Western teaching methods seminar

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Basic talk about teaching methods for Chinese university teachers. Produced a good discussion.

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Western teaching methods seminar

  1. 1. University teaching methods - a western perspective Dr Robert Shaw Centre for Teacher Development Seminar Guangdong University of Foreign Studies 21 March 2013
  2. 2. 6 Agenda 1. My approach to teaching 2. Western university education 3. How I teach 4. The way ahead
  3. 3. 7 1. My approach to teaching
  4. 4. 8 Curriculum What you teach Evaluation How you assess Pedagogy How you teach
  5. 5. 9 Textbook What you teach Examination How you assess Teacher How you teach Student perspective
  6. 6. 10 Curriculum What you teach Confused thinking about Knowledge / understanding / skills Theory / practice
  7. 7. 11 Curriculum What you teach Justification of a curriculum Philosophical (nature of knowledge) Sociological (relationship to society) Psychological (student needs) Who decides the curriculum? Hierarchies of curriculum control
  8. 8. 12
  9. 9. 13 Curriculum What you teach Vocational education China follows the West’s mistakes
  10. 10. 14 Curriculum What you teach Operations & Production Management Badminton Not university subjects: Practical skills Apprentices (students) & mentors (teachers)
  11. 11. 15 What do you believe about teaching – learning? The teacher must decide pedagogy Teach individuals not classes Complementary modes of delivery Knowledge / understanding / skills Pedagogy How you teach
  12. 12. 16
  13. 13. 17
  14. 14. 18 Benjamin Bloom Cognitive (thinking) skills
  15. 15. 19
  16. 16. 20
  17. 17. Creativity Higher levels in Bloom’s taxonomy of cognitive skills John Cleese video 21
  18. 18. 22 The Rhythmic Claims of Freedom and Discipline Three stages in learning a subject / topic Romance (freedom) Precision (discipline) Generalization / use (freedom) A N Whitehead The role of the teacher in the learning process Establish the discipline Define the curriculum Set standards Give freedom Let the student learn Build confidence
  19. 19. 23 Evaluation How you assess Examinations are evil
  20. 20. 24 Evaluation drives student learning Weighting of course objectives Assess at all of Bloom’s levels Evaluation How you assess Examinations are evil
  21. 21. 25 2. Western university education
  22. 22. 26 Major trends in university education Neoliberalism The university as a business Students as customers Credentials not wisdom Absurd specialisations Poor teacher practices Distance education is cheaper
  23. 23. 27 Major trends in university education Scholars relate to scholars Professional organisations vital Unity of professional teachers Open journals The range of institutions
  24. 24. 28 Academic societies Organise conferences Publish your articles Support people
  25. 25. 29 3. How I teach
  26. 26. 30 Course objectives 3. How I teach Course website Email Lectures Tutorials Use of external resources Library facilities Online marking Student dishonesty
  27. 27. 31 Course objectives Be clear about the course objectives Keep repeating them during the course Show how the assessment relates to the objectives
  28. 28. 32 Your professor has two roles 1. To help you: a. To learn important things about management globally. b. To acquire some of the skills that managers need. 2. To be your examiner: a. To set tasks for you which adhere to the objectives of the course. b. To assess your knowledge and understanding as demonstrated in tests. c. To grade (mark) your work and give you credit for the skills you can display.
  29. 29. 33 You have to learn two things 1. About management globally. You must know and understand: a. b. 2. The important concepts that managers use to describe their work. The debates about management (the keys issues). How to enquire into management. You must demonstrate research skills: a. b. c. d. Ask questions Obtain information Draw conclusions Communicate your ideas
  30. 30. 34 Your abilities 1. You know about something when you remember it. 2. You understand something when you can make use of what you remember. 3. You demonstrate research and communication skills. You demonstrate your skills in: a. Weekly emails to your professor b. Your glossary c. Your research paper
  31. 31. 35 Course assessment Assessment % of grade Due date Test 1 20 Week 6 (in class time) Test 2 20 Week 11 (in class time) Research project 40 Week 14 (in class time) Glossary 10 Week 16 (in class time) Communications (email) 10 At times required TOTAL 100
  32. 32. 36 Course website Organise everything The gains come the second time round
  33. 33. 37
  34. 34. 38
  35. 35. 39
  36. 36. 40
  37. 37. 41 Email Personalise / individualise Motivation Method to achieve research projects & essays
  38. 38. 42 Your email to your professor 1. These are professional business communications. 2. Please place “MGP”, class number, and your student number in the subject line. 3. If you do not have a reply to your email within one day, send the email again or contact your Class Monitor. 4. You will gain a mark based on: a. b. c. d. Clarity (logical flow, full sentences, no abbreviations) Tone (formal but friendly) Content (the quality of your ideas) Timeliness (as required)
  39. 39. 43 Why the email 1. To practice business communications. 2. To provide your professor with information on your needs and progress. 3. To help you spread the work out through the 17 weeks. 4. To provide you with information on your progress and ideas. Particularly as you prepare your research report.
  40. 40. 44 Task for the week 1. Tasks for the week are always due the day before the next session (you have until mid-night). 2. Your performance in the tasks contributes towards your final mark. It is assessment item 5 , Communications. 3. Send an e-mail to your professor (shaw@porirua.net). In the Subject line put: MGP, your class number and your student number. 4. In that e-mail: (a) introduce yourself (about 100 words, include your English and Chinese names), (b) write about your career ambitions, say what job you want in five years time (about 100 words), and (c) attach a photograph of yourself.
  41. 41. 45 Lectures mp3 Chinese discussions Follow ppt or website Defines the curriculum
  42. 42. 46 The desks speak
  43. 43. 47
  44. 44. 48
  45. 45. 49
  46. 46. 50
  47. 47. 51 Tutorials Build student confidence Provide variety in sessions Individualise
  48. 48. 52 Online marking Distance education technique Electronic submission + paper submission Automation vital Marking schedules (rubric)
  49. 49. 53
  50. 50. 54
  51. 51. 55 Academic dishonesty Prevalence Quality in education Teacher – GDUFS - China Automation vital Programs: Turnitin, WriteCheck, iThenticate
  52. 52. 56 4. The way ahead
  53. 53. 57 Lawrence Stenhouse
  54. 54. 58 What do you want to do? Goal: Work-load management Goal: Become a reflective teacher (Support group) Seminars: Vocational Education, Curriculum, Evaluation, Pedagogy The role of the Centre for Teacher Development
  55. 55. University teaching methods - a western perspective Thank you 21 March 2013

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