how we teach is a key part of what we teach · 5 november 2015 . example: mid-sized...

• What makes Teaching & Learning at so special?

How we Teach is a Key Part of What we Teach

• How could we develop and demonstrate this distinctive excellence?

• Integrating “teaching as exemplary knowledge-intensive work”

with “teaching as craft” and “teaching as vocation” (as part of the answer)

Good teaching cannot be reduced to just technique:

good teaching comes from the identity and integrity of the

teacher…How we teach is a key part of what we teach

• What makes Teaching & Learning at Brock special?

Distinctive excellence in adding value to student capabilities

• How do we develop and demonstrate this distinctive excellence?

and be recognized for exemplary teaching & learning… Where does Brock (or your Faculty) “own the podium”?

• How We Teach is a key part of What We Teach (as one part of the answer)

How the way faculty engage with knowledge for teaching can model

the ways we want learners to engage with knowledge in their careers (and in their other roles, as community members and global citizens)

can How We Teach model this distinctive excellence?

can How We Teach model this distinctive excellence?

Ensure that our programs …create quality opportunities for 21st century teaching and learning

1. Update course offerings to reflect 21st century learning

technologies to apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions (Mishra and Kereluik, 2011; Partnership for 21st century skills, 2011.)


Update course offerings to reflect 21st century learning The new skills and knowledge to collaborate digitally and contribute to a collective, interdisciplinary, knowledge base… apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions (Mishra and Kereluik, 2011; Partnership for 21st century skills, 2011.) educational technologies to apply knowledge to







Epistemicfluency.com

Teaching people to think and work across disciplinary and

professional boundaries

Organisers and invited discussants:

Lina Markauskaite, Peter Goodyear, Marie Carroll, Tina Hinton, Philip Poronnik, Kim Bell-Anderson, Simon Poon The Science of Learning Science Node Sciences and Technologies of Learning Research Network

STL Research Fest @ CPC

5 November 2015

Example: mid-sized teaching-intensive university in B.C.

A Faculty selects one Degree Level Outcome of importance to them

Adapt a Learning Outcomes Value Cycle model

SPEcify

expected learning

outcomes

Engage

students by motivating the

development of the capabilities

Develop & Demonstrate

(with formative feedback) student

capabilities

Assess & documenT

(with summative evaluation)

Enhance

all elements for future

improvements

SPE E D D A T E SPEED DATE workshops for faculty

Adapted from assuringgraduatecapabilities.com

what we learned.• Teamwork definition:

o Coordination of tasks and responsibilities (using project work-plans and team contracts)

o Communication via speaking, writing, drawing, modelling

o Idea generation, evaluation & selection

o Decision makingo Leadership o Conflict management

• Attitudes equally important learning outcomes as skills

• Students motivated when team skills linked to professional practice

Specify

EngageFrom Amber and Paola’s Presentation to School of Design faculty

resourcesto

share.



Faculty team curates evidence from research, exemplary practices from the professional teaching community and promising innovation from leading-edge institutions


Apply to multiple goals – the Hat Trick – individual teaching, program-level change on key

Academic Plan priority, and beyond university through professional and scholarly communities

Gavilanez, P., Ortlieb, A. and T. Carey. Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome in Interior Design Studio Courses, chapter to appear in Tucker, R. (ed) Teaching Teamwork in Design: Collaboration and Student Engagement in Design Education. Hershey PA: IGI Global Publishing. 2016.

Does team-teaching

contribute to the development of the knowledge, skills and attitudes for

effective teamwork in design students?



Faculty team curates evidence from research, exemplary practices from the professional teaching community and promising innovation from leading-edge institutions


Apply to individual teaching, program-level change on key Academic Plan priority, and beyond institution in the professional and scholarly community

Share, adapt and extend across Faculties and across institutions (in progress) Engage “Students as Partners” in the research syntheses and application (in progress)

From Faunce, E., Doutt, K., & Parsons, J. (2015). Improving faculty metacognition for 21st century learning. The Business & Management Review, 6(2), 150.

Example: a consortium of liberal arts colleges in Pennsylvania

Define “micro-competencies” and “micro-credentials” for Degree Level Expectations CRITICAL THINKING: Using logical thought processes to analyze and draw conclusions inconsistent or missing information Critically review, analyze, synthesize, compare and interpret information Draw conclusions from relevant and/or missing information Test possible hypotheses to ensure the problem is correctly diagnosed and the best solution is identified

Example: a consortium of research universities in the Washington D.C. area

From http://eddesignlab.org/badgingchallenge/



technologies to apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions (Mishra and Kereluik, 2011; Partnership for 21st century skills, 2011.)


Update course offerings to reflect 21st century learning The new skills and knowledge to collaborate digitally and contribute to a collective, interdisciplinary, knowledge base… apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions (Mishra and Kereluik, 2011; Partnership for 21st century skills, 2011.) educational technologies to apply knowledge to


In Knowledge-Intensive Work, “knowledge” has three roles: and created in work tasks

Practice Improvements

2

to improve practice

embedded in products and services






how we teach is a key part of what we teach · 5 november 2015 . example: mid-sized...

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