Student staff collaboration to enhance teaching and learning

•Download as PPTX, PDF•

0 likes•59 views

Lisa Hayes conducted a study on student and staff collaboration on teaching panels. She interviewed academic panel members, student panel members, and applicants. She found that academics questioned students' ability to make judgements, while students saw it as a learning experience. Students felt nervous about judging but it benefited them personally. Applicants valued the student perspective. Both students and academics felt they gained broader perspectives on teaching practices. The study highlights tensions around students' roles but also benefits of collaboration, and more training may help reassure academics and prepare students.

Education

Lisa Hayes
Head of Teaching and Learning
PhD, MSc, MEd, BScEd (Hons)
SFHEA, FSEDA

Student staff collaboration to enhance
teaching and learning
SEDA Small Grant

Overview of project
Semi-structured interviews with:
Academic panel members (3)
Student panel members (3)
Applicants (3)
Independent observation of panel meetings (2)
Questions:
What do you feel is the role of student reviewers on the PTS
panel?
How do you feel about students making decisions about
teaching and learning?
How has the experience of being involved with the PTS
impacted on you?
Is there anything else you would like to say about being a PTS
reviewer?

Findings of project
Academic panel members
Questioned students capacity to make appropriate judgements;
Felt student perspective was important.
Student panel members
Students felt they were part of a partnership and a community of
practice related to teaching and learning;
One student questioned their experience and knowledge in
terms of making judgements.
Applicants
All agreed students were present to provide a student
perspective
Felt students could benefit personally from being involved.

Findings of project
Academic panel members
All felt comfortable with their ability to make appropriate
judgements on teaching and learning.
Student panel members
All felt nervous about being on the panel;
All felt it was a good learning experience;
All questioned their knowledge in terms of making judgements.
Applicants
Student felt like a ‘cosmetic add on’;
All felt it was useful to have a student perspective on the panel.

Findings of project
Academic panel members
Gained a broader perspective of practice across the institution,
a positive experience of teaching and learning, an opportunity to
see others enthusiasm, passion and good practice and reflect
on whether they could utilise different approaches in their own
role.
.
Student panel members
Gained self-confidence and learnt about what it was like to teach
in higher education.
Applicants
Valued the opportunity to stop and reflect on their own practice,
as well as feeling affirmed in their pedagogic approach.

Discussion
Interesting
points
Resonance
Problems
raised
Issues for
practice
Can you
apply?
Your own
experience?
Reflect on
findings
Consider
issues
Share
applications
Consider next
steps
What
questions
should we
ask now?

Our next steps
Dichotomy
Authentic
student role
Training for
students
Reassuring
academic
reviewers
Model for
authentic
student
partners
Reflect on
findings
Consider
issues
Share
applications
Consider next
steps
Work in
progress!

Thank you
Two weeks
BREO PTS Community
Lisa.hayes@beds.ac.uk

This document discusses using peer review in the formative stage of writing. It notes benefits like greater student participation and collaborative dialogue, but also potential problems if students prefer feedback from teachers. The study used peer review strategies in modules on a pre-master's program. Students provided peer feedback on drafts based on guidelines. While students from some cultures only value teacher feedback, peer review helped students work together and receive more guidance. However, both peer reviewers and reviewees sometimes felt anxious about providing or receiving feedback from peers rather than teachers. Cultural experiences can influence approaches to peer review.

Stuart cannell, hea workshop 19th april

campone

This document summarizes the development of a student guide on assessment and feedback. A group of 20 students from various faculties and campuses worked with the students' union and university staff to create the guide. They explored different types of assessment and feedback through workshops and surveys. The guide aims to help students better understand feedback and assessment in order to improve their learning. It was well received by students involved in its creation, who found it a useful overview. The guide is available for other students and staff to use in evaluating and enhancing their assessment and feedback practices.

An Exploration of Feedback in Midwifery Education

mdxaltc

UCEA presentation by Neiderhouse (11-7-13)

nneiderhouse

This document discusses a study on the impacts of a problem-based service-learning course on high school students considered at-risk. The study found that students in the experimental group had fewer behavioral incidents and improved behaviors reflecting positive character traits compared to the control group. Students reported benefits of hands-on learning, teamwork, communication skills, and applying their academic learning. The study adds to limited existing research on service-learning and character development in high schools.

