teaching to support learning jan 2011
DESCRIPTION
TRANSCRIPT
HEPP70011
MA Academic Practice | HEPP7001
Foundations of Academic Practice
Key ideas onteaching to support learning in higher education
12th January, Carlisle; 13th January, Lancaster
Caroline Marcangelo, Programme LeaderSimon Allan, Module Tutor
HEPP70012
Underpinning approaches
Taking a scholarly approach to support teaching for effective learning
Theoretical approaches that underpin this programme design and content
Frameworks to underpin your own practice Critical reflection on how the programme
models these approaches to learning
HEPP70013
These ideas include ….
Phenomenography & Social Constructivism Constructive Alignment Situated Learning Deep & Surface approaches to learning Threshold Concepts Troublesome Knowledge
HEPP70014
Phenomenography
This term was coined by Marton following his work with Saljo (1984) looking at student approaches to learning
the learners perspective defines what is learnt and the way [s]he sees the world and the teachers role is to alter that perspective of the way the learner sees the world
HEPP70015
Social Constructivism
Originates with Piaget and Vygotsky Emphasises the students’ construction of meaning and
knowledge through what they ‘do’ Focus is on student activity rather than teacher activity As we learn our conceptions of phenomena change Acquisition of information in itself does not bring about the
change, but the way we structure that information and think with it does
Biggs. J & Tang, C (2007) Teaching for quality learning at university. (3rd Ed.) Maidenhead, OU PressEntwhistle, N (2009) Teaching for Understanding at University: deep approaches and distinctive ways of
thinking. London, Palgrave Macmillan
HEPP70016
Activity 1
With a partner
Briefly discuss these two philosophies underpinning learning, and how your approach to ‘teaching for student learning’ may relate to the principles – jot down a couple of examples from your experience as a teacher or a learner ….
HEPP70017
Diagram of Constructive AlignmentDiagram of Constructive Alignment
Learning outcomes
Expressed as verbs that the students have to enact
verbs chosen to reflect level
Teaching/ learning activities
teacher, self or peer controlled as best suits context
Assessment tasks
evaluate how well outcomes are demonstrated
Chapter 4 in Biggs, J & Tan, C. (2007) Teaching for quality learning at University (3rd Ed) OU Press; http://www.youtube.com/watch?v=iMZA80XpP6Y is also useful
HEPP70018
Deep and Surface learning
Constructive alignment is highly influential in helping students to adopt a deep approach to their learning
As a reminder the following slides summarise what is meant by these terms ‘deep’ and ‘surface’ learning ….
HEPP70019
Surface Learning
Students focus their attention on the details and information in a lecture or text. They try to memorise individual details in the form they appear in the lecture or text or to list the features of the situation. They do not focus on overall meaning or consider challenging the concepts and discourse. It is of little use to students once they have completed their assessments as it is quickly forgotten and not integrated with their other learning.
HEPP700110
Deep Learning
Students focus their attention on the overall meaning or message in a lecture, text or situation. They attempt to relate ideas together and construct their own meaning, possibly in relation to their own experience. ‘Facts’ are learnt in the context of meaning and can therefore be challenged through discussion and experience. It is more easily retained as it encourages a broader understanding of the context and means something to the student. Deep learning involves integrating new ideas with existing learning.
HEPP700111
Activity 2
With a different partner
discuss what may influence the students’ approaches to adopting a surface or deeper approach to learning and how you in your teaching role can manage this
HEPP700112
You may have included
Deep Motivational context Student activities
appropriate to level Student interaction A well-structured knowledge
base to enable building up new knowledge
Teaching to elicit responses Emphasis on principles and
depth of understanding
Surface Excessive content Excessive workload Lack of background student
knowledge Assessment that
encourages or tolerates memorisation
Large classes Teacher-focus
.
HEPP700113
Situated Learning
Influenced by Vygotsky & BrunerAll learning is context specificCommunities of practice, sharing
common values, goals, practices, standards
Professional knowing: fluid, mobile, nuanced
HEPP700114
Threshold Concepts
Areas of learning that involve conceptual change rather than incremental adding of knowledge – transformative in terms of understanding of the subject (e.g. care for student health professionals, assessment for learning for trainee teachers)
The ‘aha’ moment – seeing the world differently Irreversible – it cannot be ‘unlearned’ Integrative – Acquisition of threshold concepts
illuminate the underlying inter-relatedness of other aspects of the subject
Land, R., Meyer, J.H.F. & Smith, J. (eds) (2008) Threshold Concepts within the disciplines. Rotterdam, Sense Publishers
HEPP700115
Troublesome Knowledge
Conceptually difficult (threshold concepts) Ritual – meaningless and routine Inert – difficult to transfer into meaningful
situations Foreign – too far removed from what is known Tacit – deeply embedded and difficult to
articulate
Perkins, D (2007) Theories of difficulty. In N. Entwistle & P Tomlinson (eds) Student learning and university teaching. Leicester: British Psychological Society
HEPP700116
Pulling these ideas together
At your tables
Recap on the principles and ideas we have discussed this morning and then
Construct a ‘mind map’ of how they interact, and some of the teaching and learning activities you have experienced that exemplify the ideas.
HEPP700117
Standing back and looking in
How have the methods we have used so far in this workshop been congruent with these various theories and principles?– Building up knowledge– Creating links, looking for
relevance to contexts– Social interaction to explore
and clarify concepts – Modelling practice