Research Students Teaching


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join our community space for research students who teach at the University of Salford and elsewhere

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  • we needlabels to use for name tags (add star and circle)flipchart papermarkers (different colours)blue tagpost-it notesred paper hearts, 1 for each participantprint: parcel pageprint: QR code community pagetake: learning retention flashcards (purple and orange)take:flashcards Bloomask participants to bring: smart deviceuse technologies throughout: camera: take photographs of activities, people and productscamcorder: capture some of the activitiestwitter: use hashtag #reteach, encourage participants to use it for questions, observations throughout the session
  • speed dating activityask everybody to get up and form 2 lines (x – x)talk to each other about who they are, what they teach, what they love about learning and teaching
  • activity with post-it notesanswer this question individuallyswap responsesdiscuss briefly 2-3observations
  • Source:
  • 1. complete this task2.then ask everybody to share > post-it notes on wall in specific areas 1/2/3/43. reflect individually: implication for teaching
  • Flipchart activity: What is good teaching in HE? part 1: In groups discuss, capture on flipchartshare findingspart 2: handout UK PSFTrigger further reflection
  • Handout, not show in class
  • ask participants to bring a module guide with themactivity 1: to put labels in the right order low > high level thinking – use flashcardsactivity 2: to discuss this linked to the learning outcomeslearning outcomes verbs, find them online. use own devicesIn the 1950s, Bloom found that 95% of the test questions developed to assess student learning required them only to think at the lowest level of learning, the recall of information. Recognizing that there are different levels of thinking behaviours important to learning, Benjamin Bloom and his colleagues developed a classification system which has served educators since 1956.The inclusion of higher level thinking skills with information skills activities is a valuable tool and model for teachers seeking to provide challenges for their students.
  • activity: use flashcards: purple and orange, place on wall at the beginning of the session and ask participants to put in right order and add the percentages too, then show next slide
  • flashcards on wall activity: then show this slide
  • activity:benefits and challengeslearning environment class sizediverse student bodylearning habits and preferences
  • Watch and discuss the question Fred is raising
  • activity
  • Activity: Identify development needs*** confident** ok* Not confident at all
  • open your heart activity: think of a tricky learning and teaching situation you experienced recently.Capture it in the heart.Share with your buddy and identify together possible solutions. Share with another pair.Reflect on this experience. What would you do differently next time?
  • print: this!final activity: reflective parcel1 minute paperask everybody to reflect on session and complete
  • print!
  • create a quiz with socrativeinvite participants to complete it at the end of the session
  • 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.