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Dr. Nadine Wills: CILASS Academic Fellow Scheme Application (adjusted presentation on learning and teaching philosophy)
I gave the following presentation on my teaching philosophy for a Film Studies Professor position in Canada at the same time that I was interviewed here. For a number of reasons, I decided to accept this position instead but this gives you an excellent overview of my approach to learning and teaching.Original Interview Presentation Monday, June 25, 2007
Characteristics of effective teaching (Part 1)
• Reflect upon her own practice.• Develop herself.• Awareness of the diversity of the
student population. • Understanding of equitable practice.• Providing examples of learning for
students.
Characteristics of effective teaching (Part 2)
• Effective teaching sessions– Clarity of explanations.– Effective use of oral questioning.– Stimulation/encouragement of student
interest (that leads to independent inquiry).– Encourages of student
involvement/participation.
• Evaluation of student learning.• Variety of assessment methods.
Original Source: UK Universities’ Staff Development Unit (1994), adapted
Students as Professionals
Students are expected to:• Behave in an appropriate manner
(Casual and fun atmosphere based on mutual respect, purpose and support)
• Take responsibility for themselves and their own learning (meeting deadlines etc.)
• Progressively move into the mode of PROFESSIONAL (scholar, researcher, employer/employee)
9 Mantras for teaching1. Students need to see the whole picture2. Students are selectively attentive3. Students are driven by assessment4. Students often only memorize if they do not do
not make knowledge their own5. Students’ attention is limited6. Students can be easily overburdened7. Students learn well by doing8. Students learn well when they take
responsibility for their learning9. Students have feelings Original Source: Gibbs and Habeshaw (1989: 15-38) (adapted)
Getting the balance right
• Rigid and transparent framework– Deadlines important (no missed tests etc.)– Forms– Continuous assessment/pressure/support
• Contrasted with casual tone/humour in class • Creativity/freedom encouraged in
assessment • Constant negotiation of the learning process• Moving away from strict “lecture” mode
CIVEST
CIVEST
C = ClarityI = InterdisciplinarityV = VARK (Visual, Audio,
Reading/Writing, Kinaesthetic Learners)
E = Empower and EvolveS = Soft SkillsT = Technology
Clarity
• Learning outcomes (continuously come back to these)
• Especially make connections what “real life” application is
• Boundaries and goal-setting• Repetition (in assessment and
terms)• Clear what they can expect from me
and vice versa
Interdisciplinarity
• Between subjects• Patterns• Someone who makes connections• Creativity• Problem-solver (focus on solutions
rather than obstacles)
VARK
• Students learn in different ways– Visual– Audio– Reading/Writing– Kinaesthetic
Ex. 180° Rule• Body language and gestures, eye contact
important• Translate theory into equationsEx. Mulvey and “to-be-looked-at-ness”Man=eyes=camera=desire, Woman=body=art=object of desire
Empower and Evolve
• Student ownership/responsibility– Choosing essay/subject (distribution of
assessment)– Develop forms– Time needed to complete take (3 ½ minutes?)
• Development from amateur to professional
• Reflecting on development and practice• Sharing “Best Practice”
Skills
• Skills vs. Knowledge• Soft skills• Knowledge and theory quickly outdated• Need to know how to use resources,
research • Lateral rather than just linear connections• Students as human beings• Teacher as life coach
Technology
• Technology is often used as a barrier to learning
• Use of technology routinized• How to incorporate it into the
classroom/learning in a spontaneous and innovative way?– Youtube– Blog
Main Strategy for making Film Studies relevant at the School of Community and
Liberal Studies
1.CLARIFY.2.EXAMPLE. 3.WHY?4.APPLY.
Achieving Learning Outcomes
• Problem-based learning• Development of student judgement• Self assessment and peer feedback alongside
course evaluation• Varied assignments• Group work (learning from each other)• Negotiated goals• Engaging learning tasks• Cooperative learning• Success measured on a series of different levels
Source: Gibbs (1992: 44)
Providing Examples of Learning/Feedback
I give this to students before they do their first one-on-one peer assessment (we also “playact” it out once with me in front of the entire class to model “skilled” and “unskilled” ways of doing this)
1. Gage how much criticism the person can handle. 2. Start off with what you liked best about the
piece.3. Be considerate with your criticism (constructive
and brief)4. Be specific with your criticism and praise
Problems with Assessment
• Overload of students and staff• Fuzzy or non-existent criteria• Undue precision and specificity in
marking schemes• Students do not know what is expected
of them beforehand (give precise examples of what they must do to get precise marks)
• Inadequate or superficial feedback provided (when it is given, usually after marks which is too late)
Assessment
Finding alternatives to presentations and exams to test knowledge:
• Storyboard• Question Week• Thesis Statement• Essay Organization• Partner Feedback form (student creation)• Participation Form (and evaluation of my
feedback of their work)
Teaching Demonstration
“El Tango de Roxanne” from Moulin Rouge (Baz Luhrmann,
2001): Rape as Dance/Editing as Audience