher focused approach<br />but note concern about validity of ATI as a research tool (Meyer & Eley, 2005)<br />
  11. 11. Content-focused approach to teaching<br />focus on transmission of knowledge<br />generally repeat traditional and familiar ways of teaching<br />Learning-focused approach to teaching<br />teaching to improve student learning<br />emphasis on continuous enhancement of own teaching<br />(also looking at how AtT are affected by disciplinary and teaching context)<br />Approaches to Teaching(Sari Lindblom-Ylänne, U of Helsinki, e.g. Lindblom-Ylänne et al (2006); Postareff et al (2007))<br />
  12. 12. Ramsden’s 3 Theories of TeachingRamsden(2003)<br />Teaching as telling or transmission:<br />transmission of authoritative content;<br />teacher as source of undistorted information;<br />failure to learn is blamed on students.<br />Teaching as organising student activity:<br />focus on what the student does;<br />orchestrate teaching to generate learning activity;<br />but may be failure to fully integrate T&L activity with students’ learning of subject.<br />Teaching as making learning possible:<br />T, L & subject linked in overarching system;<br />Teacher’s focus is on identifying & overcoming barriers to students’ learning;<br />Teacher recognises knowledge of the subject is constituted by the learner.<br />
  13. 13. Areas of activity (what does teaching involve)<br />Knowledge (what do we need to know to be effective)<br />Values <br />The HE Academy & University Teachers<br />
  14. 14. In table groups discuss & produce a brief list of what YOU feel might constitute either:<br />the key activities that constitute teaching in HEor<br />the core knowledge required by all HE teachers to be effective, or<br />professional values that should be shared by all HE teachers.<br />Activity: areas, knowledge & values<br />
  15. 15. Design and planning of learning activities and/or programmes of study.<br />Teaching and/or supporting student learning.<br />Assessment and giving feedback to learners.<br />Developing effective environments and student support and guidance.<br />Integration of scholarship, research and professional activities with teaching and supporting learning.<br />Evaluation of practice and continuing professional development.<br />HEA: Six Areas of Activity<br />
  16. 16. The subject material.<br />Appropriate methods for teaching and learning in the subject area and at the level of the academic programme.<br />How students learn, both generally and in the subject.<br />The use of appropriate learning technologies.<br />Methods for evaluating the effectiveness of teaching.<br />The implications of quality assurance and enhancement for professional practice.<br />HEA: Core knowledge<br />
  17. 17. Respect for individual learners.<br />Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice.<br />Commitment to development of learning communities.<br />Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity.<br />Commitment to continuing professional development and evaluation of practice.<br />HEA: Professional Values<br />
  18. 18. Lindblom-Ylänne, S, Trigwell, K, Nevgi, A & Ashwin, P (2006). How approaches to teaching are affected by discipline and teaching context, Studies in Higher Education, 31 (3), 285-298.<br />Meyer, JHF & Eley, MG (2006) The approaches to teaching inventory: a critique of its development and applicability, British Journal of Educational Psychology, 76, 633-649.<br />Postareff, L, Lindblom-Ylänne, S & Nevgi, A (2007). The effect of pedagogical training on teaching in higher education, Teaching and Teacher Education, 23 (5) 557-571.<br />Prosser, M & Trigwell, K (1999) Understanding Learning and Teaching, Buckingham: SRHE & Open University Press.<br />Ramsden, P (2003) Learning to Teach in Higher Education 2nd edition, London: RoutledgeFalmer.<br />Specific References<br />
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