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Pg cert chapter2


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Pg cert chapter2

  1. 1. Presentation Title Example Author: Simon Haslett 15th October 2009 Post Graduate Certificate: developing professional practice in HE Chapter 2 Managing Learning
  2. 2. Chapter 2: Managing Learning 1. Chapter objectives 2. Teaching with emotional intelligence 2a) Your personal style (Transactional Analysis) 1. How are our students diverse? 2. Student diversity 3. Diversity policies and initiatives 4. Developing an inclusive curriculum 5. Deep and surface learning revisited 6. Student study skills audit 7. Reflective summary 8. Bibliography
  3. 3. 1: Chapter objectives • Reflect on and clarify your own role as a tutor in establishing an effective learning environment • Develop your practice in meeting the diverse learning needs of your students • Analyse the language/study skills your students needs and plan to support the development of these
  4. 4. 2: Teaching with emotional intelligence • Go to the library room and look at the extract from Mortiboys (2005:17 – 27) • Complete the questionnaire “your personal style” from the Mortiboys extract • You may also like to complete the other activities: 1. How do you relate to your learners? 2. What’s on your T-shirt? 3. Where do you want to get to with your learners? • Reflect in you e-portfolio on anything you found useful about the questionnaire/other activities
  5. 5. 2a: Your personal style (Berne’s model of Transactional Analysis) Structural model Functional model controlling parent nurturing parent adapted child free child
  6. 6. 3: How are our students diverse? • Reflect on what makes your learners different from each other: • cultural background (including ethnicity, social class etc.)? • age? • anything else…? • View the video clip V04, where Laura and Rachel discuss student diversity • Are their experiences similar or different to yours?
  7. 7. 4: Student diversity • Reflect upon the factors that make your students diverse • Now share/discuss with another participant: • what strategies can you use to ensure that all students have an equal opportunity to learn from your sessions? • illustrate with examples from your experience if you can • aim to post at least one idea and respond to one idea from someone else
  8. 8. 5: Diversity policies and initiatives • In 2006 the University of Wales, Newport produced a document “Developing an inclusive curriculum” • This aims to support lecturers in examining and improving their practice with the whole range of students at the university • Go to the library room and read the short extract on “delivery” from the document • Find out if your institution has a similar policy/document and compare approaches
  9. 9. 6: Developing an inclusive curriculum • View the video clips V05 and V06, where Rachel and Laura discuss two suggestions from “Developing an inclusive curriculum” 1. Encourage students to contribute to discussions about course content 2. Encourage students to listen and learn from one another • Contact another participant • discuss the value of these suggestions with your fellow participant • share examples from your own subject teaching of exactly how you might put these suggestions into practice • Upload a summary of your discussion to your e-portfolio
  10. 10. 7: Deep and surface learning revisited • We looked in detail at this model in Chapter 1 • Tamsin Haggis (2003) criticises the “[deep and surface] learning approaches” model as: – merely a rather general description of “elite” goals and values – culturally specific, saying little about the majority of students in HE • She suggests HE tutors can support learners better by teaching the language and study skills required by their own disciplines • Go to the library room and look at the article by Haggis (2003:17 – 27)
  11. 11. 8: Student study skills audit • Now let’s plan to develop our own practices in this area • Look at the Study Skills Requirements DOC06 grid • Add/adapt the first column (student learning/assessment activity) to make it appropriate to your own teaching • Consider, and fill in, the language/study skills you require of students, and the support/guidance they might need • Put the completed table in your e-portfolio
  12. 12. 9: Reflective summary • Please write a 500 word reflective summary on your experience of this chapter, to include: – What you have learnt – How you will put this learning into practice in your teaching • The reflective summary should be put in your e-portfolio
  13. 13. 10: Bibliography • HAGGIS, T. (2003) Investigating “Approaches to Learning” research British Education Research Journal 29:1 pp 89-104 • JAQUES, D. (2007) Learning in Groups: a handbook for face to face and on-line provision 4th edition. London. Kogan Page • MORTIBOYS, A. (2005) Teaching with emotional intelligence London: Routledge