This document outlines the key points from Chapter 2 of a book on developing professional practice in higher education. The chapter focuses on managing learning and covers topics like teaching with emotional intelligence, student diversity, developing an inclusive curriculum, and deep and surface learning. It provides objectives for each section and recommends related activities, videos, and readings for further reflection.

1. Presentation Title Example
Author: Simon Haslett
15th
October 2009
Developing professional practice in HE
Chapter 2
Managing Learning

2. Chapter 2: Managing Learning
1. Chapter objectives
2. Teaching with emotional intelligence
2a) Your personal style (Transactional Analysis)
1. How are our students diverse?
2. Diversity policies and initiatives
3. Developing an inclusive curriculum
4. Deep and surface learning revisited
5. Bibliography

3. 1: Chapter 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 need
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?

5. 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?

6. 4: 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

7. 5: Developing an inclusive curriculum
• View the video clips V05 and V06, where Rachel and
Laura discuss two suggestions from “Developing an
inclusive curriculum”
1. Reflect upon whether you can encourage students to
contribute to discussions about course content
2. Reflect upon whether you can encourage students to listen
and learn from one another

8. 6: 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)

9. 7: 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

10. 7: 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