from little things big things grow: using small groups and the rsd to grow big ideas. susan hazel...

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From Little Things Big Things Grow: Using small groups and the RSD to grow big ideas. Susan Hazel and Hayley McGrice

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From Little Things Big Things Grow: Using small groups and the RSD to grow big ideas.

Susan Hazel and Hayley McGrice

What do we wish students to do?

• Embark on a journey and discover something new

• Work at increasing levels of autonomy

• How do we ensure deeper learning using the RSD framework as a guide?

Switching on Curiosity using Big Questions

• Follow the 4Ss of Team-based Learning– SIGNIFICANT– SPECIFIC– SAME– SIMULTANEOUS

Respect for Wellbeing Autonomy Justice

Sows/Piglets

Animal Welfare

Behavioural freedom

Intrinsic value

Consumers Availability, acceptability

of food

Choice Affordability

Producers Income & working

conditions

Freedom to use or not use

Fair treatment in trade & law

Should farrowing crates for sows be banned?

http://imgarcade.com/1/farrowing-crates/

Individual/Group Work?• Teamwork skills an

important graduate attribute

• Cannot mark individual reports in a large class

• Research suggests optimal group size 5-7

• Instructor formed groups to optimise diversity

The Sum of the Whole is Greater than the Parts

• Dynamic interaction deeper learning

• Diversity of team views and values

Significant problem + Team =

Significant or not students will:o embark, find/generate,

evaluate/reflect, organise/manage/ analyse/synthesise and communicate/apply

BUT+ significant + team = synergy

From little things…..

Students learn to look at a complex problem in which they need to make a decision and go from their own point of view ….

…..big things grow

• a view which includes all of the different perspectives from all the stakeholders

• with increased awareness of ethical, social and cultural issues

Synthesis of New Knowledge“Learning is thus a way of interacting with the world. As

we learn, our conceptions of phenomena change, and we see the world differently. The acquisition of information in itself does not bring about such a change, but the way we structure that information and think with it does. Thus, education is about conceptual change, not just the acquisition of knowledge.”

Biggs ‘What the Student Does: teaching for enhanced learningHigher Ed Res Dev 18:57-75 p.60