Introduction to Academic and Professional Practice for

Postgraduate Students who Teach (PGA Part 1)

Emma King and Christine Smith

Learning outcomes for PGA Part 1

By the end of the session, participants will….

• Have a greater understanding of their role and responsibilities as tutors

• Understand the basic principles of learning, and key issues of teaching in a HE context

• Be able to apply relevant principles of learning and teaching when planning sessions

• Be conversant with the teaching techniques appropriate to their context (such as seminar, tutorial, laboratory class, problem class)

• Understand the role of assessment in student learning• Be able to adopt a strategy to monitor and review their own

practice

Outline for the day

9.30 Welcome and introductions9.35 Taking Stock10.05 Starting to teach10.15 Student Learning11.00 Working with small groupsLunch1.00 Planning a session1.30 Dealing with challenges in small groups2.15 Assessment and feedback2.30 Reviewing teaching2.50 Summary of key issues3.00 What next?Close

Taking stock• Previous learning experiences• Forthcoming teaching delights• Forthcoming teaching challenges

Starting to teach

Tutor

Students

Learning

A

B

C

Adapted from: ATHERTON J S (2005) Learning and Teaching:  Learning and teaching system   [On-line] UK: Available: http://www.learningandteaching.info/learning/learntea.htm  Accessed: 15 August 2006

How do we learn?

• Think about something that you can do well – How did you get good at it? – Why did you get good at it?

• Think about this in the light of the Taking Stock activity results

Kolb’s Learning Cycle

DO

OBSERVE

THINK

PLAN

Activist

Reflector

Theorist

Pragmatist

Race's 'Ripples on a pond' model of learning

feedback

digestingdoing

wanting/needing

An extension of Race’s modelDeveloping knowledge relating to a particular

module or course

Writing assignments including presenting reasoned arguments

Research skills e.g. using the Library or online

resources

Use of technology to support learning

An extension of Race’s modelResearch

PGA Introduction to Academic and

Professional Practice

Teaching activities

Summary• People learn in different ways• Motivations and prior experiences can affect the

way people approach learning• Learning approaches and preferences are not

‘fixed’• You tend to teach in the way you were taught• You tend to teach in a way that reflects the way

you learn• Tutors should plan teaching in a way that

accommodates students with varied learning approaches

Facilitator?

Facilitator• Creates the space for students to learn for

themselves• Maintains control• Flexible• Varies skills to suit situation

Ideas for activities and encouraging discussion

• Brainstorming • Problem solving• Role play• Circular questioning• Line-ups• Cross-overs• Syndicates• Fishbowls• Note-takers

• Pyramids• Poster tours• Case studies• Rounds• Debates• Buzz groups• Reading• Peer assessment• Presentations

Creating the environment• Furniture• Ground rules• Outline aims, structure and intended outcomes• Clarify the agenda• Set clear tasks/activities• Have clear outputs for tasks/discussions• Assign roles to students• Sit ‘outside’ the discussions• Leave the room

Organising groups

• Self formed• Tutor formed• Grouping by seating arrangement• Numbering heads• Arrange by e.g. birth date• Randomly• Alphabetical• Using numbered/coloured sheets (OP)

Asking Questions…Characteristics of a ‘good’ question:

• Building students’ confidence• Checking their understanding• Helping students think more deeply/in a more

complex way about an issue/problem• Encouraging student independence• Allowing time to think• Probing/following up• Re-focussing discussion• Encouraging discussion/debate

Answering Questions

• Balance between providing an answer and reflecting the question back

• Encouraging students to think for themselves:“Is this right?”“Where do I start?”“What’s the best way of approaching this?”How to respond to a question when you don’t know the answer

Planning a session

Based on the activities and discussions today:

What do you need to think aboutwhen planning a session?

Managing difficult situations

• Thinking about possible scenarios when working with small groups

• Identify a problem which might occur which concerns you

Feedback

• This is a poor piece of work and you will need to re-submit it.

• Well done. This is a really good piece of work.• This is a strong piece of work. The essay is well

structured, your point is well-argued and supported with reference to the literature. However, you need to broaden the range of texts you refer to and ensure you have a consistent format for referencing.

If you’re going to be marking…

• Make sure you’re fully briefed beforehand by an experienced member of staff

• You should have a copy of the assessment criteria, instructions given to students and any other relevant information/materials (e.g. module guide)

• Make sure that your marking is checked or moderated by an experienced member of staff

See the policy for postgraduates who teach!

Gather feedback

Interpret feedback

Agree/decide on action

Make changes

Adapted from Hounsell (1999)

Feedback on your teaching

Useful Resources

• Colleagues• Higher Education Academy (HEA)• HEA Subject Centres• Learning and Development Centre

Website• Graduate Skills Programme• Staff Development Collection (library)• Learning and Development Centre team

What now?

1. Do nothing!2. Do set reading and complete reflection

on Part 1 to receive a formal letter of attendance

3. Progress to PGA Part 2 (starting in January 2009) to work towards formal accreditation for your teaching

PGA Part 2

• Postgraduate Award Introduction to Academic and Professional Practice (PGA IAPP)

• 30 masters credits• Attend 2 half-day workshops• Small group meetings/drop-in sessions• Compile a portfolio of evidence: teaching

observations, student feedback (to and from), session plans, 2 longer pieces of writing about your practice

For further support/information

• PGA Website:http://www2.warwick.ac.uk/services/ldc/development/pga/

Email: pga@warwick.ac.ukEmma King Christine SmithJayne Hunt (Admin support)

Learning and Development Centre2nd floor, University House