Download - DAPP141 session 4: Good teaching
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Good Teaching
PGCAP > DAPP http://www.celt.mmu.ac.uk/ @mmu_celt
Chrissi Nerantzi @chrissinerantzi & Haleh Moravej @halehmoravej
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intended learning outcomes
By the end of this theme, you will have had the opportunity to:
• discuss Good Teaching in HE
• identify specific aspects of quality assurance and quality enhancement in HE linked to teaching
• explore how to evaluate practice and what Good Teaching means in your own context
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”They [Teachers] should not feel compelled to adopt a persona that is unnatural or seems to go against the grain of his or her personality” (Light et al 2009:124)
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What does good practice look
like for teaching in HE?
Discuss and create a poster in small groups.
(10 mins)
Compare your posters against the the
UK PSF and the MMU Learning, Teaching and Assessment Strategy
(10 mins)
Good practice activity (part 1)
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stu
den
t(s)
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Chris
Theory 1: Teaching as telling, transmission or delivery - PASSIVE
students are passive recipients of the wisdom of a single speaker – all problems reside outside the lecturer
Theory 2: Teaching as organising or facilitating student activity - ACTIVE
students are active – problems shared
Theory 3: Teaching as making learning possible – SELF-DIRECTED
teaching is cooperative learning to help students change their understanding. It focuses on critical barriers to student learning (Threshold Concepts – Meyer and Land, 2003) Learning is applying and modifying one’s own ideas; it is something the student does, rather than something that is done to the student. Teaching is speculative and reflective, teaching activities are context-related, uncertain and continuously improvable.
(Ramsden, 2003, 108-112)
Three main theories of teaching in HE
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What does the sector say?
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The Dimensions of the UK Professional Standards Framework
8
Areas of Activity (WHAT)
• Design and plan
• Teach/support
• Assess/give feedback
• Develop effective learning environments and approaches to student support/guidance
• Engage in CPD incorporating research, scholarship and evaluation of professional practices
Core Knowledge (HOW)
• Subject
• Appropriate methods of teaching and learning
• How students learn
• Use and value appropriate learning technologies
• Methods for evaluating effectiveness of teaching
• Quality assurance and quality enhancement
Professional Values (WHY)
• Respect individual learners and learning communities
• Promote participation and equality of opportunities
• Use evidence-informed approaches and the outcomes from research, scholarship and CPD
• Acknowledge the wider context in which HE operates recognising implications for professional practice
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The Descriptors of the UK Professional Standards Framework
9
D1
Associate Fellow
•early career researchers with some teaching
•staff new to teaching including part-time staff
•staff supporting academic provision (learning technologists, library staff
•demonstrators, technicians with some teaching responsibilities
•experienced staff new to teaching or with limited teaching portfolio
D2
Fellow
•Early career academics in full teaching role
•Academic related, support staff with substantive teaching responsibilities
•Staff with teaching-only responsibilities, including within work-based settings
D3
Senior Fellow
•Experienced staff who demonstrate impact and influence through leading, managing organising programmes, subjects/disciplinary areas
•Experienced subject mentors and staff supporting those new to teaching
•Experienced staff with departmental and/or wider teaching and learning support advisory responsibilities
D4
Principal Fellow
•Highly experiences/senior staff with wide-ranging academic/academic-related strategic leadership responsibilities linked to teaching and supporting learning
•Staff responsible for institutional strategic leadership and policy-making in teaching and learning
•Staff who have strategic impact and influence in relation to teaching and learning that extends beyond their own institution
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MMU context
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http://www.celt.mmu.ac.uk/ltastrategy/index.php
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Compare your posters against the UK PSF and
the MMU Learning, Teaching and
Assessment Strategy (10 mins)
Good practice activity (part 2)
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Effective teaching in higher education 1. Interest and explanation 2. Concern and respect for
students and student learning 3. Appropriate assessment and
feedback 4. Clear goals and intellectual
challenge 5. Independence, control and
engagement 6. Learning from students (Ramsden, 2008)
7 principles of good practice in undergraduate education
• Encourages contacts between students and faculty.
• Develops reciprocity and cooperation among students.
