teaching in higher education
DESCRIPTION
Teaching in Higher EducationTRANSCRIPT
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*
* Gibbs, G. & Habeshaw, T., 1992. Preparing to Teach: An Introduction to Effective Teaching in Higher Education, Technical and Educational Services.
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Learners construct knowledg
e
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Learners need to see the whole picture
http://www.flickr.com/photos/slightlynorth/3470300872/in/photostream/
Learners are selectively negligent
Learners are driven by assessment
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Learners often only memorise
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Learners’ attention is limited
Learners’ can easily be overburdened
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Adults learn differently
About... Pedagogy Androgogy
The Learner Dependent personality Increasingly self-reliant
Role of Learners’ experience
To be built on To be used as a resource for learning by
self and others
Readiness to learn
Determined by age and stage in the course
(maturity)
Develops from life tasks and problems
Orientation Subject Centred Task and problem- centred
Motivation By external reward By internal incentives. curiosity
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Learners learn
well by doing
Learners learn well when they take responsibility for their
learning
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Learners have feelings!
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 ?
Constructive alignment 1 2
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)
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4 - Arriving at a final grade.
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
....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)
A learning outcome...
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.......
Evaluation Create
Bloom's Taxonomy (1956) Anderson & Krathwohl's Taxonomy (2001)
action driven
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Bloom's Revised Taxonomy Wheel
http://www.johnbiggs.com.au/solo_graph.html
http://www.learningandteaching.info/learning/solo.htm
http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
Let’s write some learning outcomes!
Choosing learning activities...
...for small groups
...for large groups
Active learning in laboratories?
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].
You have it easy! :-)
Research advocates interaction!
Learning activities in labs
Let’s designactivities 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?
caminante, no hay camino,se hace camino al andar.
Antonio Machado
http://www.flickr.com/photos/57768341@N00/3558561251
http://[email protected]
@cristinacost