Module 2 Day 2 Transforming teaching, training and learning: focus on subject pedagogy.

Module 2 Day 2

Transforming teaching, training and learning: focus on subject pedagogy

Tutorial groups

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Tutorial groups

Tutorials at the start of Day 1 and Day 2

Reflections on key concepts from the Induction Module, Module 1 and Module 2 Day 1

Reflections on any activities undertaken so far

Assignments and portfolio-building

Issues and concerns


Tutorial questions What has gone well since the last session?

What progress have you made in your own learning journey?

How have you helped others progress in their learning?

What else could you do to contribute to the learning of others in this cohort?

In helping others what have you learned that might be of value in your organisation?


Aims and objectives for Module 2

pedagogy and current approaches to teaching and training

barriers to learning and approaches to overcoming these

ways of extending your repertoire of teaching, training and learning strategies

the process of action learning and research

The focus of Module 2 – transforming teaching, training and learning – is to look at your own practice and practice pertinent to your subject. In particular:


Overview for Day 2

Tutorial groups

Action learning and action research

Action learning sets

Peer-to-peer learning – learning from other subject areas

Review and reflection

Action learning


Reg Revans: action learning

‘There can be no learning without action and no (sober and deliberate) action without learning’

‘Learning needs to be equal or greater than the rate of change’

‘Learning has two elements – traditional instruction and critical reflection’


Reg Revans: action learning

L = P + QLearning = Programmed knowledge + insightful Questioning


Action learning – an extension of collaborative practice that means: having a focus on what we want to learn

eg new ways to approach effective teaching, training and learning

using an actual situation as a way of obtaining this learning

eg planning the delivery of a new strategy with a colleague using this learning to improve and extend

professional practice

eg using feedback from learners and colleagues to adapt approaches more effectively


The action elements of action learning

Reflecting on the situation and the contexteg your own, your colleague’s and your learners’ needs

Analysing them using your understanding of the theory: the techniques of teaching, training and learning; the pedagogy of the approaches and the subject resources

Proposing and implementing ideas for improvement


The learning element of action learning

Involves pulling out of the experience lessons about the approach used and how to make use of new knowledge to make you more effective agents of change


Kolb’s Cycle of Learning (1991)

Concrete experience

Formation of concepts and

generalisations

Observation and reflection

Testing implications of concepts in new

situations


Gibbs’ Cycle of Reflection (1988)

DescriptionWhat happened?

FeelingsWhat were you thinking

and feeling?

EvaluationWhat was good and bad about the experience?

AnalysisWhat sense can you

make of the situation?

ConclusionWhat else could you

have done?

Action planIf it arose again, what else

would you do?

Action research


Action research: Jean McNiff (1988)

Small scale

Practical/work based

Collaborative

Cyclical


Advantages of action research

It is empowering and has a motivating effect on practitioners

Contributes to the development of a learning community

(Harkin and Turner, 2003)


Action research

What is the most influential piece of teaching and learning research you have read, heard about or seen others present?

What gave it impact?

What impact did it have on your own practice?

What impact did it have on the practice of others?


Action learning sets are about:

problem solving – working and learning to solve real work-based problems, individually focusing on specific issues

supporting by challenging members of the group in a supportive, democratic environment

respecting and valuing the diversity of opinions and viewpoints offered

ensuring equality of opportunity for all group members


Format of action learning sets

Round robin to start

Group negotiate time slots

Individuals use their time slots to discuss a problem/experience or issue of their choice

Close with a summary of learning


Action learning sets – the process (1)

Start with a round robinEach member has 1–2 minutes to speakeg what you hope to get out of the meeting, what is uppermost on your mind…

Throughout the meeting, it is crucial that people have an equal share of time and that they feel heard with due respect and attention



Negotiate time slotsAgree an equal amount of time for each member (leave at least 20 minutes at the close of the session for summaries and action planning)

Each member has responsibility for managing their own time slot but the group may wish to appoint a time keeper to help with the process of time keeping



Individual time slotsEach member has their full time slot to share critical reflections on the topic of their choice. They may ask for feedback, advice, or other responses from other members

Think carefully about what you want to say and what you want to get back from the set



As a set member you should:

listen openly and without prejudice

question positively to increase understanding and generate options for action

support each other

act as a ‘critical friend’, challenging the problem owner in a supportive way


Action learning sets – the process (4)The summary of learning Round robin – each member has a further

2 minutes to reflect on their learning from this process

Determine any key issues for next meeting Agree any changes to process for

next meeting

Try to be clear, specific and encouraging about any goals or commitments that are being put forward by group members


Forming your own action learning sets

You now have approximately 20 minutes to form your own action learning sets

Your facilitators will leave the room to allow the group to complete this task but will return to review the process

Subject workshops


Subject workshops

Based on your experiences from the module tasks and the lessons learned from your action learning sets:

develop your teaching, training and learning strategy using the subject-specific resources to identify either an existing or complementary extension to this strategy

plan the next steps in your research cycle for discussion with the colleague you have been working with

Preparing for the module assignment task


Module 2 assignment task (Level 4)Refer to pages 49–51 of Participant Handbook

Task 1 Choose one teaching, training and learning

strategy that is relatively new to you and can be appropriately adapted for your learners

Invite a colleague to plan the experimentation of the strategy with you and together evaluate feedback on the use of the strategy from your learners


Module 2 assignment task (Level 4) Refer to pages 49–51 of Participant Handbook

Task 1 (continued) Write a 1500 word report that:

gives a rationale for the choice of strategy and the underpinning pedagogy of the approach

analyses the process of collaborative research into teaching, training and learning and the impact on self, colleague and learners

demonstrates critical reflection on the learning that has taken place


Module 2 assignment task (Level 4) Refer to pages 49–51 of Participant Handbook

Task 2 Complete the portfolio-building tasks and add to

your learning log together with evidence of planning and evaluation



Task 1 Choose one teaching, training and learning

strategy that is relatively new to you and can be appropriately adapted for your learners

Invite a colleague to plan the experimentation of the strategy with you and together evaluate feedback on the use of the strategy from your learners



Task 1 (continued) Write a 2000 word report that:

gives a rationale for the choice of strategy and the underpinning pedagogy of the approach

analyses the process of collaborative research into teaching, training and learning and the impact on self, colleague and learners

demonstrates critical reflection on the learning that has taken place



Task 1 (continued) demonstrates critical professional reflection on

theoretical perspectives on pedagogy, andragogy and/or heutagogy

Task 2 Complete the portfolio-building tasks and add to

your learning log together with evidence of planning and evaluation

Evaluation


Kolb’s Cycle of Learning (1991)

Concrete experience

Formation of concepts and

generalisations

Observation and reflection

Testing implications of concepts in new

situations


How deep was your learning?

Shallow

Deep

Profound


Anderson and Krathwohl (2001)

Understanding

Remembering

Applying

Analysing

Evaluating

Creating

Bloom’s Taxonomy

for the Cognitive

Domain (1956)

Comprehension

Knowledge

Application

Analysis

Synthesis

Evaluation

Module 3

Region:

Date:

Venue:

Module 2 Day 2 Transforming teaching, training and learning: focus on subject pedagogy.

Documents

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