Postgraduates who teach


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Workshop for new postgraduates who will be teaching

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  • Sit with people you not worked with/ don’t know
  • Bring in the idea of silence
  • 12.30
  • Ask for examplesIs there a policy for 1st and 2nd marking?Talk to module leader if there are concerns
  • 2.30 COFFEE
  • 15.45
  • February 11 Workshop 1 M May 26 Workshop 2Feb 2012 submission
  • Postgraduates who teach

    1. 1. Introduction to Academic and Professional Practice for Postgraduate Students who Teach (PGA Part 1)<br />Christine Smith<br />
    2. 2. Learning outcomes for PGA Part 1<br />By the end of the session, you will….<br />Have a greater understanding of your role and responsibilities as a tutor<br />Understand the basic principles of learning, and key issues of teaching in a HE context<br />Be able to apply relevant principles of learning and teaching when planning sessions<br />Be conversant with the teaching techniques appropriate to your context <br />Understand the role of assessment in student learning<br />Be aware of how you can monitor and review your own practice<br />
    3. 3. Outline for the day<br />9.30 Welcome and introductions<br />9.45 Taking stock<br />10.00 Student learning<br />10.30 Small group teaching<br /> Coffee <br />11.15 Working with small groups<br />12.00 Questioning skills<br /> Lunch <br />13.15 Planning a session<br />14.00 Assessment and feedback<br /> Break <br />14.45 Dealing with challenges in small group teaching<br />15.30 Reviewing teaching<br />15.45 What next?<br /> Close<br />
    4. 4. Taking stock<br />What are you looking forward to?<br />What issues or challenges are you concerned about, what questions do you have?<br />
    5. 5. Kolb’s Experiential Learning Cycle<br />DO<br /> REFLECT/OBSERVE<br />PLAN<br />THINK<br />
    6. 6. What’s your preferred learning style?<br />Activist<br />Reflector<br />Theorist<br />Pragmatist<br />Do you always learn in the same way?<br />
    7. 7. Kolb plus Honey and Mumford<br />Activist<br />DO<br />Reflector<br />Pragmatist<br />OBSERVE<br />PLAN<br />THINK<br />Theorist<br />
    8. 8. Theory into practice<br />Consider your teaching, how can you take into account Kolb’s theory and Honey and Mumford’s learning preferences?<br />What can you do to encourage your students to visit all four points of Kolb’s cycle?<br /> How can you engage students with different learning preferences?<br />
    9. 9. Effective small group teaching<br />What you would see if you observed an effective small group session?<br />What are the students doing?<br />What is the tutor doing?<br />You might find it helpful to reflect on your own learning experiences - good and bad!<br />(10 mins)<br />
    10. 10. Coffee<br />
    11. 11. Small group activities and student learning<br />What activities are students engaged in which help them learn?<br /><ul><li> Listening
    12. 12. Discussing
    13. 13. Critiquing
    14. 14. Questioning
    15. 15. Sharing
    16. 16. Concluding</li></ul>And others?<br />
    17. 17. Ideas for activities and encouraging discussion<br /><ul><li>Pyramids
    18. 18. Fishbowls
    19. 19. Crossovers
    20. 20. Rounds
    21. 21. Buzz groups
    22. 22. Circular questioning</li></ul>And others?<br />Brainstorming <br />Problem solving<br />Role play<br />Syndicates<br />Poster tours<br />Case studies<br />Debates<br />Presentations<br />Reading<br />
    23. 23. Techniques for your teaching<br />Pick three activities that you think are an effective teaching activity. For each technique consider:<br /><ul><li> Why do you think they are effective?
    24. 24. How do they enhance the student learning?</li></li></ul><li>Creating the environment<br />Furniture<br />Setting expectations / ground rules<br />Outline aims, structure and intended outcomes<br />Set clear tasks/activities<br />Sit ‘outside’ the discussions<br />
    25. 25. Purpose of questions<br />Building students’ confidence<br />Checking their understanding<br />Helping students think more deeply/in a more complex way about an issue/problem<br />Encouraging student independence<br />Probing/following up<br />Re-focussing discussion<br />Encouraging discussion/debate<br />
