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Research Students Teaching


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Research Students Teaching

  1. 1. Research Students Teaching (ReTeach) Academic Development #reteach Chrissi Nerantzi, Craig Despard, Dr Sian Etherington @chrissinerantzi @despard1974 @sianeth1Tell me, I will forget;Show me, I may remember;Involve me, and I will understand.Chinese Proverb
  2. 2. the journey• Learning• We as learners• We as teachers• Good teaching• Does size matter?• We are in the 21st century• Sharing experiences• Now what?
  3. 3. Who is who?
  4. 4. What is learning?
  5. 5. 1. Learning is 5. Learning is like everywhere eating 2. Learning is 6. Learning is experiencing relearning3. Learning is change 7. Learning is unlearning 4. Learning is 8. Learning is a want, important not a need
  6. 6. Good teaching
  7. 7. 1. Interest and explanation 2. Concern and respect for 6 students and student learningprinciples 3. Appropriate assessment and feedback of 4. Clear goals and intellectual challengeeffective 5. Independence, control and engagement 6. Learning from studentsteaching in HE (Ramsden, 2003)
  8. 8. 6 powerful forces in education • Encourages contacts•Activity between students and•Expectations faculty.•Cooperation • Develops reciprocity and•Interaction cooperation among students.•Diversity • Uses active learning•Responsibility techniques. • Gives prompt feedback. • Emphasizes time on task. • Communicates high expectations. • Respects diverse talents and ways of learning. 7 principles ofgood practice inundergraduate education (Chickering & Gamson, 1987)
  9. 9. Three main theories of teaching in HETheory 1: Teaching as Theory 3: Teaching astelling, transmission or making learning possible – SELF-DIRECTEDdelivery - PASSIVE teaching is cooperative learning tostudents are passive recipients help students change theirof the wisdom of a single understanding. It focuses onspeaker – all problems reside critical barriers to student learning (Threshold Concepts – Meyer andoutside the lecturer Land, 2003) Learning is applying and modifying one’s own ideas; itTheory 2: Teaching as is something the student does, rather than something that is doneorganising or to the student. Teaching isfacilitating student speculative and reflective, teaching activities are context-activity - ACTIVE related, uncertain andstudents are active – problems shared continuously improvable. (Ramsden, 2003, 108-112)
  10. 10. How is this goingWhat do to How will wewe want happen? know that our thestudents studentsto learn? have learnt it? constructive alignment
  11. 11. Constructive alignment (Prof. John Biggs, 1999) outcomes outcomes outcomesdesigned to meet learning designed to meet learning designed to meet learning Learning Intended Assessment and Learning Method Teaching Outcomes activities•Students construct meaning from what they do to learn.•The teacher aligns the planned learning activities with the learning outcomes. 14
  12. 12. tutor has teaching qualification active learning class size: 1 tutor 20 students students: time on task tutor load: 1 class collaborative and social learning tutor full-time clear and high expectations tutors as reflective quick feedback3 for learning Quality: What really matters? practitioners students using feedback programme teams to learning hours matter work together focus on formative intellectual challenge social relationships programme assessment team peer assessment positive research environment ‘close contact’ student tutor students as partners interactions and relationship for educational gains
  13. 13. Gibbs, G (2010) Dimensions of quality, York: Gibbs, G (2012) Implications of ‘DimensionsThe Higher Education Academy, pp. 19-37 of quality’ in a market environment, York: The Higher Education Academy Prof. Graham Gibbs
  14. 14. identifying needs and planning evaluating designing teaching and learning cycle supporting facilitating assessingalso: learning
  15. 15. sharing experiences
  16. 16. continue the conversation
  17. 17. observeothersteaching!
  18. 18. ReferencesBiggs, J (1999) Teaching for Quality Learning at University, SRHE/OUP.Biggs, J & Tang, C (2011) Teaching for Quality Learning at University.Chickering, A. W. & Gamson, Z. F. (1987) "Seven principles for good practicein undergraduate education" American Association of Higher EducationBulletin vol.39 no.7 pp.3-7Meyer J H F and Land R (2003) Threshold Concepts and TroublesomeKnowledge 1 – Linkages to Ways of Thinking and Practising’ in ImprovingStudent Learning – Ten Years On. C.Rust (Ed), Oxford: OCSLD.Ramsden, P (2003) Learning to teach in Higher Education, Oxon: RoutledgeFalmer.