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A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - [email protected] Effective Teaching at Bilkent University to Engage Learners

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Page 1: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

A workshop developed for Bilkent University by

Gordon Suddaby

Gordon Suddaby - [email protected]

Effective Teaching at Bilkent University to Engage Learners

Page 2: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Rationale

If students are to learn desired outcomes in a reasonably effective manner, then the teacher’s fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes...It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does.Thomas J. Shuell (1986) cited in Biggs and Tang (2007)

Page 3: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

OverviewThis workshop will focus on developing and

enhancing approaches which engage students in the Teaching – Learning relationship that you, as Bilkent teachers are responsible for.

The workshop will draw from research-based theory, including John Bigg’s notion of constructive alignment, to explore how the elements that go to create effective university learning i.e. curriculum design, assessment, teaching approaches, learning resources, motivation, relevance, and relationship development may be brought together to achieve successful outcomes to provide a range of strategies able to be used in your teaching.

Page 4: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Programme for the workshop9.00 Setting the Scene9.20 Evaluating and improving

Teaching10.30 Break10.40 Assessing Student Learning11.40 Break11.50 Active Learning13.00 Lunch (provided)13.30 Motivating Students14.00 Academic Integrity14.30 Close

Page 5: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Your ExpectationsOn the paper provided, please indicate

your reason for attending this workshop.Also list up to 5 expectations that you

have arising from your attendance;

NB this will be collected in at the end of the workshop, but will be anonymous and will be used for my purposes of evaluation and improvement.

Page 6: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Intended learning outcomesParticipants will be able to:articulate an understanding of student learning and

how this relates to effective teaching practice;identify and implement effective teaching and

learning strategies; identify and apply key assessment concepts; establish and maintain productive student-teacher

learning relationshipsIdentify and implement a range of strategies that will

enhance student engagement, motivation and success

identify and use a variety of strategies for gaining feedback on teaching

Page 7: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Introducing the assumptions, theory, research evidence and

principles that underpin effective university teaching and learning

Setting the Scene

Page 8: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Is this how we feel after a semester of teaching?

Page 9: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Activity 1:What are the teaching and learning issues that are foremost in your minds?

In Departmental/Faculty pairs identify as many teaching and learning issues as you can which affect your Department/Faculty

Combine with another pair, compare your list and identify the top four issues

Be prepared to discuss these with the whole group

Think about how these impact on the quality of teaching!!!

Page 10: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

What are Bilkent’s view’s of teaching...The Bilkent website states that; “Good teaching is essential for all”.The website goes on to define quality teaching when

it states:“Quality means making the students learn by

stimulating their interest in the topic, by challenging their capabilities, and by encouraging active participation and ‘doing’”

The website also stresses that; “Learning means more than rote memorization of

facts; hence teachers are expected to enhance students analytical, critical, and independent thinking abilities”.

What are the implications of this ‘policy’?

Page 11: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

What does the literature say about good teachers?Good teachers are;

Knowledgeable about their subjectAdopt an organised and systematic

approach to their teachingAre enthusiastic and interestingRespect their studentsHave high expectations of their

students performance

From: Prebble, Hargraves, Leach, Naidoo, Suddaby and Zepke (2005)

Page 12: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Activity 2: What is teaching all about?“All teachers have some theory of what

teaching is when they are doing it, even if they are not explicitly aware of that theory...”

Gow and Kember, 1993 cited in Biggs and Tang, 2007, p.15.

Task (from Biggs and Tang, 2007, p.16)

What are your theories of teaching and learning?

Learning is........

Teaching is.......

Page 13: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Activity 2: What is teaching all about?“All teachers have some theory of what

teaching is when they are doing it, even if they are not explicitly aware of that theory...”

Gow and Kember, 1993 cited in Biggs and Tang, 2007, p.15.

Task (from Biggs and Tang, 2007, p.16What are your theories of teaching and learning?

Learning is........Teaching is.......

Share your ideas with the person next to you and identify common points

Page 14: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Some assumptions about teachingTeaching is a process not an eventThere is no one right way to teach, but there

are many ways to teach betterBoth teachers AND students are

responsible for learningLearning is more likely to occur if the process

has been plannedAssessment drives learningLearning occurs best in a relevant context

And most importantly...Teachers want to teach better

Page 15: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Some assumptions about learners?

Learners are individuals needing to be engaged through approaches that support interactivity, collaboration, reflection, critique, and personalisation and;

normally start with high motivation to succeedlearn quickly when new learning is linked to prior

knowledgemay have to unlearn some thingslike to see the relevance of what they are learninglearn best when they are physically and mentally

comfortablelike to be actively involved and engagedlike to contribute to the learning journeyneed to experience successAre usually good judges of their own competence and

performance

Page 16: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Thinking about teachingBiggs has suggested that there are

three levels of thinking about teaching

Level 1 focus: What the student isLevel 2 focus: What the teacher

doesLevel 3 focus: What the student

doesBiggs and Tang, (2007) chap. 2

Page 17: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Activity 3: Models of Teaching (Biggs and Tang)Form groups of 3Members of each group will be given an

extract from Biggs and Tang (Chap 2) to read and discuss (either the extract on Level 1, Level 2, or Level 3)

Task:Your task is to become an ‘expert’ on

the material in your extract so that you are able to explain it to others.

Page 18: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Models of teachingReform in groups of 3 with a level 1, 2, and 3,

reader in each group.

In turn each group member will explain their extract to the other two group members.

Then the whole group will discuss the 3 models.

Write down and be prepared to report on:Comments the group has about the three models?How valid are these as representations?Where the groups theories of teaching and

learning (noted earlier) agree/disagree with those of Biggs and Tang?