    26. 26. Different levels of questioning<br />How would you prove/disprove…?<br />What changes would you make to solve…?<br />What would happen if…?<br />How is … related to …?<br />How would you use…?<br />How would you describe…?<br />What is… ?<br />
    27. 27. Common errors in questioning<br />Asking too many questions at once<br />Asking a question and answering it yourself<br />Asking a difficult question too early<br />Asking a question in a threatening way<br />Not allowing student time to think before expecting the answer<br />
    28. 28. Answering questions<br />“Is this right?” <br />“Where do I start?” <br />“What’s the best way of approaching this?”<br />Balance between providing an answer and reflecting the question back<br />Encouraging students to think for themselves<br />How to respond to a question when you don’t know the answer<br />
    29. 29. Lunch<br />
    30. 30. Planning sessions<br />The learning outcomes<br />Your background preparation<br />Learning activities<br />Practicalities<br />Contingencies<br />
    31. 31.
    32. 32. Assessment<br />What is its the purpose?<br /> Formative and Summative<br />
    33. 33. Race's 'Ripples on a pond' model oflearning<br />wanting/<br />needing<br />doing<br />digesting<br />feedback<br />
    34. 34. Example Feedback<br />You’ve made a good attempt at this essay. You introduce the subject well making a number of good points, in particular I think your development of the topic is strong. However there are a number of areas for improvement.<br />Unfortunately there are numerous typos and punctuation errors. You really should be more carefull to avoid these silly mistakes <br />There are a number of problems with your referencing. Actually your referencing is one of the worst I have seen in marking this assignment. A general comment, you should try and engage with the literature more effectively.<br />In all this has been a reasonable attempt for a first essay.<br />
    35. 35.
    36. 36. Good Feedback Practice<br />Timely<br />Personal<br />Empowering<br />Understandable<br />Manageable<br />Feedback sandwich<br />Explain why a particular mark has been given<br />
    37. 37. If you’re going to be marking…<br />Make sure you’re fully briefed beforehand by an experienced member of staff<br />You should have a copy of the assessment criteria, instructions given to students and any other relevant information/materials (e.g. module guide)<br />Make sure that your marking is checked or moderated by an experienced member of staff<br />See the policy for postgraduates who teach!<br />
    38. 38. Coffee<br />
    39. 39. Challenging situations<br />What are the challenges?<br />Are there any underlying causes?<br />List 3 possible ways of dealing with the situation (more if you can think of any)?<br />What would you not do?<br />
    40. 40. Gather feedback<br />Interpret feedback<br />Make changes<br />Agree/decide on action<br />Adapted from Hounsell (1999)<br />Reviewing your teaching<br />
    41. 41. Useful resources<br />Colleagues<br />Higher Education Academy (HEA)<br />HEA Subject Centres<br />Graduate Skills Programme<br />Staff Development Collection (library)<br />Learning and Development Centre team<br />
    42. 42. What now?<br />Do nothing!<br />Do set reading and complete reflection on Part 1 to receive a formal letter of attendance<br />Progress to PGA Part 2 to work towards formal accreditation for your teaching<br />
    43. 43. PGA Part 2<br />Postgraduate Award Introduction to Academic and Professional Practice (PGA IAPP)<br />30 masters credits<br />Attend 2 full-day workshops and 3 small group meetings<br />Compile a portfolio of evidence: teaching observations, student feedback (to and from), session plans, 2 longer pieces of writing about your practice <br />
    44. 44. For further help/information<br />PGA Website:<br />Email:<br />Christine Smith Tel: 75580<br />Learning and Development Centre<br />2nd floor, University House<br />