24 June 2013 1Dr Rob MacphersonUHI Millennium InstituteOrkney College, 7thApril 2004
24 June 2013 2What do lecturers do in lectures?What do lecturers do in lectures?What do you do to support learning?What do you do to support learning?What do you do which helps studentsWhat do you do which helps studentsto learn?to learn?What do you do to keep up to date withWhat do you do to keep up to date withyour subject?your subject?
3Intended learningIntended learningoutcomes…outcomes…By the end of this workshop, I hope youwill have:Explored some of the most commonlecturer/teacher behavioursWorked out which behaviours causelearning to happen
4Post-it task…Post-it task…Please write on a post-it your personalcompletion of the phrase:“Lecturing would be much better forme if only I …”Please bring your post-it to the frontand share what’s on it briefly.
5An historic view...An historic view...“People have nowadays got a strangeopinion that every thing should betaught by lectures. Now, I cannot seethat lectures can do as much goodas reading the books from which thelectures are taken.”(Samuel Johnson, 1709-1784)
Keeping itKeeping itsimple?simple?“Everything should be made as simpleas possible, but not simpler”(Albert Einstein, 1879-1955).Also:“Knowledge is experience, everythingelse is just information”
7Teaching…Teaching…Other people’s knowledge is justinformation.Teaching is helping people toturn information into knowledgeby getting them to do things withthe informationand giving them feedback abouttheir attempts.
8Information andInformation andcommunication?communication?Information can be communicated, inlarge amounts, in books and articles,or right to our computers, anddownloaded onto our hard discs.But it’s not knowledge till we dothings with it…Apply it, extend it, interrogate it,analyse it, disagree with it, compareand contrast it, and so on
9Another...Another...An expert is a man who has made all themistakes, which can be made, in a verynarrow field.(Niels Bohr, 1885-1962)Therefore we need to allow learners to makemistakes, and help them to gain feedbackin a constructive environment, to helpthem towards becoming experts.
10But sometimes weBut sometimes wereally need teachers…really need teachers…Someone who already knows;Someone who already understands;Someone who has already learnedby getting it wrong at first;And can help us to do the same…Sometimes without saying a word…
11Five factors for successfulFive factors for successfullearninglearninglearning by doinglearning from feedbackwanting to learnneeding to learnmaking sense - ‘digesting’
17Ripples on a pond….Wanting/NeedingDoingDigesting
18Ripples on a pond….Wanting/NeedingDoingDigestingFeedbackTeaching?Assessing?Understanding?
19Task: What do you actuallyTask: What do you actually dodoin lectures?in lectures?Jot down several things you actuallydodo in lectures/classes.Choose ‘…ing’‘…ing’ words or phrases, suchas…TalkingListeningTeachingMentoringAsking questionsAnswering questionsSupervising
20What you do in lectures...What you do in lectures...Write the main ‘…ing’‘…ing’ words at theleft hand side of a piece of paper.Explain how you build this into theclasses.Talk about what learning payofflearning payoffstudents gain from you doing this.Then identify how you know if your‘…ing’‘…ing’ words has been effective.
21Now rank your activities in lectures inNow rank your activities in lectures inorder of learning payoff for studentsorder of learning payoff for students12 35 64879Most productive instudents’ learningLess productive
22How does each ‘…ing’ helpHow does each ‘…ing’ helplearning?learning?DDoing: causing student actionoing: causing student actionFFeeding backeeding backWWantingantingNNeedingeedingMMaking sense - digestingaking sense - digesting
23Group taskGroup taskNow, chose one of the following andconduct a similar exercise: What do you do to plan or design learningactivities? What do you do to give feedback to students? What do you do to make the learningenvironment effective for students? What do you do to ensure you are teachingwell? What do you do to keep up to date with yoursubject?
24Specimen Answers ASpecimen Answers AWhat do you do to plan or design learningactivities? Preparation (annually, weekly, daily) Write new course material Develop online materials Contribute to student handbook/support materials Vary teaching/assessment modes Course/module committee meetings Academic Development processes Quality Committees Validation process QAA/HMI audit activities Respond to External Examiners
25Specimen Answers BSpecimen Answers BWhat do you do to give feedback to students? Informal feedback - verbal or written; planned orunplanned Formal feedback - guidelines; comments; pro-forma Individual feedback to student Group feedback to students Individual feedback from you Group feedback from you as part of a marking team Peer review As part of normal supervision In separate feedback sessions Through varying assessment modes Student self assessment
26Specimen Answers CSpecimen Answers CWhat do you do to make the learning environmenteffective for students? College design, lighting and layout Room design, lighting and layout Seating and site-lines Access to appropriate computers, etc Access to suitable labs, rooms, fieldwork Teaching and Learning strategies Placements/Years abroad/Work-place learning Guest lecturers/tutors Style of teaching - one-to-one advice/group teaching Counselling and learner support Guidelines, workshops and development tutorials Supporting learners with special needs
27Specimen Answers DSpecimen Answers DWhat do you do to ensure you are teaching well? Informal discussion with colleagues Formal discussion with colleagues eg committees Repeat known best practice over time Develop new skills and apply to new teaching At course, college, UHI or sectoral level External Examiners/Course Leaders forums Student feedback - formal or informal Informal discussion with students Student evaluations Engagement in Staff development Scholarship on pedagogy Conferences of Learning and Teaching
28Specimen Answers ESpecimen Answers EWhat do you do to keep up to date with yoursubject? Engage in Research - study Engage in Research - write and deliver papers Supervise Research Scholarship - books and/or websites Scholarship - newspapers (eg THES, Guardian) Scholarship - circulars Discussions with peers - inter-UHI and extra-UHI Attend conferences Attend workshops/forums LTSN discussion forums ILTHE membership