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Developing professional practice Ch2

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Developing professional practice Ch2

  1. 1. Presentation Title Example Author: Simon Haslett 15th October 2009 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. Diversity policies and initiatives 3. Developing an inclusive curriculum 4. Deep and surface learning revisited 5. 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 need 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?
  5. 5. 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?
  6. 6. 4: 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
  7. 7. 5: Developing an inclusive curriculum • View the video clips V05 and V06, where Rachel and Laura discuss two suggestions from “Developing an inclusive curriculum” 1. Reflect upon whether you can encourage students to contribute to discussions about course content 2. Reflect upon whether you can encourage students to listen and learn from one another
  8. 8. 6: 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)
  9. 9. 7: 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
  10. 10. 7: 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

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