The use of MCQs within Team Based Learning

mdxaltc

Learning about Assessment Literacy - Nicky Spawls and Clare O'Donoghue

mdxaltc

This document discusses the Assessment Literacy Project at a university education department. It aimed to promote assessment literacy among both students and staff. For students, activities included engaging with grading criteria, self-assessment, and formative feedback on drafts. For staff, it involved collaborative design of criteria, marking calibration, and moderation. Evaluation found higher pass rates and engagement when assessment literacy strategies were employed across multiple modules in a programme. The project highlighted the need to integrate assessment fully into the learning process and provide meaningful feedback opportunities throughout programmes.

Self and peer evaluation are important processes for professional growth. Self-evaluation involves judging one's own work and identifying areas for improvement. It provides benefits like increased confidence, improved teamwork, and awareness of new techniques. Peer evaluation reviews work by others of the same rank and helps assure quality and identify weaknesses through feedback. Both processes require training, objective analysis, and use of tools like checklists, feedback, and goal-setting for career development. While time-consuming, they can improve skills if done systematically and sensitively.

Assessment literacy

mdxaltc

The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.

What makes good feedback good? - Prof. Margaret Price

mdxaltc

The document discusses factors that influence whether students perceive feedback as good or bad. It identifies several domains that can affect feedback perceptions, including technical elements of the feedback itself, the assessment context and design, student expectations and development, and intentional efforts to develop student assessment literacy. The document advocates developing students' self-assessment abilities, engaging them actively with criteria and feedback, and taking a holistic, program-level approach to assessment literacy.

Undergrad Learning Style Preferences

Georgian Court University

Developmental observation training upload version

Geoffrey Hughes

This document outlines guidance for developmental observations of teaching at Coventry University. It discusses the purpose of observations as supportive rather than for performance review. Key areas for observation and feedback are identified as evidence of planning, learning activities, assessment and feedback, classroom management, progress made, and quality of teaching. Formats for observation and expectations of effective versus excellent teaching are explored. Guidance is provided on evaluating each observation area, with an emphasis on student-centered learning and using theory and research to inform teaching practice. Tips for developmental feedback that encourages two-way dialogue are also included.

Experiential learning assessment using v logs & digital storytelling

BillHeinrichMSUGlobal

Csi training

Amanda Washek

The document discusses the College Student Inventory (CSI), a tool used to assess students' strengths and needs. It outlines the CSI process, which includes students completing a self-reported inventory, conferences between advisors and students to discuss CSI reports, and potential referrals to campus resources. The CSI reports contain information on students' academic motivation, general coping skills, receptivity to support services, and recommendations. The advisor's role is to build rapport with students, explain CSI reports, answer questions, and facilitate referrals as needed.

Proactive Feedback Strategies in Online (and Offline) Teaching

David Lynn Painter

Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.

Student perspectives on student led seminars

rachelsaffer

The document summarizes student perspectives on student-led seminars (SLSs) from a study. Students found benefits to SLSs including opportunities for oral presentation, teamwork, research synthesis, facilitating discussion, and collaborative learning. The approach involved students researching an assigned topic, presenting for 45 minutes to peers, and receiving feedback. Students advised that SLSs work best for engaged learners in small cohorts where mistakes are acceptable, and through iterative reflection. They suggested clearly outlining expectations and objectives.

Pairs Talk 22 Jan 08 Jane Seale

Jane65

This document summarizes a participatory research project called PAIRS that involved students in evaluating their learning experiences and providing input to staff development initiatives. The project had two phases: first, students submitted written stories about their learning experiences; second, a small group of students helped analyze themes in the stories and identify implications for staff training. Key themes that emerged included the importance of supportive tutors, flexibility, and communication. Students indicated participation was motivated by a desire to improve their education and have their voices heard. The methodology provided rich qualitative data but was also time-intensive. Participatory approaches work best to explore major issues rather than replacing traditional evaluations.

