Uploaded byAcademic Development

PPT, PDF1,157 views

Teaching in Higher Education

This document discusses effective teaching practices in higher education, focusing on constructing meaningful learning outcomes, aligning teaching methods and assessments to learning outcomes, and designing engaging learning activities to help students actively build knowledge through experience. Key aspects covered include defining intended learning outcomes, choosing teaching activities likely to achieve the outcomes, assessing actual student learning, and arriving at final grades through constructive alignment of these elements.

Teaching
in Higher Education

Learning outcomes

- to discuss teaching practices in different contexts

- to plan for interaction and student engagement

- to reflect on current practice
- to develop an action plan to refine approaches used to
maximise engagement and learning

Powerful ideas in teaching*
http://www.flickr.com/photos/49503002139@N01/1435314340

* Gibbs, G. & Habeshaw, T., 1992. Preparing to Teach: An Introduction to Effective Teaching in Higher
Education, Technical and Educational Services.

Learners
construct
knowledge

http://www.flickr.com/photos/danisarda/3939008630/

Learners need to see the whole picture

http://www.flickr.com/photos/slightlynorth/3470300872/in/photostream/
5

Learners are selectively negligent

Learners are driven by assessment

Learners often only memorise

8

Learners’ attention is limited

9

http://www.flickr.com/photos/46191841@N00/3554010670

Learners’ can easily be overburdened

Adults learn differently

About... Pedagogy Androgogy

The Learner Dependent personality Increasingly self-reliant

Role of Learners’ To be built on To be used as a
experience resource for learning by
self and others
Readiness to learn Determined by age and Develops from life tasks
stage in the course and problems
(maturity)

Orientation Subject Centred Task and problem-
centred

Motivation By external reward By internal incentives.
curiosity

Learners
learn well
by doing

http://www.flickr.com/photos/danisarda/3939008630/

Learners learn well when they take
responsibility for their learning

Learners have feelings!

14

Preparing to teach...

3 questions

Q1 - Who?

A1: Students in Higher Education

Q2 - What

do you want students to
learn and achieve?

Q3 - How

do you want students to learn and
achieve the goals you set for them ?

1 2
Constructive alignment

1 - students construct meaning through relevant learning activities
--> creation (teaching as a catalyst for learning)

2 - what the teacher does to support learning

--> facilitation (of an environment for learning)

Constructive alignment requires 4
steps: 1 - Defining the intended
learning outcomes (ILOs);

2 - Choosing teaching/learning
activities likely to lead to the ILOs

3 - Assessing students' actual learning
outcomes to see how well they match
what was intended

4 - Arriving at a final grade.
20

A learning outcome...

....is a statement of what a learner is expected to

know, understand and be
able to do at the end of a period of learning
and of how that learning is to be demonstrated.
(Moon, 2002)

Moon, J. (2002) The Module and Programme Development Handbook. London: Kogan Page Limited

Learning outcomes should:

• be written in the future tense
• identify important learning requirements
• be achievable and
• assessable use clear language easily understandable to students

When writing outcomes, it may be useful to use the following expression

At the end of this module you should be able to.......

Bloom's Taxonomy (1956) Anderson & Krathwohl's
Taxonomy (2001)

Evaluation Create

action driven

http://www.mmiweb.org.uk/downloads/bloomimages/bloom_plts.jpg
http://zaidlearn.blogspot.co.uk/2009/07/use-blooms-taxonomy-wheel-for-writing.html
Bloom's Revised Taxonomy Wheel

24

http://www.johnbiggs.com.au/solo_graph.html

http://www.learningandteaching.info/learning/solo.htm

Let’s write
some learning outcomes!

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

Choosing learning activities...

...for small groups

...for large groups

Active learning in
laboratories?

You have it easy! :-)

Research advocates interaction!

Adams, D.J., 2009. Current Trends in Laboratory Class Teaching in University Bioscience
Programmes. Bioscience Education, 13(2009). Available at:
http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ858371 [Accessed October 7, 2012].

Learning activities in labs

Let’s design
activities for learning!

Things to consider:

• How does the learning outcome relate to the learning
activity?

