Fun theory https://www.youtube.com/watch?v=2lXh2n0aPyw

Yesterday?

Today?

Today’s learning outcome (desired!) We will understand how we learn so that…….

…. we are able to plan and deliver even more effective teaching sessions Professional Standards: A1 Plan and design learning activities and A2 Teach and/or support learning

Conceptions of learning What might our students conception of learning be?

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Conceptions of learning Increasing knowledge

Memorising what has to be learnt

Applying and using knowledge

Understanding what has to be learned • Seeing things differently • Building social competence • Embracing learning as something which is life-long and life-wide

Changing as a person

Understanding Pedagogy: Developing a critical approach to teaching and learning (Waring and Evans, 2014)

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Question 1:

Think of something you are good at, something that you do really well.

How did you become good at it? Write a few words in box 1

Typical answers: practice , trial and error, having a go, repetition, experimenting

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Example of experiential learning The theory was popularized by David Kolb, and is largely based on the work of Kurt Lewin, John Dewey and Jean Piaget.

Experiential learning theory (ELT) defines learning as a process of acquiring knowledge through the transformation of experience.

http://infed.org/mobi/david-a-kolb-on-experiential-learning/

“One must learn by doing the thing; though you think you know it, you have no certainty until you try”.

(Sophocles, 495-406 BC)

Therefore we need to allow learners to make mistakes, and help them to gain feedback in a constructive environment, to help them towards becoming experts.

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Question 2: Think of something about yourself that you feel good about.

How can you justify feeling good about this?

What’s your evidence to support this feeling?

Write a few words in box 2. Typical answers: feedback, other people’s reactions,

praise, gaining confidence, seeing the results

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Emotions, motivation and feedback Think about the role of emotions and motivation in learning in yesterday’s sessions ‘Make feedback timely, while it still matters to students, in time for them to use it towards further learning, or to receive further assistance.’

(Graham Gibbs)

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Question 3: Think of something that you’re not good at, perhaps as a

result of a bad learning experience.

What went wrong, and whose (if anyone’s) fault may it have been?

Write a few words in box 3.

Typical answers: did not really want to learn it, could not see the point, bad teaching, could not make sense of it

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Make clear - What’s in it for the learner? Consciously address the ‘so what’ in learners’ minds;

Warm up their ‘want’ to learn. Clarify their ‘need’ to learn. Learners learn far more readily if they are continuously aware of the benefits for them of putting energy into their learning.

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Question 4: Think of something that you did learn successfully, but at the time

you didn’t want to learn it.

What kept you going, so that you did indeed succeed in learning it?

Write a few words in box 4 Typical answers: strong support and encouragement, did not want to be seen not able to do it, needed to do it for what I

wanted next

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So how do we learn?

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Learning to ride

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Seven factors underpinning successful learning Using Professor Phil Race’s ‘Ripples’ model

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Factors underpinning successful learning

Feedback Sense

making Doing

Wanting Needing

Assessment Verbalising

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Sorting activity: How do young people prefer to learn?

And would your answers be different?

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How they say they prefer to learn….

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Student approaches to studying Recognise these students?

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Approaches to Studying Inventory (ASI) (Entwistle and Ramsden, 1983)

• Intention to excel

• Lack of direction or interest

• Intention to understand

• Intention to reproduce

Surface Deep

Strategic Apathetic

Practical activity - origami

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Compare the different approaches to the task Which were the most effective and why? What emotional reactions did you have?

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Learning styles - VAK or VARK Visual Auditory (verbal and aural) Reading and writing Kinesthetic

What method/s were the most appropriate for the activity?

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Learning styles?

“…styles do not describe what people are like: they describe what people do when they are trying to learn” ( Boulton-Lewis et al, 2001)

“any pattern we see in a person’s way of accomplishing a particular type of task” (Schmeck, 1988) Styles are not fixed People use different learning styles Effective learners adopt the appropriate style for the task Effective teachers support the development of a range of learning styles

From: Understanding Pedagogy: Developing a critical approach to teaching and learning

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Knowing is a process not a product

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‘To instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting.’ (Bruner, 1966)

Outcomes led learning

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Planning cycle Purposeful learning

Planning cycle – Constructive alignment

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What should learners

know or be able to do?

How will the learners learn?

How will learning be measured?

Assessment Tasks

Good learning outcomes • Active – it describes what learners can do • Attractive – learners want to achieve it • Comprehensible – learners know what it means • Appropriate – to the learner's current goals and career plans • Attainable – most learners will mostly meet it, with due

effort • Assessable – we can see if it has been achieved • Visible – in the course handbooks and online

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Writing learning outcomes

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2.

1.

3.

4.

5.

6.

Learning outcomes The ‘so that’ method……

34 https://fullonlearning.com/2012/10/01/constructing-learning-so-that-it-is-meaningful-and-purposeful/

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Let’s imagine we used the wishing well To create a module and we need learning outcomes: Key issues you identified

Using technology Student achievement Academic integrity Student engagement and interaction Share good practice

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Area to be covered Learning

SO THAT

Outcome

Technology

Student achievement

Academic integrity

Student engagement and interaction

Share good practice

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Look at your session plan

Do your learning outcomes meet the criteria? Do you need to redraft them? Show the revised outcomes to

your colleague.

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Effective teaching

Logistics: location, timing, technology etc

Knowledge of appropriate pedagogy

Disciplinary expertise

Understanding of student values, assumptions, experiences and expectations

Slide taken from: http://fionasaunders.co.uk/reflections-on-large-class-teaching/

The iceberg

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The Spider Strategy for planning

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The Spider Strategy

Surprise

Purpose

Investigate

Differentiate

Evaluate (Assess the learning)

Record and Reflect