a workshop developed for bilkent university by gordon suddaby gordon suddaby -...
TRANSCRIPT
A workshop developed for Bilkent University by
Gordon Suddaby
Gordon Suddaby - [email protected]
Effective Teaching at Bilkent University to Engage Learners
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)
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.
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
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.
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
Introducing the assumptions, theory, research evidence and
principles that underpin effective university teaching and learning
Setting the Scene
Is this how we feel after a semester of teaching?
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!!!
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’?
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)
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.......
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
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
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
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
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.
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
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
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.
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
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.
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
Approaches to LearningLearning as a Process which involves;
ConstructivismDeep and surface learning
These in turn involve;AuthenticityActivityEngagement
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
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
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
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
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’)
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
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)
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
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?
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.
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
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?