This document outlines Dr. Robert Shaw's presentation on university teaching methods from a Western perspective. The presentation covers 4 topics: 1) Dr. Shaw's approach to teaching, which focuses on curriculum, evaluation, and pedagogy. 2) Trends in Western university education such as neoliberalism, credentials over wisdom, and distance education. 3) How Dr. Shaw teaches, including course objectives, assessments, lectures, tutorials and online resources. 4) The future of education, including becoming a reflective teacher and the role of teacher development centers.

5. University teaching methods
- a western perspective
Dr Robert Shaw
Centre for Teacher Development Seminar
Guangdong University of Foreign Studies
21 March 2013

6. 6
Agenda
1. My approach to teaching
2. Western university education
3. How I teach
4. The way ahead

7. 7
1. My approach to teaching

8. 8
Curriculum
What you teach
Evaluation
How you assess
Pedagogy
How you teach

9. 9
Textbook
What you teach
Examination
How you assess
Teacher
How you teach
Student perspective

10. 10
Curriculum
What you teach
Confused thinking about
Knowledge / understanding / skills
Theory / practice

11. 11
Curriculum
What you teach
Justification of a curriculum
Philosophical (nature of knowledge)
Sociological (relationship to society)
Psychological (student needs)
Who decides the curriculum?
Hierarchies of curriculum control

12. 12

13. 13
Curriculum
What you teach
Vocational education
China follows the West’s mistakes

14. 14
Curriculum
What you teach
Operations & Production Management
Badminton
Not university subjects: Practical skills
Apprentices (students) & mentors (teachers)

15. 15
What do you believe about
teaching – learning?
The teacher must decide pedagogy
Teach individuals not classes
Complementary modes of delivery
Knowledge / understanding / skills
Pedagogy
How you teach

16. 16

17. 17

18. 18
Benjamin Bloom
Cognitive (thinking) skills

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20. 20

21. Creativity
Higher levels in Bloom’s taxonomy of cognitive skills
John Cleese video
21

22. 22
The Rhythmic Claims
of Freedom and Discipline
Three stages in learning a subject / topic
Romance (freedom)
Precision (discipline)
Generalization / use (freedom)
A N Whitehead
The role of the teacher in the learning process
Establish the discipline
Define the curriculum
Set standards
Give freedom
Let the student learn
Build confidence

23. 23
Evaluation
How you assess
Examinations
are evil

24. 24
Evaluation drives student learning
Weighting of course objectives
Assess at all of Bloom’s levels
Evaluation
How you assess
Examinations
are evil

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2. Western university education

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Major trends in university education
Neoliberalism
The university as a business
Students as customers
Credentials not wisdom
Absurd specialisations
Poor teacher practices
Distance education is cheaper

27. 27
Major trends in university education
Scholars relate to scholars
Professional organisations vital
Unity of professional teachers
Open journals
The range of institutions

28. 28
Academic societies
Organise conferences
Publish your articles
Support people

29. 29
3. How I teach

30. 30
Course objectives
3. How I teach
Course website
Email
Lectures
Tutorials
Use of external resources
Library facilities
Online marking
Student dishonesty

31. 31
Course objectives
Be clear about the course objectives
Keep repeating them during the course
Show how the assessment relates to the objectives

32. 32
Your professor has two roles
1.
To help you:
a. To learn important things about management globally.
b. To acquire some of the skills that managers need.
2.
To be your examiner:
a. To set tasks for you which adhere to the objectives of the
course.
b. To assess your knowledge and understanding as
demonstrated in tests.
c. To grade (mark) your work and give you credit for the
skills you can display.

33. 33
You have to learn two things
1.
About management globally. You must know and understand:
a.
b.
2.
The important concepts that managers use to describe their work.
The debates about management (the keys issues).
How to enquire into management. You must demonstrate
research skills:
a.
b.
c.
d.
Ask questions
Obtain information
Draw conclusions
Communicate your ideas

34. 34
Your abilities
1.
You know about something when you remember it.
2.
You understand something when you can make use
of what you remember.
3.
You demonstrate research and communication
skills. You demonstrate your skills in:
a. Weekly emails to your professor
b. Your glossary
c. Your research paper

35. 35
Course assessment
Assessment
% of grade
Due date
Test 1
20
Week 6 (in class time)
Test 2
20
Week 11 (in class time)
Research project
40
Week 14 (in class time)
Glossary
10
Week 16 (in class time)
Communications
(email)
10
At times required
TOTAL
100

36. 36
Course website
Organise everything
The gains come the second time round

37. 37

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40. 40

41. 41
Email
Personalise / individualise
Motivation
Method to achieve research projects & essays

42. 42
Your email to your professor
1.
These are professional business communications.
2.
Please place “MGP”, class number, and your student
number in the subject line.
3.
If you do not have a reply to your email within one day,
send the email again or contact your Class Monitor.
4.
You will gain a mark based on:
a.
b.
c.
d.
Clarity (logical flow, full sentences, no abbreviations)
Tone (formal but friendly)
Content (the quality of your ideas)
Timeliness (as required)

43. 43
Why the email
1.
To practice business communications.
2.
To provide your professor with information on your
needs and progress.
3.
To help you spread the work out through the 17
weeks.
4.
To provide you with information on your progress
and ideas. Particularly as you prepare your research
report.

44. 44
Task for the week
1. Tasks for the week are always due the day before the next
session (you have until mid-night).
2. Your performance in the tasks contributes towards your
final mark. It is assessment item 5 , Communications.
3. Send an e-mail to your professor (shaw@porirua.net). In
the Subject line put: MGP, your class number and your
student number.
4. In that e-mail: (a) introduce yourself (about 100
words, include your English and Chinese names), (b) write
about your career ambitions, say what job you want in five
years time (about 100 words), and (c) attach a photograph
of yourself.

45. 45
Lectures
mp3
Chinese discussions
Follow ppt or website
Defines the curriculum

46. 46
The desks speak

47. 47

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51. 51
Tutorials
Build student confidence
Provide variety in sessions
Individualise

52. 52
Online marking
Distance education technique
Electronic submission + paper submission
Automation vital
Marking schedules (rubric)

53. 53

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55. 55
Academic dishonesty
Prevalence
Quality in education
Teacher – GDUFS - China
Automation vital
Programs: Turnitin, WriteCheck, iThenticate

56. 56
4. The way ahead

57. 57
Lawrence Stenhouse

58. 58
What do you want to do?
Goal: Work-load management
Goal: Become a reflective teacher (Support group)
Seminars: Vocational Education, Curriculum,
Evaluation, Pedagogy
The role of the Centre for Teacher Development

59. University teaching methods
- a western perspective
Thank you
21 March 2013