Teaching in Higher Education

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Teaching in Higher Education

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Teaching in Higher Education

  1. 1. Teachingin Higher Education
  2. 2. Learning outcomes- to discuss teaching practices in different contexts- to plan for interaction and student engagement- to reflect on current practice- to develop an action plan to refine approaches used tomaximise engagement and learning
  3. 3. Powerful ideas in teaching*http://www.flickr.com/photos/49503002139@N01/1435314340 * Gibbs, G. & Habeshaw, T., 1992. Preparing to Teach: An Introduction to Effective Teaching in Higher Education, Technical and Educational Services.
  4. 4. Learners constructknowledge http://www.flickr.com/photos/danisarda/3939008630/
  5. 5. Learners need to see the whole picturehttp://www.flickr.com/photos/slightlynorth/3470300872/in/photostream/ 5
  6. 6. Learners are selectively negligent
  7. 7. Learners are driven by assessment
  8. 8. Learners often only memorise 8
  9. 9. Learners’ attention is limited 9
  10. 10. http://www.flickr.com/photos/46191841@N00/3554010670 Learners’ can easily be overburdened
  11. 11. Adults learn differently About... Pedagogy Androgogy The Learner Dependent personality Increasingly self-reliantRole of Learners’ To be built on To be used as a experience resource for learning by self and othersReadiness to learn Determined by age and Develops from life tasks stage in the course and problems (maturity) Orientation Subject Centred Task and problem- centred Motivation By external reward By internal incentives. curiosity
  12. 12. Learnerslearn well by doing http://www.flickr.com/photos/danisarda/3939008630/
  13. 13. Learners learn well when they take responsibility for their learning
  14. 14. Learners have feelings! 14
  15. 15. Preparing to teach... 3 questions
  16. 16. Q1 - Who?A1: Students in Higher Education
  17. 17. Q2 - Whatdo you want students to learn and achieve?
  18. 18. Q3 - How do you want students to learn andachieve the goals you set for them ?
  19. 19. 1 2 Constructive alignment1 - students construct meaning through relevant learning activities --> creation (teaching as a catalyst for learning) 2 - what the teacher does to support learning --> facilitation (of an environment for learning)
  20. 20. Constructive alignment requires 4steps: 1 - Defining the intended learning outcomes (ILOs); 2 - Choosing teaching/learning activities likely to lead to the ILOs 3 - Assessing students actual learning outcomes to see how well they match what was intended4 - Arriving at a final grade. 20
  21. 21. A learning outcome... ....is a statement of what a learner is expected to know, understand and be able to do at the end of a period of learning and of how that learning is to be demonstrated. (Moon, 2002)Moon, J. (2002) The Module and Programme Development Handbook. London: Kogan Page Limited
  22. 22. Learning outcomes should:• be written in the future tense• identify important learning requirements• be achievable and• assessable use clear language easily understandable to studentsWhen writing outcomes, it may be useful to use the following expressionAt the end of this module you should be able to.......
  23. 23. Blooms Taxonomy (1956) Anderson & Krathwohls Taxonomy (2001) Evaluation Create action driven
  24. 24. http://www.mmiweb.org.uk/downloads/bloomimages/bloom_plts.jpghttp://zaidlearn.blogspot.co.uk/2009/07/use-blooms-taxonomy-wheel-for-writing.html Blooms Revised Taxonomy Wheel 24
  25. 25. http://www.johnbiggs.com.au/solo_graph.html
  26. 26. http://www.learningandteaching.info/learning/solo.htm
  27. 27. Let’s write some learning outcomes!http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
  28. 28. Choosing learning activities...
  29. 29. ...for small groups
  30. 30. ...for large groups
  31. 31. Active learning in laboratories?
  32. 32. You have it easy! :-)Research advocates interaction!Adams, D.J., 2009. Current Trends in Laboratory Class Teaching in University BioscienceProgrammes. Bioscience Education, 13(2009). Available at:http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ858371 [Accessed October 7, 2012].
  33. 33. Learning activities in labs
  34. 34. Let’s designactivities for learning!
  35. 35. Things to consider:• How does the learning outcome relate to the learningactivity?• How long will the activity take?• How do you communicate the activity to the students?• How will students be engaged?• How will students demonstrate their learning?
  36. 36. caminante, no hay camino, se hace camino al andar. Antonio Machado  http://knowmansland.com cristinacost@gmail.com @cristinacosthttp://www.flickr.com/photos/57768341@N00/3558561251

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