Presentation Title Example

Author: Simon Haslett 15th October 2009

Post Graduate Certificate: developing professional practice in HE

Topic

Approaches to Teaching

Approaches to Teaching

1. Chapter objectives

2. Introductions

3. Effective learning and teaching

4. Approaches to learning

5. Developing your own practice

6. Teaching and learning methods

7. Selecting appropriate learning and teaching methods

8. Developing your own practice

9. Teaching skills audit

10. Session planning activity

11. Reflective summary

12. Bibliography

1: Objectives

• to critically analyse contrasting approaches to teaching• to reflect on one’s own philosophy of learning• to audit and plan to extend one’s own teaching methods

to encourage deeper learning• to design and present a session planning activity to the

tutorial group

2: Introductions

• Upload the initial writing task about your educational history in H.E. to your e-portfolio

– Briefly describe some influential aspects of your early education

–  How you found your way into HE teaching–  What is your current role?        – Are you new to HE or are you experienced?– What kind of educator are you?– Describe your style, describe your aspirations– Are you research oriented, teaching oriented,

support oriented etc.?      

Introductions contd.

• Highlight up to two successes or breakthroughs in your teaching or learning support work?

• Highlight up to two aspects that remain problematic or that you would like to change.

• Note: your response here could be the first step in forming a focus for your Action Research project.

3: Effective learning and teaching

• Note down your definitions of 1. effective learning and

2. effective teaching

• Go to the library room to read Biggs & Tang (2007 pp. 15 – 30) Teaching according to how

students learn

• Return to your definitions of teaching and learning and see if you would add or change anything.

4: Approaches to learning

• View the video clips of George and Rachel discussing their own experiences of deep and surface learning approaches

– V01: reasons for surface approaches to learning– V02: encouraging deeper approaches to learning

• Reflect on the similarities and differences with your own experiences

5: Developing your own practice

• Go to the library room to read

Ramsden (2003) Approaches to learning• After completing all tasks so far, contact a fellow

participant via ooVoo to discuss the following:– share ideas with another participant as to how you

can develop strategies which encourage a deep(er) approach to learning

– write a brief overview of the discussion and upload to your e-portfolio

6: Teaching and learning methods

• What teaching and learning methods do you currently use?:

– Lecture? – Student projects?– Teacher-led whole group discussions? – Student-led small group discussion?

• Now note down: what influences your choice of methods?

7: Selecting appropriate learning and teaching methods

• Study slides 7a and 7b and reflect on your own subject discipline in relation to

– the three domains of learning– the classification of levels of learning (learning taxonomies)

• View the video discussion of George’s move from a didactic to a more facilitative approach

– V03: teacher-student control continuum– Slide 7c is referred to in the discussion

7a: Domains of learning

cognitive

affectivepsycho- motor

7b: Levels of learning (Atherton 2009)

Cognitive AffectivePsychomotor

Creating ↑Evaluating Characterising Naturalisation ↑ ↑ ↑Analysing Organising Articulation↑ ↑ ↑Applying Valuing Precision↑ ↑ ↑Understanding ` Responding Manipulation↑ ↑ ↑Remembering Receiving Imitation

7c: Teacher-Student Control Continuum (Minton in Armitage et al 2003: 93)

Most tutor control

Least tutor control

Lecture Demonstration Discussion Tutorial Practical Simulation Role play Visit Research/project Real life experience

8: Developing your own practice

• What methods do you currently use in your sessions? • Complete the table in DOC01 (Teaching Methods) to

help you reflect further:– which methods are best suited to particular domains of learning

(slide 7a cognitive, affective, psychomotor)?– is the level of student learning in each domain low or high,

when you use the methods (refer to slide 7b)? 

9: Teaching skills audit

• Now let’s plan to develop our own practices in this area:– Complete the table in DOC02 (Analysis of

TeachingMethods) – Use this analysis to complete the table in DOC03

(Teaching and Learning Action Plan)– Put both tables in your e-portfolio

10: Session planning activity

• To complete this first chapter you are required to design a short learning activity and present your session plan to the group.

• The activity should: be on an introductory topic suitable for non-specialists take 20 - 30 minutes for a “student” to complete engage others and promote active learning we encourage you to use new media but the technology needs to

support the learning aim

• Please use the Session Plan Form DOC04 to plan your activity (see also Session Plan Example DOC05)

12: Reflective summary

• Please write a 500 word reflective summary on your experience of this chapter, to include:

– What you have learnt– How you will put this learning into practice in your teaching

• The reflective summary should be put in your e-portfolio

13: Bibliography

• ARMITAGE, A. et al (2003) Teaching and Training in post-compulsory education 2nd Edition Maidenhead: Open University Press

• ATHERTON, J.S. (2009) Learning and Teaching: Bloom's taxonomy [On-line] http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 25 January 2010

• BIGGS, J & TANG, C. (2007) Teaching for Quality Learning at University3rd Edition. Maidenhead: Society for Research into Higher Education and Open University Press

• RAMSDEN P. (2003) Learning to Teach in Higher Education2nd Edition.London: Routledge.