• How long will the activity take?
• How do you communicate the activity to the students?
• How will students be engaged?
• How will students demonstrate their learning?

Teaching in Higher Education

1.
Teaching in Higher Education
2.
Learning outcomes - todiscuss teaching practices in different contexts - to plan for interaction and student engagement - to reflect on current practice - to develop an action plan to refine approaches used to maximise engagement and learning
3.
Powerful ideas inteaching* http://www.flickr.com/photos/49503002139@N01/1435314340 * Gibbs, G. & Habeshaw, T., 1992. Preparing to Teach: An Introduction to Effective Teaching in Higher Education, Technical and Educational Services.
4.
Learners construct knowledge http://www.flickr.com/photos/danisarda/3939008630/
5.
Learners need tosee the whole picture http://www.flickr.com/photos/slightlynorth/3470300872/in/photostream/ 5
6.
Learners are selectivelynegligent
7.
Learners are drivenby assessment
8.
Learners often onlymemorise 8
9.
Learners’ attention islimited 9
10.
http://www.flickr.com/photos/46191841@N00/3554010670 Learners’ can easily be overburdened
11.
Adults learn differently About... Pedagogy Androgogy The Learner Dependent personality Increasingly self-reliant Role of Learners’ To be built on To be used as a experience resource for learning by self and others Readiness to learn Determined by age and Develops from life tasks stage in the course and problems (maturity) Orientation Subject Centred Task and problem- centred Motivation By external reward By internal incentives. curiosity
12.
Learners learn well bydoing http://www.flickr.com/photos/danisarda/3939008630/
13.
Learners learn wellwhen they take responsibility for their learning
14.
Learners have feelings! 14
15.
Preparing to teach... 3 questions
16.
Q1 - Who? A1:Students in Higher Education
17.
Q2 - What doyou want students to learn and achieve?
18.
Q3 - How do you want students to learn and achieve the goals you set for them ?
19.
1 2 Constructive alignment 1 - students construct meaning through relevant learning activities --> creation (teaching as a catalyst for learning) 2 - what the teacher does to support learning --> facilitation (of an environment for learning)
20.
Constructive alignment requires4 steps: 1 - Defining the intended learning outcomes (ILOs); 2 - Choosing teaching/learning activities likely to lead to the ILOs 3 - Assessing students' actual learning outcomes to see how well they match what was intended 4 - Arriving at a final grade. 20
21.
A learning outcome... ....is a statement of what a learner is expected to know, understand and be able to do at the end of a period of learning and of how that learning is to be demonstrated. (Moon, 2002) Moon, J. (2002) The Module and Programme Development Handbook. London: Kogan Page Limited
22.
Learning outcomes should: •be written in the future tense • identify important learning requirements • be achievable and • assessable use clear language easily understandable to students When writing outcomes, it may be useful to use the following expression At the end of this module you should be able to.......
23.
Bloom's Taxonomy (1956) Anderson & Krathwohl's Taxonomy (2001) Evaluation Create action driven
24.
http://www.mmiweb.org.uk/downloads/bloomimages/bloom_plts.jpg http://zaidlearn.blogspot.co.uk/2009/07/use-blooms-taxonomy-wheel-for-writing.html Bloom's Revised Taxonomy Wheel 24
25.
http://www.johnbiggs.com.au/solo_graph.html
26.
http://www.learningandteaching.info/learning/solo.htm
27.
Let’s write some learning outcomes! http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
28.
Choosing learning activities...
29.
...for small groups
30.
...for large groups
31.
Active learning in laboratories?
32.
You have iteasy! :-) Research advocates interaction! Adams, D.J., 2009. Current Trends in Laboratory Class Teaching in University Bioscience Programmes. Bioscience Education, 13(2009). Available at: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ858371 [Accessed October 7, 2012].
33.
Learning activities inlabs
34.
Let’s design activities forlearning!
35.
Things to consider: •How does the learning outcome relate to the learning activity? • How long will the activity take? • How do you communicate the activity to the students? • How will students be engaged? • How will students demonstrate their learning?