This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.

1. Research Students
Teaching (ReTeach)
Academic Development
#reteach
Chrissi Nerantzi, Craig Despard, Dr Sian Etherington
@chrissinerantzi @despard1974 @sianeth1
Tell me, I will forget;
Show me, I may remember;
Involve me, and I will understand.
Chinese Proverb

2. the journey
• Learning
• We as learners
• We as teachers
• Good teaching
• Does size matter?
• We are in the 21st
century
• Sharing experiences
• Now what?

3. Who is who?

4. What is learning?

5. 1. Learning is 5. Learning is like
everywhere eating
2. Learning is 6. Learning is
experiencing relearning
3. Learning is change 7. Learning is
unlearning
4. Learning is 8. Learning is a want,
important not a need

6. Good teaching

7. 1. Interest and explanation
2. Concern and respect for
6 students and student
learning
principles 3. Appropriate assessment
and feedback
of 4. Clear goals and
intellectual challenge
effective 5. Independence, control
and engagement
6. Learning from students
teaching
in HE
(Ramsden, 2003)

8. 6 powerful forces in education • Encourages contacts
•Activity between students and
•Expectations faculty.
•Cooperation • Develops reciprocity and
•Interaction cooperation among
students.
•Diversity
• Uses active learning
•Responsibility
techniques.
• Gives prompt feedback.
• Emphasizes time on task.
• Communicates high
expectations.
• Respects diverse talents
and ways of learning.
7 principles of
good practice in
undergraduate
education
(Chickering & Gamson, 1987)

9. Three main theories of teaching in HE
Theory 1: Teaching as Theory 3: Teaching as
telling, transmission or making learning possible
– SELF-DIRECTED
delivery - PASSIVE teaching is cooperative learning to
students are passive recipients help students change their
of the wisdom of a single understanding. It focuses on
speaker – all problems reside critical barriers to student learning
(Threshold Concepts – Meyer and
outside the lecturer Land, 2003) Learning is applying
and modifying one’s own ideas; it
Theory 2: Teaching as is something the student does,
rather than something that is done
organising or to the student. Teaching is
facilitating student speculative and reflective,
teaching activities are context-
activity - ACTIVE related, uncertain and
students are active – problems shared continuously improvable.
(Ramsden, 2003, 108-112)

10. How is
this going
What do to How will we
we want happen? know that
our the
students students
to learn? have learnt
it?
constructive alignment

11. Constructive alignment
(Prof. John Biggs, 1999)
outcomes
outcomes
outcomes
designed to meet learning
designed to meet learning
designed to meet learning
Learning Intended Assessment
and Learning Method
Teaching Outcomes
activities
•Students construct meaning from what they do to learn.
•The teacher aligns the planned learning activities with the learning outcomes.
14

12. tutor has teaching qualification
active learning class size: 1 tutor 20 students
students: time on task
tutor load: 1 class
collaborative and social learning
tutor full-time
clear and high
expectations
tutors as
reflective
quick feedback
3 for learning Quality: What really matters? practitioners
students using feedback
programme teams to
learning hours matter work together
focus on formative intellectual challenge
social relationships programme
assessment team
peer assessment
positive research environment ‘close contact’ student tutor
students as partners interactions and relationship for
educational gains

13. Gibbs, G (2010) Dimensions of quality, York: Gibbs, G (2012) Implications of ‘Dimensions
The Higher Education Academy, pp. 19-37 of quality’ in a market environment, York:
The Higher Education Academy
Prof. Graham Gibbs

14. identifying
needs and
planning
evaluating designing
teaching
and
learning
cycle
supporting facilitating
assessing
also: http://golddust.bdplearning.com/search/search.php?tag=personalised learning

15. sharing experiences

16. continue the conversation
http://teachingessentialshe.wordpress.com//

17. observe
others
teaching!

18. References
Biggs, J (1999) Teaching for Quality Learning at University, SRHE/OUP.
Biggs, J & Tang, C (2011) Teaching for Quality Learning at University.
Chickering, A. W. & Gamson, Z. F. (1987) "Seven principles for good practice
in undergraduate education" American Association of Higher Education
Bulletin vol.39 no.7 pp.3-7
Meyer J H F and Land R (2003) Threshold Concepts and Troublesome
Knowledge 1 – Linkages to Ways of Thinking and Practising’ in Improving
Student Learning – Ten Years On. C.Rust (Ed), Oxford: OCSLD.
Ramsden, P (2003) Learning to teach in Higher Education, Oxon: Routledge
Falmer.