Learning in partnership: presentation to SAUWS/sparqs
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This document discusses the concept of learning in partnership between students and universities. It advocates treating students as active partners in learning rather than just passive receivers of information. True partnership is described as an ethos of collaboration and mutual benefit, beyond just listening to student voices or running isolated engagement initiatives. The authors explain how they have implemented partnership approaches at their university through practices like disrupting traditional teaching, integrating negotiated learning, and empowering students as pedagogical consultants and knowledge producers. Student feedback indicates that early adoption of these partnership models can facilitate more stimulating and enriching learning.
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The document discusses innovative strategies for engaging at-risk students through information and communication technology (ICT). It compares pedagogical models from instructor-centered to learner-centered and community-centered approaches. Various online learning models are examined, from distance learning to informal learning communities. The focus is on Notschool.net, an online learning community for hard to reach teenagers based on personalized, project-based and learner-led principles rather than content delivery.
90 91
Professional ethics and commitment towards the teaching profession are needed today more than ever. Teaching has shifted from a passion to just another profession. Teachers must commit to continuously improving their knowledge, to students by supporting their well-being and interests, to colleagues by cooperating with them, to parents by advising them on their children's welfare, and to the community by participating in its affairs. Of all commitments, the most important is to students, as teachers shape the future generation. To develop strong teacher-student relationships requires committed teachers who follow ethical and moral practices.
From ITT to CPD: research as a process for school improvement - Kevin Hollins
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This document discusses research as a process for school improvement. It begins by providing context about the author's academy and studio school. It then discusses why teaching should be an evidence-based profession like other professions. The document outlines 5 phases of school and system improvement research and discusses focusing research on areas like school effectiveness, improvement approaches, and learning environments. It shares perspectives from teachers who have conducted research projects and discusses some practical issues and value of research-based practice. It concludes by outlining some principles for effective research.01 noc dit strategy on student engagement 2012-15 for library meeting tcd,...
01 noc dit strategy on student engagement 2012-15 for library meeting tcd,...CONUL Teaching & Learning
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The educator implemented a learner-centered teaching approach focusing on environmental sustainability. Students engaged in a discussion to share their knowledge and interests. They were divided into groups to research environmental topics of their choosing and present their findings to the class. By allowing student choice, collaboration, and active learning, the educator observed students taking ownership of their learning, developing communication skills, and gaining a sense of agency. The lesson reinforced the educator's belief that learner-centered teaching fosters holistic development and 21st century skills.
sparqs 2015 presentation UWS
1) The document summarizes a presentation on embedding and sustaining creative disruption through a learning in partnership model.
2) It introduced participatory and inclusive pedagogies that positioned students as active researchers who co-create and collaborate.
3) Student reflections showed that this transformed their identity from passive recipients to active agents in their learning and ownership of the process.
Shared vision for learning
The document discusses several aspects of effective teaching and learning. It emphasizes the importance of teachers focusing on their craft through sharing best practices and visiting each other's classrooms. Teachers should hold high expectations for all students and assess their knowledge to set appropriate learning goals. For deep learning to occur, students need safe environments to take risks and teachers must engage in focused teaching to help students achieve quality learning. The relationship between the teacher and student, especially for Māori students, is seen as paramount to increasing student achievement.
2015 Oct 17 – Problems faced by Teachers - Faculty Development Programme - Au...
2015 Oct 17 – Problems faced by Teachers - Faculty Development Programme - Au...viswanadham vangapally
2015Oct17 - Problems faced by Teachers - Faculty Development Programme - Aurora Degree and PG College, Hyderabad.
A presentation was made on Problems faced by Teachers, and a power point presentation was used. The live audio recording of the session can be easily accessed:
https://archive.org/details/151017001FacultyPart1Aurora
Those who are interested in having a copy of the same are requested to drop a line: viswam.vangapally@gmail.com.
You are most welcome to give your valuable feedback.IAO - Whitepapers.
IAO - This presentation has detail knowledge on how to develop student engagement program in educational institutes.
Jane Skalicky
This document discusses establishing learning and academic skills programs that promote student wellbeing at the University of Tasmania. It outlines several key areas of focus for these programs: enabling academic transition to university, developing academic skills, engaging students as partners through peer learning, establishing partnerships across support services, and considering diverse learners. The programs are grounded in theories of wellbeing being central to learning, positive psychology, appreciative inquiry, and transition pedagogy. Examples provided demonstrate how the programs build relationships, confidence, and connections to support student wellbeing and success.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...
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Student Observation of Teaching: Partnerships for individual growth and cultu...
This document describes a student observation of teaching scheme at the University of Sheffield that aims to foster collaboration between students and staff to enhance teaching quality. Students volunteer to partner with staff in other departments and provide feedback on teaching observations. Both students and staff find benefits, including students gaining a deeper understanding of teaching and feeling more empowered, and staff improving their practices based on student feedback. The scheme is based on theories of student-staff partnerships and collaborative professional development. Areas for further improvement include providing more support for developmental conversations and finding ways for participants to more widely share the benefits of the scheme.
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Learning in partnership: presentation to SAUWS/sparqs
- 1. Learning in Partnership: doing things differently in a 21st century university Invited presentation to meeting of UWS Student Association & Student Participation in Quality Scotland our programme, our university, our community Dr Gordon Heggie - @gorheg Dr Neil McPherson - @neilgmcpherson School of Media, Culture & Society University of the West of Scotland
- 2. We believe in the transforming power of active learning and engagement. We treat students as individuals, active partners in learning
- 3. But, what does active partners in learning really mean?
- 4. Working in partnership with students is a sophisticated and effective way of developing student engagement and enhancing learning and teaching Partnership is a relationship where everyone involved is actively engaged in – and stands to benefit from – the process of learning and working together According to the Higher Education Academy
- 5. So, its more than just ‘listening to the student voice’
- 6. And it is more than… THE SUM TOTAL OF AN INSTITUTION’S STUDENT ENGAGEMENT MECHANISMS DOES NOT EQUAL PARTNERSHIP NUS, A Manifesto for Partnership, 2012 ‘…new or existing student engagement processes or specific one-off schemes and projects’
- 7. ‘…beyond documents, projects and initiatives, it needs to become part of the culture and ethos of the institution’ (Healey, Flint and Harrington, 2014: 8) PARTNERSHIP IS AN ETHOS RATHER THAN AN ACTIVITY For partnerships to be sustained…
- 8. ‘Students as partners is not just a nice-to-have… …it has the potential to help bring about social and educational transformation as long as we know what we are trying to do and we maintain a critical attitude about the ways the concept is adopted and used’ (Rachel Wenstone VP HE NUS, 2012)
- 9. Learning in Partnership Heggie, G. & N. McPherson, 2014
- 10. What have we done? • Participated in the HEA ‘students as partners’ Change Programme • Disrupted ‘normal’ learning & teaching practice (reconnected teaching & research) • Integrated negotiated learning & engaged leadership (learners as teachers) • Engaged students as producers of knowledge (within & outwith the curriculum) • Empowered students as pedagogic consultants engaged in curriculum design & development
- 11. Does it work? I only found it scary because I was introduced to this way of learning so late in to my degree - do it earlier!!! It facilitates learning. That's all I need… and the current system fails at that Should be implemented more as it allows the experience of university education to be more stimulating, interactive and therefore more enriching Personally I think students taking ownership of their learning and becoming co- creators of their own learning experience has to be the future of Higher Education in Scotland