Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi

ILTA141 Introduction to Learning, Teaching and Assessment

Haleh Moravej Senior Lecturer in Nutrition Science Manchester Metropolitan University, UK @halehmoravej

#ILTA141 Introduction, reflection and making a start with planning

•Professional identity •Session planning •Microteach preparation

ILTA unit outcomes

• Evaluate a range of practical approaches to teaching, learning and assessment, set within the context of learning theories.

• Apply appropriate teaching and learning theories and approaches to the design and delivery of an inclusive episode of learning, relevant to the participant’s practice area

• Evaluate and critically reflect on the microteaching activity and the themes of the unit to identify on-going Continuing Professional Development requirements.

PGCAP

• Ramsden (2003) Reflection and inquiry vital to improve teaching

• Nerantzi (2014) active experimentation in a safe and supportive environment boosts teachers confidence and competence and has the potential to transform practices

• Wouters et al. (2014) Teaching portfolio valuable space to capture development and use for promotion

The PGCAP and the UK PSF 5

Areas of Activity (WHAT)

• Design and plan

• Teach/support

• Assess/give feedback

• Develop effective learning environments and approaches to student support/guidance

• Engage in CPD incorporating research, scholarship and evaluation of professional practices

Core Knowledge (HOW)

• Subject

• Appropriate methods of teaching and learning

• How students learn

• Use and value appropriate learning technologies

• Methods for evaluating effectiveness of teaching

• Quality assurance and quality enhancement

Professional Values (WHY)

• Respect individual learners and learning communities

• Promote participation and equality of opportunities

• Use evidence-informed approaches and the outcomes from research, scholarship and CPD

• Acknowledge the wider context in which HE operates recognising implications for professional practice

for Fellowship of HEA - evidence engagement with all of these http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf

Learning, Teaching and Assessment Strategy

http://www.celt.mmu.ac.uk/ltastrategy/index.php

Quality: What really matters?

class size: 1 tutor 20 students

tutor load: 1 class tutor full-time

tutor has teaching qualification

students: time on task

‘close contact’ student tutor interactions and relationship for educational gains

focus on formative assessment

quick feedback for learning

intellectual challenge

positive research environment

tutors as reflective practitioners

active learning

collaborative and social learning

clear and high expectations

peer assessment

learning hours matter

programme teams to work together

social relationships programme team

students as partners

students using feedback

Prof. Graham Gibbs

Gibbs, G (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy

Gibbs, G (2010) Dimensions of quality, York: The Higher Education Academy, pp. 19-37

Prof. Graham Gibbs

session learning outcomes

• Reflect on professional identity

• Construct a draft session plan for microteaching

Teacher identity

We trust our hands!

We trust the process!

We all build!

We all participate!

Remember!

Warm-up

Task 1: Build a tower

Task 2: Build a little animal

Task 3: Modify your model to capture one aspect of who you are

LSP Method, steps

1. Ask a question

2. Build

3. Share

4. Reflect

Teacher identity

Task 1: Who are you as a teacher? Build your identity model.

Task 2: Share with others.

The wheel of teaching Where are you now? Date:

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Construct a draft plan for your microteach session

Session plan for microteach

• discuss ideas for microteach with peers

http://youtu.be/2Hzx41ddQUA

Let’s try something!

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Think of 1 thing you want your students to learn in your next session.

What will they do to learn this?

How will you know that they have learnt it?

Constructive alignment (Prof. John Biggs, 1999)

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Learning and Teaching activities

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Intended Learning Outcomes

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Assessment Method

•Students construct meaning from what they do to learn. •The teacher aligns the planned learning activities with the learning outcomes.

The Cognitive Domain and Bloom’s Taxonomy

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evaluation

synthesis

analysis

application

comprehension

knowledge

creating

evaluating

analysing

applying

understanding

remembering Bloom’s Taxonomoy (1956)

Anderson and Krathwohl Revision (2001)

Educational Psychology Interactive: The Cognitive Domain

Knowledge arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state

Comprehension classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate

Application apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

Analysis analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Synthesis arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write

Evaluation appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate

Bloom’s Taxonomy and verb list

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avoid/use

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avoid words like Know...

Understand...

Really know...

Really understand...

Be familiar with...

Become acquainted with...

Have a good grasp of...

Appreciate...

Be interested in...

Acquire a feeling for...

Be aware of...

Believe...

Have information about...

Realize the significance of...

Learn the basics of...

Obtain working knowledge of...

use words like State...

Describe...

Explain...

List...

Evaluate...

Identify...

Distinguish between...

Analyse...

Outline...

Summarize...

Represent graphically...

Compare...

Apply...

Assess...

Give examples of...

Suggest reasons why...

Reflection, what is it? Let’s find out

Think of something complex (good/bad) that happened

How did you feel?

What did you learn?

If it happens again, what would you do differently?

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How? Reflective Cycle (Gibbs, 1988)

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1. Description

What happened?

2. Feelings

What were you thinking and feeling?

3. Evaluation

What was good and bad

about the experience?

4. Analysis

What sense can you make

of the situation?

5. Conclusion

What else could you

have done?

6. Action plan

If it arose again, what

would you do?

deepening reflection describing

feeling

analysing

reasoning

stepping back

being self-critical

exploring options

linking to action

own perspective

link to theory

colleagues

students

Brookfield Critical Lenses Critical reflection: “... the process by which we research the assumptions informing our own practice by viewing these through four complementary lenses – the lenses of our students’ eyes, colleagues’ perceptions, literature and our own autobiography. [...] Finally, we can review our personal autobiographies as learners so that we can make visceral connections to, and gain a better understanding of, the pleasures and terrors our own students are experiencing.” (Brookfield, 2006, 26)

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References

Brookfield, S. D. (2006) The Skilful Teacher (2nd edition) San Francisco: Jossey-Bass. Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (2014) Warning!

Modelling effective mobile learning is infectious, an example from Higher Education, UCISA Best Practice Guide using mobile technologies for learning, teaching and assessment, available at http://www.ucisa.ac.uk/~/media/Files/publications/case_studies/ASG_Effective_Use_Mobile%20Learning pp. 11-17.

Ramsden, R. (2003) Learning to Teach in Higher Education (2nd ed) Oxford: Routledge

Falmer. Wouters, P., Clement, M., Frenay, M. Buelens, H. & Gilis, A. (2014) Avoiding

compliance and resistance through collaboration? a Belgian teaching portfolio case, in: International Journal for Academic Development, Vol. 19, No. 1, pp. 26-36.