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Warwick IFP staff development day1
- 1. IFP staff development Day 1 Learning Development Centre
- 2. Welcome and ‘Find someone who…’ Help yourself to refreshments and circulate with colleagues to complete the grid.
- 3. Time Content 09:30 Refreshments and welcome activity 10:00 What is the IFP community of practice? Critical thinking in action Philosophies of teaching 11:00 Break 11:15 Themes and teams in teaching and learning at Warwick 11:45 Curriculum Design and constructive alignment 13:00 Lunch 13:45 Large Group teaching 14:30 Working break 15:00 Technology for teaching and learning The Extended Classroom at Warwick 16:00 Close and preparatory activity for Day 2 Time Content 09:30 Refreshments and starter activity 10:00 Research-teaching nexus 11:00 Break 11:15 Assessment and feedback 13:00 Lunch 13:45 Observation of Teaching – developmental opportunities 14:30 Working break 14:45 Inclusive practice 16:00 Close and sources of further support; CPD, qualifications and opportunities at Warwick Reflective Practice opportunities 2 day schedule
- 5. KEY: Orange = feel very confident Green = good knowledge but would like to know more Blue = less knowledge; need training/support Grey = not sure what this is about
- 8. Constructivist learning https://www.withfriendship.com/images/e/24019/Zone-of-proximal-development- wallpaper.jpg (Accessed 01/12/15 20:40)
- 10. Critical thinking is… • Having good reasons for your beliefs • Understanding the difference between ‘good’ (more probable, likely or certain) and ‘bad’ reasons (less likely, definitely not true) • Creating an argument through premise(s) about something – in a good argument, the premises support the conclusion. • Finding logical connections between things • Detecting inconsistencies in reasoning • Identifying, constructing and evaluating arguments • Solving problems • Identifying what is relevant • Reflecting on and justifying own beliefs
- 11. Opportunities for critical thinking in HE
- 12. What you said about your teaching…. “teaching as facilitation of independent learning rather than transmission of information..” “a partnership is formed between the teacher and student with the shared goal of improving the student’s skills and knowledge” “that (students) should have the confidence to develop their own analytical and evaluative skills.” “..use Twitter to keep them up to date with news articles.” “outcome-driven… approach where students are asked to demonstrate what they have learnt at the end of each session.” “I use a scaffolded learning approach…”
- 13. Warwick Teaching and Learning WATE Teaching Fellows Forum
- 17. Writing intended learning outcomes By the end of the module you should be able to: (verb) (object) (context) Calculate statistical power and required sample size situations that can be analysed using one or two sample t-tests. for
- 18. The verb: Bloom’s taxonomy Define, duplicate, list, memorise, recall, repeat, state Classify, describe, discuss, explain, identify, locate, recognise, report, select, translate, paraphrase Choose, demonstrate, dramatise, employ, illustrate, interpret, operate, schedule, sketch, solve, use Appraise, compare, contrast, criticise, differentiate, distinguish, examine, experiment question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write
- 19. Key questions What is the most important thing for these students to know and be able to do? How am I going to assess how well they know and can do it? How are they going to learn it? How am I going to evaluate how well I have enabled that learning to happen?
- 20. 10 specific questions 1. What is the overall purpose of this module? 2. Where does this module fit? 3. For whom is this module designed? 4. What specifically should students learn and be able to do by the end? 5. What standards will be used to assess their learning? 6. How will their learning be assessed? 7. What specific content will be taught and assessed? 8. What will motivate students to learn deeply and well? 9. What work will students do to learn? 10. What work will teachers and others do to help students learn? Angelo 2013: 101.
- 21. Knowledge types Declarative knowledge Functioning knowledge Core knowledge Troublesome knowledge (Biggs and Tang, pp.81-87)
- 22. Troublesome knowledge “There are ‘conceptual gateways’ or ‘portals’ that lead to a previously inaccessible, and initially perhaps ‘troublesome’, way of thinking about something. A new way of understanding, interpreting, or viewing something may thus emerge – a transformed internal view of subject matter, subject landscape, or even world view.” (Meyer and Land 2005)
- 23. The Bayeux Tapestry Battle of Hastings took place in 1066; Duke William II of Normandy was victorious; Accounts of how Harold Godwinson died are contradictory; The Bayeux Tapestry is an embroidered narrative of the events probably commissioned by Odo of Bayeux soon after the battle; History is written by the victors.
