This document outlines an educational module on approaches to teaching in higher education. The module includes chapters on effective learning and teaching, approaches to learning, developing teaching skills, and selecting appropriate teaching methods. Students are asked to complete tasks analyzing their own teaching methods, develop an action plan to improve their practice, and present a short learning activity to the group. The goal is for participants to critically reflect on their teaching philosophy and ways to encourage deeper learning among students.

1. Post Graduate Certificate:
Presentation Titlepractice in HE
developing professional
Example
Author: Simon Haslett
Topic
15th October 2009
Approaches to Teaching

2. Approaches to Teaching
1. Chapter objectives
2. Introductions
3. Effective learning and teaching
4. Approaches to learning
5. Developing your own practice
6. Teaching and learning methods
7. Selecting appropriate learning and teaching methods
8. Developing your own practice
9. Teaching skills audit
10. Session planning activity
11. Reflective summary
12. Bibliography

3. 1: Objectives
• to critically analyse contrasting approaches to teaching
• to reflect on one’s own philosophy of learning
• to audit and plan to extend one’s own teaching methods
to encourage deeper learning
• to design and present a session planning activity to the
tutorial group

4. 2: Introductions
• Upload the initial writing task about your educational
history in H.E. to your e-portfolio
– Briefly describe some influential aspects of your
early education
– How you found your way into HE teaching
– What is your current role?
– Are you new to HE or are you experienced?
– What kind of educator are you?
– Describe your style, describe your aspirations
– Are you research oriented, teaching oriented,
support oriented etc.?

5. Introductions contd.
• Highlight up to two • Highlight up to two
successes or aspects that remain
breakthroughs in your problematic or that you
teaching or learning would like to change.
support work?
• Note: your response here
could be the first step in
forming a focus for your
Action Research project.

6. 3: Effective learning and teaching
• Note down your definitions of
1. effective learning and
2. effective teaching
• Go to the library room to read
Biggs & Tang (2007 pp. 15 – 30) Teaching according to how
students learn
• Return to your definitions of teaching and learning and
see if you would add or change anything.

7. 4: Approaches to learning
• View the video clips of George and Rachel discussing
their own experiences of deep and surface learning
approaches
– V01: reasons for surface approaches to learning
– V02: encouraging deeper approaches to learning
• Reflect on the similarities and differences with your own
experiences

8. 5: Developing your own practice
• Go to the library room to read
Ramsden (2003) Approaches to learning
• After completing all tasks so far, contact a fellow
participant via ooVoo to discuss the following:
– share ideas with another participant as to how you
can develop strategies which encourage a deep(er)
approach to learning
– write a brief overview of the discussion and upload to
your e-portfolio

9. 6: Teaching and learning methods
• What teaching and learning methods do you currently
use?:
– Lecture?
– Student projects?
– Teacher-led whole group discussions?
– Student-led small group discussion?
• Now note down: what influences your choice of
methods?

10. 7: Selecting appropriate learning and
teaching methods
• Study slides 7a and 7b and reflect on your own subject
discipline in relation to
– the three domains of learning
– the classification of levels of learning (learning taxonomies)
• View the video discussion of George’s move from a
didactic to a more facilitative approach
– V03: teacher-student control continuum
– Slide 7c is referred to in the discussion

11. 7a: Domains of learning
cognitive
psycho-
affective
motor

12. 7b: Levels of learning (Atherton 2009)
Cognitive Affective Psychomotor
Creating
↑
Evaluating Characterising Naturalisation
↑ ↑ ↑
Analysing Organising Articulation
↑ ↑ ↑
Applying Valuing Precision
↑ ↑ ↑
Understanding ` Responding Manipulation
↑ ↑ ↑
Remembering Receiving Imitation

13. 7c: Teacher-Student Control Continuum
(Minton in Armitage et al 2003: 93)
Most tutor control
Lecture
Demonstration
Discussion
Tutorial
Practical
Simulation
Role play
Visit
Research/project
Real life experience
Least tutor control

14. 8: Developing your own practice
• What methods do you currently use in your sessions?
• Complete the table in DOC01 (Teaching Methods) to
help you reflect further:
– which methods are best suited to particular domains of learning
(slide 7a cognitive, affective, psychomotor)?
– is the level of student learning in each domain low or high,
when you use the methods (refer to slide 7b)?

15. 9: Teaching skills audit
• Now let’s plan to develop our own practices in this area:
– Complete the table in DOC02 (Analysis of
TeachingMethods)
– Use this analysis to complete the table in DOC03
(Teaching and Learning Action Plan)
– Put both tables in your e-portfolio

16. 10: Session planning activity
• To complete this first chapter you are required to design
a short learning activity and present your session plan
to the group.
• The activity should:
 be on an introductory topic suitable for non-specialists
 take 20 - 30 minutes for a “student” to complete
 engage others and promote active learning
 we encourage you to use new media but the technology needs to
support the learning aim
• Please use the Session Plan Form DOC04 to plan your
activity (see also Session Plan Example DOC05)

17. 12: Reflective summary
• Please write a 500 word reflective summary on your
experience of this chapter, to include:
– What you have learnt
– How you will put this learning into practice in your teaching
• The reflective summary should be put in your e-portfolio

18. 13: Bibliography
• ARMITAGE, A. et al (2003) Teaching and Training in post-
compulsory education 2nd Edition Maidenhead: Open University
Press
• ATHERTON, J.S. (2009) Learning and Teaching: Bloom's
taxonomy [On-line]
http://www.learningandteaching.info/learning/bloomtax.htm
Accessed: 25 January 2010
• BIGGS, J & TANG, C. (2007) Teaching for Quality Learning at
University3rd Edition. Maidenhead: Society for Research into
Higher Education and Open University Press
• RAMSDEN P. (2003) Learning to Teach in Higher Education2nd
Edition.London: Routledge.