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• Task 1 (10min): Work in groups of 4. Critique,
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PGCAP LTHE week 6 teaching and facilitating learning
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
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PGCAP LTHE week 6 teaching and facilitating learning
- 1. Does size matter? Learningand Teaching in Higher Education (LTHE) Module Postgraduate Certificate in Academic Practice University of Salford Twitter @pgcap Chrissi Nerantzi @chrissinerantzi
- 3. The plan • Discusswith you (large group) teaching through an immersive learning experience to trigger thinking, reflection and action including PBL
- 4. What I wouldlike you to take away to be open to new approaches, to be creative, reflect on practice and try new things What would you like you to take away
- 6. Three main theoriesof 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)
- 7. 1. Interest and explanation 6 2. Concern and respect for students and student learning principles 3. Appropriate assessment and feedback of 4. Clear goals and intellectual challenge effective 5. 6. Independence, control and engagement Learning from teaching students in HE (Ramsden, 2003)
- 8. How large islarge? a. 30 + b. 50 + c. 100 +
- 9. in pairs: usesticky notes How do you feel when you teach large & small groups?
- 10. possible problems inlarge-group teaching
- 11. possible problems insmall-group teaching
- 12. origami: let’s makesomething ;o) NOT boats!!!
- 13. What is happeningin your sessions? What would you like to happen in your sessions?
- 14. Benefits Challenges Large-group/ Small-group teaching Task (10 mins): Share findings with the other group.
- 15. scenarios: [1, 2][3, 4] • Task 1 (10min): Work in groups of 4. Critique, debate, suggest • Task 2 (10min): Share your thoughts with another group
- 16. scenario 1 “I employteacher-focused methods when I deliver lectures to large groups of students. With a large group of students, it is difficult to be interactive.”
- 17. scenario 2 “I haveminimised lecture material in my courses and maximised individual and group research projects, group problem-solving, and in-class discussions. Although I don’t cover as much material this way, the students learn and retain this material better. Also, standard lecture format is not the way that we learn after university. Instead, we are expected to read for ourselves and get the information that way. Thus, I feel my teaching approach better prepares students for life after university.”
- 18. “The lecture deliversthe necessary core knowledge and content that the student needs to succeed.”
- 19. “Though I needsometimes to lecture and may even enjoy doing it, lecturing all the time simply bores me: I usually know what I am going to say, and I have heard it all before. But dialogical methods of teaching help keep me alive. Forces to listen, respond, and improvise. I am more likely to hear something unexpected and insightful from myself as well as others.” (Palmer, 2007, 25)
- 20. “Most of thethings that used to work don’t seem to work anymore. The technique in the book on lecturing you lent me didn’t work either. They all ignored the buzz group questions and talked about Saturday’s game or something. They’re basically idle and won’t do a thing unless it gets a mark. I tried a few labs differently, I asked them more questions and tried to explain things better, but there were problems becasue some of the students reckonded I was spending too much time on explaining and not enough on getting the stuff across, covering the syllabus. Which was true of course. And now with my student appraisal coming up, I’m worried. Remembering what we tell them is the big thing for students. The amount of knowledge in this subject increases every few minutes and the syllabus is now twice as big as it was when I was a student. I am thinking about some video presentations to get the stuff across, to transfer it more efficiently from my mind to the students’ head. If something is visual, they’ll remember it better. Isn’t that right?” (Ramsden, 2003, 15-16)
- 21. Donald Clark: Don’tlecture me! from delivering to facilitating(flipped classroom Aaron Sams, and Jonathan Bergmann , PBL etc.) from isolation to conversation, collaboration, questioning, connecting, networking, negotiating from passive to active from just low or no-tech to also high-tech from one for all to personalisation from just in-class to everywhere and anytime
- 22. video clips Task: Watch, observe and comment (what did you like, what could be improved and why) http://www.wlv.ac.uk/Default.aspx?page=25525
- 23. Grouping and size Phil Race: In at the deep-end: starting to teach in higher education, Leeds Metropolitan University pairs threes fours fives sixes and more • not groups • small enough • still small for • large enough • the main • difficult for to avoid the everyone to to have the danger is one member risk of “shy contribute – “odd passenger to be violets” this is the passenger” behaviours completely in • big enough preferred or or non- active to bring group size! “bystander” participation. together • disadvantage – getting more group might away experience split into two without than a pair. pairs contributing • disadvantage • no case vote much to the can be two if pairs group work. ganging disagree how against one. to approach a task.