- 24. Students learn better when they: they become aware of their own relevant prior knowledge, preconceptions, beliefs and values; set and maintain realistically high and personally meaningful learning goals and expectations for academic success; learn how to study and learn effectively; understand criteria, standards and methods used to assess them and how to use feedback on performance against those standards; collaborate regularly and effectively with other learners and their teachers to achieve shared, meaningful goals; invest adequate time and effort, effectively and efficiently in their academic work seek and find connections to and applications of the concepts and skills they are learning to their lives and work. Angelo, 2013, p.100.
- 25. Signature Pedagogies “Signature pedagogies are important precisely because they are pervasive. They implicitly define what counts as knowledge in the field and how things become known” (Shulman, 2005, p. 54).
- 26. Large group teaching In lectures, after what time do students start to lose their concentration? Lectures are the most appropriate mechanism for transmitting information in an efficient way.. What skills do you currently have that are transferable to large group teaching?
- 28. A basic lecture structure • Introduction and overview • purpose and context of lecture • overview of main points of lecture • revision of earlier material to provide foundation • Main points (3-4) • summary of first main point • development and explanation of ideas • examples • restatement of first point • Summary and conclusions • restatement and review of main points • conclusion or implications • details of next lecture, preparations, etc. Context Content Closure
- 29. A comparative structure • Introduction and overview • Theory A • Theory B • Criteria for comparing theories • Comparisons and contrasts between theories A and B • Summary and conclusions
- 30. A problem-focused structure • Introduction (statement of problem) • Solution A • Solution B • Solution C • Criteria for comparing solutions • Comparison of solutions • Summary and conclusions
- 32. Using student digital practices and literacies Working with them – using spaces and tools that are compatible to students and their own devices – supporting digital literacies Working outside of them – using spaces and tools that are unknown to students (‘learning in disequilibrium’ – Piaget) – extending digital repertoire
- 36. Threshold concepts Screencasts, vidcasts and podcasts can be useful ways of introducing important concepts which all students need to know, without the need to explain them in person. Students can also ‘listen again’.
- 37. Instructions and techniques Life Sciences prepare students for labs using online presentation techniques. Content courtesy of Dr Leanne Williams, Life Sciences
- 38. Assessment and feedback Online presentations can also be useful tools for assessment and feedback. Research shows that students both enjoy and understand their feedback better when it is spoken. http://screencast.com/t/jN4CKBXbFWH
- 39. Involving students Students can use their online voice for reciprocal teaching or to provide evidence of group/seminar activity, which you can listen to and assess later.
- 40. Tools for brainstorming and collaboration
- 41. Tools for real time assessment and capturing student thinking
- 42. Advantages of these tools Ability to keep and share results Creating live classroom and homework tasks Motivation and interest; ‘authentic’ results Initial or formative assessment of concepts Anonymity; encourages all learners to engage Gamification Peer dialogue around the ‘live’ results
- 45. Day 2: Pre-session Tasks Note one thing you have learned from the session today (outcome-driven). How might you re-position this as a planned learning outcome for all? http://bit.ly/2cEuLHG What are the issues and benefits of linking teaching and research? http://bit.ly/2cUNrFa
Hinweis der Redaktion
- Biggs and Tang, 2007, pp. 52-54 Suggest that you start in a different place. Constructively align your module/learning activities/curriculum. CA has two aspects. The ‘constructive’ aspect refers to what the learner does, which is to construct meaning through relevant learning activities. Comes from constructivist learning theory. Predicated on notion that in order to learn the student needs to be active in their learning. The ‘alignment’ aspect refers to what the teacher does, which is to set up a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that the components in the teaching system, especially the teaching methods used and the assessment tasks, are aligned to the learning activities assumed in the intended outcomes. The learner is in a sense ‘trapped’, and finds it difficult to escape without learning what is intended should be learned. This covers alignment within a module, but in a well-designed curriculum individual modules are also aligned horizontally – relating to other modules that students are studying the same year across a programme – to avoid redundancy (students covering the same material or skills in more than one module). And vertically between years – previous educational experiences and looking forward to their next modules/work. Backward design – start at the end – defines what students must demonstrate that they know and can do (intended learning outcomes) and how well they know and can do it (standards) – then works backwards to determine how best to get there and where to start.
