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Hea workshop session 2 he project initial insights

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Hea workshop session 2 he project initial insights

  1. 1. www.le.ac.ukPart 2Lesson Study, investigating and developing learningwith international post-graduate students
  2. 2. Aims of the research•Enhance the quality of lecturers’ learning through collaborationin Lesson Study groups;•improve the quality of students’ learning opportunities inseminars/lectures developed by lecturers who participate inLesson Study;•Evaluate lesson study as a vehicle for the development oflecturers’ reflective practice
  3. 3. Initial ideas• The early months of full-time face-to-face masterscourses can be difficult for international studentsdue to learning issues centred on cultural differenceand language acquisition• Consideration of culture and learning. Led to a basicnotion for development:‘What we’re now saying to them is that they’re at the threshold of a newcommunity, you know, new community of learning.’(W, 1st planning meeting, Sept 2012)
  4. 4. What is learning?• We have used the theory of learning developed byIlleris (2007)
  5. 5. Emergent method for understandinglearning
  6. 6. Lesson Study cyclesCycle 1Cycle 2Cycle 3Focus on active/didactic approaches to learning• Learning theories• Effective teachingDeveloping a critical student voice – co-constructinglearning• Study skills• Globalisation of educationImplanting emergent lessons• Curriculum studies• Neuroscience and learning
  7. 7. Insights• Much of what we have done/learnt we see asinsights emerging out of a complex adaptive system• Emergent lessons linked to:– The process of lesson study– Successful pedagogies in an international mastersenvironment– Professional insights and identities– Swimming in questions
  8. 8. The process of Lesson Study• Session planning– Refocusing onto learning– Context• Creation of a new session or rehashing an old?– The importance of rehearsal– Explicitly linking teaching and learning– Professional difference as catalyst for debate andchange
  9. 9. Rehearsal‘We’ve asked them to look at five things. We’ve askedthem to go through the questions. Then we sort ofsay, ‘Right. Having had the questions answered, goback together with the five things that you noticedfrom the video and you now need to create a newdefinition of learning. You created one on the 8th.Created one last week. Now we want you to thinkabout whether or not for you as a group it stays thesame or it changes? What’s your new definition oflearning?’(P, 2nd Planning meeting, October 2012)
  10. 10. • Observation– Perhaps the largest/steepest learning curve– ‘Culturally difficult’ at the start– Insights– Incomplete stories – what does learning look like?
  11. 11. • Evaluating learning– Importance of interviews and observationstogether– Insights into the complexity of learning– Reflection on our own practice
  12. 12. Developing Pedagogies• What type of learning?• Learning ecologies• Language• Co-construction of learning
  13. 13. What type of learning?• Student perceptions of their own learning– Student/tutor roles– Instrumental/discovery‘I think group, sometimes a very good idea, but sometimes it’s not good I thinkbecause some people have more responsibilities than other students I think. Somestudents, they more manage to process, but some students can be quite shy.’(A, Turkish student)‘Masters degree study should have focus on some research and cooperation witheach other to find the best way to solve problems. So I think it’s quite good. It’sbetter than someone do the work by themselves.’(R, Chinese student)
  14. 14. Learning Ecologies• Introduction of pre-session and post-session tasks• Structured• Very popular• Huge differences in learning during sessions
  15. 15. ‘It’s funny because I listen a lot to him, both of you, and I like Wasyl becauseactually I like it that he uses a lot of anecdotes and I kind of like him because I fazeout because he’s talking and then I just look at the points and then I’ll try and… It’slike listening for specific information. It’s like I’m sort of not completely ignoringhim, but I’m sort of waiting for him to pull out something that I’m like, ‘I don’t knowthat’. Or like I’m like, ‘Oh’. So I’ll listen to him but if he’s talking or he’s saidsomething that I find especially interesting, then I might look it up on my phone likequickly..’(E, English student)W: Have you got notes on the slides?No.W: Just a small number. Underlining some things on your slides.Yeah.W: So you’ve got the slides here and occasionally… So very little. Just the odd word.Yeah. Because it’s not my first language. It’s a little bit difficult to listen, translate and write.So I just listen to understand.(E, Cypriot student)
  16. 16. Learning Ecologies• Use of technology– Tablets– iphones– Netboooks– Laptops
  17. 17. ‘Some words, especially the academic words, I need to refer to a dictionary. So Ibring electronic dictionary everywhere.’(R, Chinese student)
  18. 18. Language• Innate variability• Student led glossaries• Terminology
  19. 19. Co-construction with students• Development of the learning challenge and insightsinto student needs‘I’m not sure exactly the difference between the introduction and conclusion.Some introduction would need to describe some background and informationabout our main topic, but in conclusion would also need that. So what’sexactly the difference between them and how to write down the conclusionwhich I need to write a summary or something, the other I’m not sure.’
  20. 20. Professional Insights and Identities• Changes in the way we view learning– Structure– technology• Teacher identity amongst the students‘I think yesterday or last week. I don’t know why because in my country someteacher is very worried about the other teacher in the lesson.’(A, Turkish student)
  21. 21. Swimming in questions• Differentiation• The role of culture• Observation• Learning

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