Bonner Fall Directors 2016 - Learning Community CBR/PolicyOptions Infrastructure

Bonner Foundation

This document discusses establishing a learning community to help schools expand community-based research (CBR) and policy options programs. It provides examples of different CBR and policy options models at various schools and outlines considerations for recruiting partners, managing projects, presenting research, staffing efforts, and training students. The goal is to share resources and tools to support more high-quality CBR and policy research opportunities for larger groups of students over multiple semesters through networking and collaboration between schools.

RETSD.SY.2018

Faye Brownlie

Active learning strategies in the information literacy classroom. Evaluating ...

IL Group (CILIP Information Literacy Group)

This document summarizes research comparing the effectiveness of different active learning techniques for information literacy instruction. The researchers studied clickers, problem-based learning, and a traditional lecture style. They administered pre- and post-class assessments to measure student learning. Results showed that clickers and problem-based learning produced slightly higher gains in student skills than traditional lectures. Problem-based learning was most effective for combining concepts using Boolean operators and quotation marks. The researchers aim to further develop hybrid class models and better integrate assessments to measure long-term learning impacts.

I Got the Job! Now What?

Marissa Saenz

This document outlines the many roles and responsibilities of academic advisors. It discusses advisors serving as guides to help students with curriculum, career planning, policies and procedures, personal issues, and referrals. It also emphasizes the importance of advisors understanding students' needs, maintaining confidentiality, monitoring progress, and developing rapport to effectively support student learning and development.

Literacy walk banyule network

thsieh

Literacy Walks are designed to improve literacy teaching and student achievement through focussed classroom observations. A Literacy Walk involves a small team visiting classrooms to observe literacy practices for 15 minutes each. The team collects evidence on classroom environment, student work and teacher practices without judgement. After each visit, the team discusses their observations to identify strengths and questions, then provides feedback to teachers to guide professional learning. The goal is for schools to engage in ongoing reflective practice through Literacy Walks to continuously improve literacy instruction.

In teaching a very diverse group of

agnestaylor

To design an effective program for a diverse group of students, the teacher should: 1) Consider students' various differences like age, abilities, culture, motivation etc. and how they impact learning. 2) Focus on student learning outcomes and choose teaching methods and resources to help students achieve different learning levels. 3) Employ diverse teaching strategies like differentiated instruction, active learning activities, peer support and multi-media materials to meet different student needs and help them progress in their learning.

Bonner Directors 2016 - Are We Making a Difference in Our Work with Youth?

Bonner Foundation

F oro 2.pptx

Maicol Suntasig

This document discusses tools and instruments that can be used to measure quality in education. It outlines aspects to consider when selecting tools like validity, reliability, and efficiency. It then provides an overview of several existing tools, including teacher self-evaluations, feedback from parents and stakeholders, assessments of student learning progress, and peer observations. The goals of these tools are to evaluate teaching quality, gather input from outside perspectives, and support continuous improvement efforts through analysis of strengths, weaknesses, opportunities, and threats. Selecting the right tools and using feedback appropriately are emphasized as important ways to help ensure quality in education.

Factors to consider when integrating course contents and skills

RobinOgdol1

The document discusses several primary factors to consider when integrating course contents and skills: students' strengths and interests, teacher's strengths and weaknesses, nature of the course, assessments and evaluations, course learning outcomes, available college and community resources. It also briefly mentions some secondary factors such as scope and sequence, support services, common knowledge/skills, team planning time, and schedule/length of lessons.

Measuring impact

healthycampuses

Jennifer Alsop, Research Analyst at Community Action Initiative, and Sara Pedersen, Program Director with The Rossy Family Foundation, presented an overview of initial and iterative evaluation approaches and the importance of accountability requirements at the 2017 SUMMIT. Jennifer and Sara also offered tips on generating effective evaluation plans and reports—one being to incorporate relatable measures.

NTLTC 2011 - Academic co-creative inquiry

NTLT Conference

The document discusses Academic Co-creative Inquiry (ACCI), an innovative teaching method that emphasizes collaboration between teachers and students. Some key aspects of ACCI include co-creating course content and processes, using learning contracts, self and peer assessment, and defining resources and criteria. ACCI aims to increase student engagement, ownership over learning, and integration of theory and practice. The document proposes applying ACCI principles to an existing course in 2012 and evaluating its effectiveness through reflection and research.

Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study

tcc07

What's hot

Self and peer ppt

MSC nursing COMMUNITY HEALTH NURSING

Assessment literacy

mdxaltc

What makes good feedback good? - Prof. Margaret Price

mdxaltc

Undergrad Learning Style Preferences

Georgian Court University

Developmental observation training upload version

Geoffrey Hughes

Experiential learning assessment using v logs & digital storytelling

BillHeinrichMSUGlobal

Csi training

Amanda Washek

Proactive Feedback Strategies in Online (and Offline) Teaching

David Lynn Painter

Student perspectives on student led seminars

rachelsaffer

Pairs Talk 22 Jan 08 Jane Seale

Jane65

Bonner Fall Directors 2016 - Learning Community CBR/PolicyOptions Infrastructure

Bonner Foundation

RETSD.SY.2018

Faye Brownlie

Active learning strategies in the information literacy classroom. Evaluating ...

IL Group (CILIP Information Literacy Group)

I Got the Job! Now What?

Marissa Saenz

Literacy walk banyule network

thsieh

In teaching a very diverse group of

agnestaylor

Bonner Directors 2016 - Are We Making a Difference in Our Work with Youth?

Bonner Foundation

F oro 2.pptx

Maicol Suntasig

Factors to consider when integrating course contents and skills

RobinOgdol1

Measuring impact

healthycampuses

What's hot (20)

Self and peer ppt

Assessment literacy

What makes good feedback good? - Prof. Margaret Price

Undergrad Learning Style Preferences

Developmental observation training upload version

Experiential learning assessment using v logs & digital storytelling

Csi training

Proactive Feedback Strategies in Online (and Offline) Teaching

Student perspectives on student led seminars

Pairs Talk 22 Jan 08 Jane Seale

Bonner Fall Directors 2016 - Learning Community CBR/PolicyOptions Infrastructure

RETSD.SY.2018

Active learning strategies in the information literacy classroom. Evaluating ...

I Got the Job! Now What?

Literacy walk banyule network

In teaching a very diverse group of

Bonner Directors 2016 - Are We Making a Difference in Our Work with Youth?

F oro 2.pptx

Factors to consider when integrating course contents and skills

Measuring impact

Similar to Student staff collaboration to enhance teaching and learning

NTLTC 2011 - Academic co-creative inquiry

NTLT Conference

Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study

tcc07

Ppt.oral questioning & peer appraisal

saira kazim

This document discusses oral questioning and peer appraisal in education. It defines oral questioning as an effective way to stimulate student participation and develop critical thinking. The document outlines different types of oral questions and characteristics of good questions. It then defines peer appraisal as students assessing each other's work against criteria. The purposes, process, advantages and disadvantages of peer appraisal are presented. Sample peer evaluation and interview questions are also included.

Alan Roberts: Student engagement in shaping Higher Education

Educational Development Division, University of Liverpool

Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009. In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to: * Determine the current extent and nature of student engagement in higher education in England; * Explore current models of formal and informal student engagement; * Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness; * Explore what institutions and sector bodies might learn from student engagement models operating in other countries Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.

EAP practitioner attitudes to collaborative assignments (BALEAP Conference, 2...

Peter Levrai

Democratizing the Discussion Board: Establishing a Community of Learners to G...

D2L Barry

LCIN Presentation: Effective Online Discussions

cindy underhill

This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.

9.03.08.Power Of Pl Cs

Rosemary Seitel

Critical Friends DPI EETT ARRA Meeting

mley

This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.

ESCalate Seminar- Assessment: Challenging Practice

Mike Blamires

Yolanda E. Smith, PhD Proposal Dissertation Defense, Dr. William Allan Kritso...

William Kritsonis

CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 3-Teaching Strategies to help...