• Uses active learning techniques.
• Gives prompt feedback.
• Emphasizes time on task.
• Communicates high expectations.
• Respects diverse talents and ways of learning.
(Chickering & Gamson, 1987)
5E’s of an excellent University Teacher 1. education 2. experience 3. enthusiasm 4. ease 5. eccentricity Gibson, J. (2009) The five ‘Es’ of an excellent teacher, The Clinical Teacher, Volume 6, Issue 1, pp. 3–5.
issue: they measure satisfaction NOT engagement
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source: Jeff Dunn: The 8 Characteristics Of A 21st Century Teacher http://edudemic.com/2013/04/the-8-characteristics-of-a-21st-century-teacher/
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WHAT DO THE STUDENTS THINK?
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Students Voice? MMU NSS 2013
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student voice
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Quality: What really matters?
class size: 1 tutor 20 students
tutor load: 1 class tutor full-time
tutor has teaching qualification
students: time on task
‘close contact’ student tutor interactions and relationship for educational gains
focus on formative assessment
quick feedback for learning
intellectual challenge
positive research environment
tutors as reflective practitioners
active learning
collaborative and social learning
clear and high expectations
peer assessment
learning hours matter
programme teams to work together
social relationships programme team
students as partners
students using feedback
Prof. Graham Gibbs
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Gibbs, G (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy
Gibbs, G (2010) Dimensions of quality, York: The Higher Education Academy, pp. 19-37
Prof. Graham Gibbs
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http://www.qaa.ac.uk
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http://www.enhancementthemes.ac.uk/
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Scenarios: Discussion and debate
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scenarios: [1, 2] [3, 4]
• Task 1 (10min): Work in groups of 4. Critique, debate, suggest solutions
• Task 2 (10min): Share your thoughts with another group
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scenario 1 “I employ teacher-focused methods when I deliver lectures to large groups of students. With a large group of students, it is difficult to be interactive.”
“I employ teacher-focused methods when I deliver lectures to large groups of students. With a large group of students, it is difficult to be interactive.”
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scenario 2 “I have minimised lecture material in my courses and maximised individual and group research projects, group problem-solving, and in-class discussions. Although I don’t cover as much material this way, the students learn and retain this material better. Also, standard lecture format is not the way that we learn after university. Instead, we are expected to read for ourselves and get the information that way. Thus, I feel my teaching approach better prepares students for life after university.”
“I have minimised lecture material in my courses and maximised individual and group research projects, group problem-solving, and in-class discussions. Although I don’t cover as much material this way, the students learn and retain this material better. Also, standard lecture format is not the way that we learn after university. Instead, we are expected to read for ourselves and get the information that way. Thus, I feel my teaching approach better prepares students for life after university.”
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“The lecture delivers the necessary core knowledge and content that the student needs to succeed.”
“The lecture delivers the necessary core knowledge and content that the student needs to succeed.”
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“Though I need sometimes to lecture and may even enjoy doing it, lecturing all the time simply bores me: I usually know what I am going to say, and I have heard it all before. But dialogical methods of teaching help keep me alive. Forces to listen, respond, and improvise. I am more likely to hear something unexpected and insightful from myself as well as others.” (Palmer, 2007, 25)
“Though I need sometimes to lecture and may even enjoy doing it, lecturing all the time simply bores me: I usually know what I am going to say, and I have heard it all before. But dialogical methods of teaching help keep me alive. Forces to listen, respond, and improvise. I am more likely to hear something unexpected and insightful from myself as well as others.” (Palmer, 2007, 25)
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References
Chickering, A. W. & Gamson, Z. F. (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin vol.39 no.7 pp.3-7
Light,G., Cox, R. and Calkins. S (2009) Learning and Teaching in Higher Education, The Reflective Professional, London: Sage Publications.
Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.), Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.
Palmer, P. J. (2007) The Courage to Teach. Exploring the Inner Landscape of a Teacher’s Life, San Francisco: Jossey-Bass.
Race, P. (2009) In at the deep-end: starting to teach in higher education, Leeds Metropolitan University
Ramsden, P (2003) Learning to teach in Higher Education, Oxon: RoutledgeFalmer.