This document outlines the topics and activities covered in a chapter on managing learning in higher education. The chapter addresses developing an inclusive curriculum that meets the diverse needs of students. It discusses student diversity, developing emotional intelligence in teaching, and using tools like a student study skills audit to support all students' language and learning needs. Learners are asked to reflect on their teaching practices and how to apply strategies from the chapter, like encouraging participation and peer learning, to develop an inclusive approach.

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

2. Managing Learning
1. Chapter objectives
2. Teaching with emotional intelligence
2a) Your personal style (Transactional Analysis)
3. How are our students diverse?
4. Student diversity
5. Diversity policies and initiatives
6. Developing an inclusive curriculum
7. Deep and surface learning revisited
8. Student study skills audit
9. Reflective summary
10. Bibliography

3. 1: Objectives
• Reflect on and clarify your own role as a tutor in
establishing an effective learning environment
• Develop your practice in meeting the diverse learning
needs of your students
• Analyse the language/study skills your students needs
and plan to support the development of these

4. 2: Teaching with emotional intelligence
• Go to the library room and look at the extract from
Mortiboys (2005:17 – 27)
• Complete the questionnaire “your personal style” from
the Mortiboys extract
• You may also like to complete the other activities:
1. How do you relate to your learners?
2. What’s on your T-shirt?
3. Where do you want to get to with your learners?
• Reflect in you e-portfolio on anything you found useful
about the questionnaire/other activities

5. 2a: Your personal style
(Berne’s model of Transactional Analysis)
Structural model Functional model
controlling parent
nurturing parent
adapted child
free child

6. 3: How are our students diverse?
• Reflect on what makes your learners different from
each other:
• cultural background (including ethnicity, social class etc.)?
• age?
• anything else…?
• View the video clip V04, where Laura and Rachel
discuss student diversity
• Are their experiences similar or different to yours?

7. 4: Student diversity
• Reflect upon the factors that make your students
diverse
• Now share/discuss with another participant:
• what strategies can you use to ensure that all students
have an equal opportunity to learn from your
sessions?
• illustrate with examples from your experience if you
can
• aim to post at least one idea and respond to one idea
from someone else

8. 5: Diversity policies and initiatives
• In 2006 the University of Wales, Newport produced a
document “Developing an inclusive curriculum”
• This aims to support lecturers in examining and
improving their practice with the whole range of
students at the university
• Go to the library room and read the short extract on
“delivery” from the document
• Find out if your institution has a similar policy/document
and compare approaches

9. 6: Developing an inclusive curriculum
• View the video clips V05 and V06, where Rachel and
Laura discuss two suggestions from “Developing an
inclusive curriculum”
1. Encourage students to contribute to discussions about
course content
2. Encourage students to listen and learn from one another
• Contact another participant
• discuss the value of these suggestions with your fellow
participant
• share examples from your own subject teaching of exactly
how you might put these suggestions into practice
• Upload a summary of your discussion to your e-portfolio

10. 7: Deep and surface learning revisited
• We looked in detail at this model in Chapter 1
• Tamsin Haggis (2003) criticises the “[deep and surface]
learning approaches” model as:
– merely a rather general description of “elite” goals and values
– culturally specific, saying little about the majority of students in
HE
• She suggests HE tutors can support learners better by
teaching the language and study skills required by their
own disciplines
• Go to the library room and look at the article by Haggis
(2003:17 – 27)

11. 8: Student study skills audit
• Now let’s plan to develop our own practices in this area
• Look at the Study Skills Requirements DOC06 grid
• Add/adapt the first column (student learning/assessment
activity) to make it appropriate to your own teaching
• Consider, and fill in, the language/study skills you require of
students, and the support/guidance they might need
• Put the completed table in your e-portfolio

12. 9: 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

13. 10: Bibliography
• HAGGIS, T. (2003) Investigating “Approaches to
Learning” research British Education Research Journal
29:1 pp 89-104
• JAQUES, D. (2007) Learning in Groups: a handbook
for face to face and on-line provision 4th edition.
London. Kogan Page
• MORTIBOYS, A. (2005) Teaching with emotional
intelligence London: Routledge