Ek ra

8611unit3-211018031036.pdf

naureen1144

This document discusses strategies for promoting critical thinking in teaching. It advocates for cooperative and collaborative learning approaches over traditional lecture-based methods. Some key points: - Cooperative learning is effective when students rely on each other through positive interdependence and individual accountability. Face-to-face interaction and collaborative skills are important. - Classroom debates and discussions encourage independent and dynamic thought by having students critically analyze conflicting information. Different types of debates structure interaction. - Both teacher and student questions are valuable for learning, with teachers aiming for deeper understanding and students seeking clarity. Formative and summative assessments evaluate individual and group work. Performance-based assessments clearly define scoring criteria.

Teaching Strategies to Promote Critical thinking-8611-UNIT 3

EqraBaig

Chapter 6: What Makes a Teacher Effective?

Michelle Cottrell

The document discusses what makes an effective teacher through examining their attitudes, knowledge, decision-making processes, and classroom management skills. It explores how reflective teachers question their practices, make planning, implementation, and evaluation decisions, and possess positive attitudes towards themselves, students, colleagues, and subject matter. Effective teachers also have strong subject matter and pedagogical knowledge, apply theories of teaching and management, establish clear rules and routines, and use questioning techniques that encourage critical thinking.

Interdisciplinary teaching and learning- objectives and assessment

Abhishek Nayan

Surface vs deep questioning

Adrian Bertolini

A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership. This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.

Class 14

UMProf

This document discusses findings and implications from research on instructional processes and effective teaching practices. It recommends that teachers recognize students' varying abilities and styles of learning, teach concepts before details, explicitly teach thinking skills, help students understand their own learning, incorporate cooperative learning, and foster a positive classroom environment. Specific instructional strategies are also presented, such as using advance organizers, note taking, generating representations, questioning, and cooperative learning techniques.

Building an Evaluation Model for Online HBSE Social Work Courses

Jimmy Young

The document summarizes research on evaluating online social work courses compared to traditional face-to-face courses. Several studies found no significant differences in outcomes or satisfaction between online and face-to-face courses. The document also describes a study that evaluated student learning outcomes in an online human behavior in the social environment course compared to two similar face-to-face courses. The study found that students in the online course scored higher in conceptual knowledge and overall knowledge compared to the face-to-face students.

Developing Lasting Visions of Effective Teaching

Nicole Rigelman

Teacher candidates participated in a collaborative professional learning program between a university and two partner schools. Key findings included: 1) K-8 student learning was enhanced through increased individual attention, differentiation, and relationships with multiple adults in the classroom from the collaboration. 2) Teacher candidates learned the most by implementing strategies from their courses in the field and examining student thinking, which the program required through assignments. Collaborating allowed them to learn from each other's successes and failures. 3) Mentor teachers reported increased flexibility and communication skills from collaborating, though they may not have openly discussed learning in front of colleagues. 4) The program supported teacher candidates in developing a vision of teaching that emphasized adapting to

Similar to Student staff collaboration to enhance teaching and learning (20)

NTLTC 2011 - Academic co-creative inquiry

Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study

Ppt.oral questioning & peer appraisal

Alan Roberts: Student engagement in shaping Higher Education

EAP practitioner attitudes to collaborative assignments (BALEAP Conference, 2...

Democratizing the Discussion Board: Establishing a Community of Learners to G...

LCIN Presentation: Effective Online Discussions

9.03.08.Power Of Pl Cs

Critical Friends DPI EETT ARRA Meeting

ESCalate Seminar- Assessment: Challenging Practice

Yolanda E. Smith, PhD Proposal Dissertation Defense, Dr. William Allan Kritso...

CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 3-Teaching Strategies to help...

8611unit3-211018031036.pdf

Teaching Strategies to Promote Critical thinking-8611-UNIT 3

Chapter 6: What Makes a Teacher Effective?

Interdisciplinary teaching and learning- objectives and assessment

Surface vs deep questioning

Class 14

Building an Evaluation Model for Online HBSE Social Work Courses

Developing Lasting Visions of Effective Teaching

More from SEDA

Preparing for the workplace, Alison Purvis

Student staff collaboration to enhance teaching and learning

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Student staff collaboration to enhance teaching and learning

Similar to Student staff collaboration to enhance teaching and learning (20)

More from SEDA

More from SEDA (20)

Recently uploaded

Recently uploaded (20)

Student staff collaboration to enhance teaching and learning