Teaching in Higher Education


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Teaching in Higher Education

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  • talk to the person behind you - 3 minutes - what are powerful ideas in teaching
  • IDA note – after talking about learning, the Are They Students or Are They Learners chart at z.umn.edu/idaportal can be quite helpful for seeing teachers and students alike need to see and interact with people in the classroom differently – shifting from students to learners.
  • IDA note – I like Biggs & Tang plus threshold concept folks making the point that learning is about replacing mis-information, gaps in knowledge – both seem to “normalize” that we don’t know and need to learn rather than make it a flaw of category of folks.
  • IDA note - There’s something in the Biggs & Tang book on this that I love and can’t find in notes on home computer, but it makes the point that our course design and syllabus need to be congruent with our spoken words – so if we say active and learning and constructivism, but grading policy shows up right after course description and if the policies are rule bound rather than process fostering, then we under cut our intentions and show students once again to be driven by assessment. Here’s the link I use to help talk about it with faculty doing syllabus re-design: www.emich.edu/facdev/docs/EMUSyllabusChecklistSep2011.doc
  • IDA note – I’ll work to do the update for Tapa #1 and have it on the idaportal site by the end of Tuesday. Tapa 1 is about who (I call it atmosphere), tapa 2 on what (aims from Biggs), tapas 3 & 4 on how (activities and assessments, also from Biggs)
  • what
  • The 'alignment' aspect refers to what the teacher does, which is to set up a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that the components in the teaching system, especially the teaching methods used and the assessment tasks, are aligned with the learning activities assumed in the intended outcomes. The learner is in a sense 'trapped', and finds it difficult to escape without learning what he or she is intended to learn.
  • we have to state our objectives in terms that require students to demonstrate their understanding, not just simply tell us about it in invigilated exams. The first step in designing the curriculum objectives, then, is to make clear what levels of understanding we want from our students in what topics, and what performances of understanding would give us this knowledge. It is helpful to think in terms of appropriate verbs. Generic high level verbs include: Reflect, hypothesise, solve unseen complex problems, generate new alternativesLow level verbs include: Describe, identify, memorise, and so on. Each discipline and topic will of course have its own appropriate verbs that reflect different levels of understanding, the topic content being the objects the verbs take.
  • (learning outcome) A learning outcome sets out what a learner is expected to know, understand and be able to do as the result of his/her participation in a course
  • Regardless  of  the  group  size  the  learning  environment  should  provide  an  opportunity  for   students  to  obtain  a  deep  understanding  of  the  material.  Biggs  (1989)  notes  that  in  order   to  gain  a  deeper  learning  the  following  four  components  are  important:         ␣ Motivational  context :    intrinsic    motivation,    students    need    to    see    both    learning   goals    and    learning    processes    as    relevant    to    them,    to    feel    some    ownership    of   course  and  subject.     ␣ Learner    Activity :    students    need    to    be    active    not    passive,    deep    learning    is   associated  with  doing  rather  than  passively  receiving.     ␣ Interaction  with  others :  discussion  with  peers  requires  students  to  explain  their   thinking,  this,  in  turn,  can  improve  their  thinking.     ␣ A  well  structured  knowledge  base :  the  starting  point  for  new  learning  should  be   existing  knowledge  and  experience.  Learning  programmes  should  have  a  clearly   displayed    structure    and    should    related    to    other    knowledge    and    not    presented     in  isolation.  
  • IDA note: http://stephenbrookfield.com/Dr._Stephen_D._Brookfield/Workshop_Materials.html – the Discussion as a Way of Teaching ppt and PDF files have good info / ideas in short bursts.
  • 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