What further questions are raised

Page 19: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Model 1: Focus on what the student isTeachers tend to look at the student differences,

i.e. the ‘good’ students and the ‘bad’ studentsThe teacher is responsible for the content so in

order to learn the students must;Attend lectures/classesListen carefullyTake full notesDo the readingRegurgitate the information in exams and

assessmentsIt is a ‘blame the student’ approach based on

student deficits including; motivation, intelligence, attitude, study skills and aptitude etc

Biggs and Tang, 2007

Page 20: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Model 2: Focus on what the student doesTeachers try to ‘manage’ learning by using

a battery of strategies (a ‘how to’ approach) by;Establishing procedural rulesEnsuring clarity – voice, visuals, board

work, ...Establishing eye-contactUsing a wide variety of strategies

It’s a ‘blame the teacher’ approach as it assumes that teaching involves the application of a range of strategies and competencies which are easy to quantify.

Page 21: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Model 3: Focus on what the student doesThis is a ‘student-centred’ approach. The

focus is on approaches that cause and support student learning and it will include a range of strategies which are integral to the approach by;Assisting students to understand facts,

concepts and principlesUsing appropriate teaching/learning

activitiesEngaging students on tasks focused on the

learning outcomes

Page 22: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Some thoughts on teaching and learning...Clearly, not all learning is dependent on

teaching...However, all teaching regardless of quality is predicated on learning. (Brown, p.223 in Ellis, 1993)

Teaching makes learning possible. Ramsden, p.114, 1992)

Instructional difficulties do not occur because faculty are inept, or students capricious, they occur because components of the activities don’t fit the instructional circumstances in which they are used. Menges and Weimer, p.151, 1996.

Page 23: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

What is learning?Criteria that indicates learning has occurred involves;A change in a person’s behaviour or ability to do something

A stipulation that this change must result from some sort of practice or experience

A stipulation that the change is an enduring one

Page 24: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Approaches to LearningLearning as a Process which involves;

ConstructivismDeep and surface learning

These in turn involve;AuthenticityActivityEngagement

Page 25: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

The constructivist approachLearning is an active processNew knowledge is linked to existing

knowledgeKnowledge is developed in an organised

mannerThere are multiple forms of knowledgeLearning is a social actLearning is context dependentLearning focuses on cognitive processes and

strategiesIntrinsic motivation is critical

Page 26: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Surface LearningMotivation is extrinsic (either +ve or –veInvolves rote learning and memorisationOnly what is necessary is doneFocuses on material delivered in lectures

May not see connections or transferability

Shortcuts are usedLittle engagement with the content

Page 27: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Surface learning-type courses involve;A heavy workloadLong class hoursExcessive course materialsLack of opportunity to pursue

subjects in depthLack of choice over topicsLack of choice over study methodsA ‘threatening’ testing system

Page 28: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Deep LearningIntrinsic motivationLearners seek meaning and to satisfy curiosity

Learners develop much content knowledgeLearners operate at a high level of conceptualisation

Learning is enjoyableTime and effort is put into learning (sometimes too much)

Learner reflects on learning and thinks about how to learn

Page 29: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Encouraging deep learningEmphasis on the knowledge baseLearner is interested in the field –

high motivationInteraction between learner,

learners and teacher, and learner and content

Learner actively participates(The learner is more than a

‘spectator’)

Page 30: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Effective learning occurs when;What is already known is accessedNew learning builds on what is

already knownThe lecturer engages the learner

(minds on)

Learning occurs not by recording information, but by interpreting it and making it ours. Resnick

Page 31: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

The Bottom Line: The six characteristics of teaching and learning

1. Entails encounters with challenging ideas and people

2. Requires active engagement with those challenges

3. Occurs best in a supportive environment4. Involves real-world activities5. Is a relational, social activity6. Is unbounded by time or placeP. T. Terenzini and E. T. Pascarella

(2004)

Page 32: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

The Challenges Ahead Align what we do with what we know.In looking to improve forget about Silver

Bullets.Think systemically.Think collaboratively.Use the 6 characteristics of learning and

development as touchstones in program planning, development, and evaluation

Focus on first-year students.2004 P. T. Terenzini and E. T. Pascarella

Page 33: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Some questions for you as a teacher to considerWhat is your teaching philosophy?What are your teaching goals ?What do you know about your students ?How does your course fit with previous courses?How does your course link with subsequent

courses?How does your course fit into the overall

programme being offered?What do you want your students to learn?How can you give them the best chance of learning

this?How can you find out if they have learned it?How can you judge the effectiveness of your

teaching?What do you know about yourself as a teacher?

Page 34: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Activity 4: ReflectionsTake any three of the questions listed on

the previous slide and;1.Provide brief responses that answer each

question2.Show how the answers link together3.Identify where there are gaps or

disjunctions4.Write down what you might do about these5.Write down a question that remains in your

mind.

Page 35: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

Activity 4: ReflectionsTake any three of the questions listed on the

previous slide and;1.Provide brief responses that answer each question2.Show how the answers link together3.Identify where there are gaps or disjunctions4.Write down what you might do about these5.Write down a question that remains in your mind.6.Share your responses in a small group and

identify any points of interest/concern that you are happy to share with the whole group

Page 36: A workshop developed for Bilkent University by Gordon Suddaby Gordon Suddaby - g.t.suddaby@massey.ac.nz Effective Teaching at Bilkent University to Engage

SoIt would seem that one of the big questions might be;

How do I know how well I am teaching?

How can I ensure my students learn what they should learn?

ANDHow can I continue to improve?