Teaching for Learning

Welcome

Teaching for Learning

WelcomePlease sit with members of your Field [especially those you know less well]

(see table signs)

Welcome

Professor Peter Sherlock

Vice Chancellor

Worship

Dr Peter Price

Chair of Learning and Teaching Committee

As we gather to start our day together, we

invoke the Spirit of Wisdom to guide us in our

Learning and our Teaching. So we read from

Proverbs 9: 1-6 of Lady Wisdom (hokhmah) …

We take a few moments to reflect on what

gifts of the Spirit of Wisdom we have

witnessed & shared this year, We seek the

Spirit’s continuing Wisdom to be active in

us, in our students and in all God’s People,

and so we pray …

Rush upon us O Spirit of God! From this time

on, rush upon us, like living water, like leaping

fire, like fresh breath through an open window.

For this time, rush upon us, O Holy Spirit, with

wisdom and knowledge, with understanding and

counsel, with wonder and recognition and awe.

Just in time, rush upon us O Spirit of God, in

life-giving words, in songs from the voiceless, in

a passion for witness.

At this time, rush upon us, O Holy Spirit, this

hopeful time, this searching time, this preparing

time, this coming and going time, this trusting

time, this new time, this full time.

ALL THE TIME, rush upon us, O Spirit of God!

So, what is your learning hope for the day?

Overview of the Day

The learning outcomes of the day might be expressed as follows:

The Teaching Day will:

A. Affirm the critical place of Learning and Teaching to the mission of the University; and

B. Offer an opportunity to reflect on and develop teaching skills.

Outcomes from the day

At the end of the Teaching Day, those who participate will

(Generic Outcomes year to year):

1. have identified and outlined key elements of what they know about theology teaching; and

2. have considered something that may help them to grow further in their teaching.

Specific Outcomes for 2013

• understand the opportunities that a University-wide LMS will bring to teachers;

• have developed, if they have not already, basic awareness [and competence] in providing resources for students in ARK; and

• appreciate the possibilities for assessment and student support through ARK.

In Field-based groups(each of 3 or 4 people)

Ask

“What have I learned in teaching?”

• In-class activities

• Out of class activities

• Assessment tasks

Participants will have identified and outlined key elements of what they know about theology teaching

Please

• Individually, list some items first

• Appoint a scribe for each group

– Scribe please:

• Keep a list of the learning activities

• Identify the proponent of ideas (if they are willing)

(So that we can follow up for more information if needed and share resources in future.)

• Please give list to John or email to jcapper@mcd.edu.au

In Field-based groups(each of 3 or 4 people)

Ask

“What have I learned in teaching?”

• In-class activities

• Out of class activities

• Assessment tasks

Participants will have identified and outlined key elements of what they know about theology teaching

Morning Break

In College-based groups(each of 3 or 4 people)

Ask

“What have I learned about what others are doing in teaching?”• In-class activities

• Out of class activities

• Assessment tasks

Participants will have considered something that may help them to grow further in their teaching.

Please

• Individually, list some items first

• Appoint a scribe for each group

– Scribe please:

• Keep a list of the learning activities, ideas and suggestions for your College

• Send a copy to your Dean/Faculty Development Officer/ Associate Dean (Learning and Teaching)…

• (If Deans are happy, John is delighted to be in the loop.)

In College-based groups(each of 3 or 4 people)

Ask

“What have I learned about what others are doing in teaching?”

• How might I develop my teaching?

• How might our College?

Participants will have considered something that may help them to grow further in their teaching.

In College-based groups

Ask

“How diverse is the experience that a student has of learning in a typical course at our College?”

• Is this as we want it?

• How does it meet our College mission?

Participants will have considered something that may help them to grow further in their teaching.

In College-based groups

Ask

“What do we consider to be the main drivers of good learning in our College?”

Participants will have considered something that may help them to grow further in their teaching.

Classification of TLAs*

* Teaching and Learning Activities

Classification of TLAs 1.

Highly structured

Loosely structured

Subject-centred

objectives

Personal growth

objectives

After Rogers: 1986.

e.g. formal presentations

e.g. group work, simulations

e.g. group projects, discovery learning

e.g. individual projects, self-exploration

Classification of TLAs 2.

Highly structured

Loosely structured

Subject-centred

objectives

Personal growth

objectives

After Rogers: 1986.

e.g. formal presentations

e.g. group work, simulations

e.g. group projects, discovery learning

e.g. individual projects, self-exploration

Classification of TLAs 2.

Teacher-centred

Learner-centred

Content oriented

Process oriented

After Rogers: 1986.

Classification of TLAs 2.

Teacher-centred

Learner-centred

Content oriented

Process oriented

After Rogers: 1986.

Classification of TLAs 2.

Teacher-centred

Learner-centred

Content oriented

Process oriented

After Rogers: 1986.

Good Teaching Practice

Some key traits

Seven Principles

Developed based on a Lilly Endowment research grant in 1987 by Arthur Chickering and Stephen C. Ehrmann.

These have since been developed and refined, and tested for transferability in online and novel contexts, as well as the traditional classroom.

(Continued at the link to Prezi)

BibliographyBall, Les. (2012). Transforming Theology: Student Experience and Transformative Learning

in Undergraduate Theological Education, Mosaic.

Biggs, John B. (2003). Teaching for Quality Learning at University: What the Student Does, (2nd ed.) Philadelphia: Society for Research into Higher Education: & Open University Press.

Chickering, Arthur and Zelda F. Gamson, (1987). “Seven Principles of Good Practice in Undergraduate Education,” AAHE Bulletin (and reprints).

Chickering, Arthur and Stephen C. Ehrmann (1996). "Implementing the Seven Principles: Technology as Lever," AAHE Bulletin, October, pp. 3-6.

Ehrmann, Stephen C. (2008). “New Ideas and Additional Reading”. TLT.

Hockridge, Diane. (2011). “What’s the problem? Spiritual formation in distance and online theological education.” Journal of Christian Education, Vol.54, No.1, pp.25-38.

Hockridge, Diane. (2013). Challenges for Educators using distance and online education to prepare students for relational professions. (Prezi)

Mortiboys, Alan. (2010). How to Be an Effective Teacher in Higher Education, OUP.

Rogers, Alan. (1986). Teaching Adults, OUP.