- 24. We are alldifferent! ”They should not feel compelled to adopt a persona that is unnatural or seems to go against the grain of his or her personality” (Light et al 2009:124)
- 25. Would you likea break?
- 26.
- 27. Do you havea question? 1. Ask me now, 2. Ask the person next to you 3. Write it on a sticky note and leave on the door
- 28. Reflect: Does size matter? Whatwould you consider changing as a result of this session?
- 29. References Light,G., Cox, R.and Calkins. S (2009) Learning and Teaching in Higher Education, The Reflective Professional, London: Sage Publications. Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.), Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424. Palmer, P. J. (2007) The Courage to Teach. Exploring the Inner Landscape of a Teacher’s Life, San Francisco: Jossey-Bass. Race, P. (2009) In at the deep-end: starting to teach in higher education, Leeds Metropolitan University Ramsden, P (2003) Learning to teach in Higher Education, Oxon: RoutledgeFalmer.
- 30.
- 31. extensions This could beused for an activity • 10 big problems with lecture-based learning at http://www.onlineuniversities.com/10-Big- Problems-With-Lecture-Based-Learning
- 32.
- 33. Stimulating Physics throughPBL • http://www.youtube.com/watch?v=IHhWWhl 1Zd8&feature=PlayList&p=3458B7D62DFF0E1 B&playnext_from=PL&index=1&playnext=2
Editor's Notes
- #2 play music at the startblank labels for nameswooden sticks (names)sticky notesflipchart, markersbellyes/no cardsnot available on slideshare/Blackboard – see reactions...need text I will read: have printed this alreadyto print slides with triggers: 16, 17, 18, 19, 26to print: http://www.marcels-kid-crafts.com/easy-origami.html origami instructionsmake available in advance on slideshare, add QR code to the title page, print and bring to classwarn everybody in advance to bring smartphones and download QR code app if they have a smartphone
- #6 to read from (need to print this)http://blogs.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/to start reading the article about lecturing, ask students to take notescontinue for about 5minstopsilencepaper into pieces – don’t discuss – just think! then show next slide
- #9 socrative app or online, only room number needed, no accountusemobile phones: show results on screen (up to 40 FREE)http://www.polleverywhere.com/multiple_choice_polls/MTEzMzA2MDY1
- #10 answer on sticky note, then swap randomly a few times until the original answer has been lostuse wooden sticks with names to ask some of the participants to share what they got on the sticky note
- #11 5min
- #12 Ask the group to share the problems they have – capture on sticky notes and use these for an activity – swap problems, identify solutions, share these!
- #13 Ask the group to share the problems they have – capture on sticky notes and use these for an activity – swap problems, identify solutions, share these!
- #14 read the instructionstarget to make an object. All students to stand back to backhttp://www.marcels-kid-crafts.com/easy-origami.htmlthe snake: instructions need to be printed!!!
- #15 5min
- #16 split class in halfuse flipchart, markers
- #18 print each scenario on a different colour paper
- #23 print each scenario on a different colour paper
- #26 peer learning
- #28 in the workshop to split groups but have different sized groups to see if this is true.also grouping techniques: ability, gender, random, pre-defined, to separate people, put people together, to lead (quieter students) – use cards, objects, sweeties, name tags, colour etc. re-group regularly so that we don’t have in-group out-of group behaviour social identity theory.
- #29 a story told by an academic
- #30 5min
- #31 5min
- #39 Ask the group to share the problems they have – capture on sticky notes and use these for an activity – swap problems, identify solutions, share these!