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UoB Approaches to Enhancing Teaching and Learning:
Development in Teaching Practice
University of BahrainUnit for Teaching Excellence and
Leadership (UTEL)
جامعة البحرینوحدة التمییز
القیادة مھاراتوفي التعلیم
Symposium on: Transforming Teaching and Celebrating Success:
Institutional approaches to enhancing learning & teaching
Dr. Zainab Ali M.RedhaLecturer in PCAP‐ UoB
18th October 2016
Outline
To reflect on the development professional practice as a result of PCAP with respect to:
TeachingStudentsColleagues
To present a brief case study
2Dr. Zainab M. Redha
Background
2010 attended PCAP‐York St John 2011 mentor in PCAP‐York St Johns 2012 member PCAP committee 2013 –present lecturer PCAP‐UoB
3Dr. Zainab M. Redha
Experience Spectrum
Before PCAP
lecturer in PCAP
Taking PCAP
4Dr. Zainab M. Redha
Where I was before PCAP?
My teaching was based on experience
(Schön, D.,1983)
My observation of other teachers teaching during my studying period
How I used to explain to my class mates
Based on set of beliefs, ideas, and assumptions about the nature of learning
As Schön called ‘theory‐in‐use’
5Dr. Zainab M. Redha
Where I was before PCAP?
Reflection
Not because I didn’t want so, but because I didn’t know how
Questioning why?Trying to find solutionRandomDidn’t link between theory and practice
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Where I was before PCAP?
Professional dialogue with colleagues
Was more about raising the issue
Ended by Blaming the students
Feel being unappreciated
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Where I was before PCAP?
Students
They liked my teachingShifted to technologyUsed animation and videosMy class was rich in questioning I always complained that they don’t study well. They always complained about my exams and my markingFeedback from students was either oral or through university evaluation
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(Albert Einstein, 1879‐1955)
Reflection was improvedI came to know that reflection is one of the four main stages of
learning as described by KolbIt fills the gap between theory and practiceIt can be done in action and on actionIt is done in a structured way as described by Gibbs reflective Cycle
(Schön D., 1983) (Jasper M., 2003)
reflection is an integral part of
learning
Concrete experiencing
Reflective observation
Abstract conceptualizing
Active experimentation
Description
Feeling
Evaluation
Description
Conclusion
Action Plan
Reflective Cycle
Learning from experience must involve links between the doing and the thinking
9Dr. Zainab M. Redha
My teaching
systematic and structured read about learning and teaching search for possible solutionsIntegrate what I read with what I do
Based on set of beliefs, ideas, and assumptions about the nature of learning but supported with educational theories
and pedagogies
10Dr. Zainab M. Redha
Professional dialogue with colleagues
Was more about sharing ideasDialogical reflection‐Most of the colleagues attended PCAPExchange of good practice‐peer observation
Create a culture of collegiality and collaboration that inspire us to learn from each other and
encourage each other to continuously seek for improvement in practice
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liked my teachingMore involvement of students‐more activitiesApplied different ways of getting feedback‐stop start –continue/peer observationUnderstated them and their needs and concerns moreStill few complained about my marking
Students
Starting with myself! My Practice!
(Biggs, 2007, p96)
More than 70% of learning is achieved using Participatory Teaching
Methods
12(Chinese proverb)
I realized that:
Where am I now as a lecturer in PCAP?
“If you always do what you always did, then you’ll always get what you always got.”
Just because such method has always worked in my class, doesn’t mean that is the only way.
It’s important to think out of the box and apply new techniques
Teachers can be active or passive too.
I can make systematic and reflective appraisal of my own teaching approaches and strategies
On going learning‐you will never arrive at a final decision about the nature of learning and teaching, but will continue to develop your understanding all your career
13Dr. Zainab M. Redha
I have the ability though PCAP to support other teachers who are in need of guidance on specific aspects of practice
It aid the development of a collaborative and sharing culture of both ideas as well as resources among practitioners
Critiques for and from peers
Where am I now as a lecturer in PCAP?
Professional dialogue with colleagues
Being lecturer gave me an opportunity to take part in the creation of a network or community of
critically reflective practitioners
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My awareness of the UKPSF had a great impact on my practice
Where am I now as a lecturer in PCAP?
Students
What learner do is my major interest
modify /Add my inputs to existing methods –stop start continue
Improved student –teacher relationship‐minimal complain if any about my marks
Find and fill the gaps in their learning‐ looking at the situation from different angle
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Shift in paradigm
“We must understand the thinking,attitudes, values, and concepts that liebehind pedagogical masterpieces, observepractices carefully then begin to digest,transform, and individualize what we see”
(Ken Bain, 2004, P20)
We must understand thethinking, attitudes, values,and concepts that lie behindour students.
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Defensive Blaming them for not studying well!‐ I explained every thing and all questions are from the notes
Shift in paradigm‐ an exampleStudents complain about my tough marking and difficult exams‐First Year
Students and first core course
Before PCAP revised my questions Revised my marking criteriaChanged my outcomes (Blooms Taxonomy)Aligned my exam questions with outcomes‐constructive alignment Discussed and emphasized the importance of these outcome with studentsVaried my questionsEmployed an action research topic to help students practice such questionsUsed peer assessment as feedback for students to help them answer these questionBlind marked an assignment to check my marking method
After PCAP
Still students were unhappy although their performance was better than before but still not
as expected
(Biggs, 2007,P50) 17
Hard exam questions?
Problem with assessment tools
Shift in paradigm‐ an example
StudentsProblem with Teaching and
learning process
The responsibility of learning is both in the hand of students and lecturer
Teaching PCAP
Doing
Feedback
Making sense‘Ripples’ model of learning
(Race, 2010, P21)
Wanting
Assessing
Coaching, explaining, teaching
Needing
Gained the ability to think about my own thinking
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Shift in paradigm‐ an example
Wanting/ Needing
Motivation
Get to know them
Ice Breaker
Ask for their expectation
Build their self‐confidence
Encouraging Themes
Inspire
Body language and enthusiasm
Get them engaged
Authentic‐ feel the ownership
Critical Thinking
Modified Stop‐Start‐ContinueConnect to their interest
Set Classroom alliance
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To Conclude
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ReferencesBiggs J., and Tang C. (2007) Teaching for Quality Learning at
University, 3rd edition, New York, McGrow Hill
Jasper, M. (2003) Beginning Reflective Practice. U.K., Nelson Thornes Ltd.
Ken Bain (2004) What The Best Colleague Teacher Do, U.S.A. Harvard University Press
Perry R., Smart J. (1997) Effective Teaching in Higher Education: Research and Practice, New York, Agathon Press
Schön, D. (1983) The Reflective Practitioner. San Francisco: Jossey‐Bass
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