- So, if the module aims are written from the perspective of the tutor – the learning outcomes are entirely directed at the student. Fetishisation of learning outcomes. Folded into the norms of quality rules have grown up. We all learn to write our learning outcomes, which are documented in module handbooks, but then which don’t trouble us or our students ever again. Consider subject knowledge, level of understanding that you want them to perform, key skills, cognitive skills (e.g. critical analysis, formulate and test concepts etc), core knowledge, threshold concepts, subject-specific, professional skills. All that is relevant to what you want them to learn during the module/learning activity. They should express the minimum requirement (standard) for the credit not the maximum goal. Should be vertically and horizontally aligned.
- Alignment: again. If your learning outcome is for them to assemble an All the verbs in some way address understanding – which is why using the verb ‘understanding’ isn’t helpful. It doesn’t tell your students how they are expected to understand Written to include an activity, not just declarative knowledge of a topic. Alignment is achieved by ensuring that the intended verb in the outcome statement is present in the teaching/learning activity, and in the assessment task.
- Bearing in mind constructive alignment – the key question that we need to ask ourselves as we go into the process of designing the teaching and learning that we are responsible for is what is the most important thing for these students to know and to be able to do. How are we going to answer these questions? What do we need to know in order to answer those questions? What additional questions do we need to ask? What information do we need? (programme outcomes; module info pre- and post- this module; electives; QAA level descriptions; subject benchmarks) What considerations should guide us as we seek answers. What do we need to bear in mind? Generate questions: Each table generates as many questions relating to each of these points as they can. Identify what additional information we need and where we might get it i.e.: what do you need to consult? Pool questions: group together. Organise around themes. Identify the top 10 questions that they need to ask themselves when designing a module/course/TLA. Put them in sequential order.
- Angelo, 2013, p.101. Angelo identifies 10 specific questions to be addressed in this fixed order. Forefronts: Overall purpose of the module: Discipline-specific knowledge and skills General graduate attributes Work/career based skills Basic academic language/learning skills Personal awareness, development or growth Something else (if so what?) Where module fits in programme – relation to programme learning outcomes? Vertical and horizontal alignment Who is module designed for? Intended learning outcomes? Standards Assessment All before get to the actual content. More than half way down the list. The final thing on the list is what teachers do. Learning-centred approach.
- Nature of knowledge. Declarative knowledge is knowing about things, knowing what Freud, or Marx, or Keynes said, that this is how a blast furnace works, that the battle of Hastings took place in 1066; that Moby Dick was published on 18 October 1851, that Harry Potter’s first broomstick was a Nimbus 2000. Only one thing that you can really do when confronted with declarative knowledge – that’s receive it, internalise it – fit it into the meaning that you make of the world. Knowledge to be accommodated. You will find this knowledge verified and reproduced in books, online. Knowing that. Functioning knowledge puts declarative knowledge to work. Functioning knowledge informs action, where performance is informed by understanding. Functioning knowledge requires declarative knowledge, but doesn’t necessarily follow that declarative must be instilled first, e.g. problem-based learning. Knowing how. When truly understand something see the world differently, and act differently. A core concept is a conceptual ‘building block’ that progresses understanding of the subject; it has to be understood but it does not necessarily lead to a qualitatively different view of subject matter. So (Biggs and Tang, pp.81-87)
- These are: transformative – occasioning a sudden shift in the perception of a subject; irreversible – unlikely to be forgotten and learned with considerable effort; integrative – exposing previously hidden interrelatedness of something. Possibly often bounded – any conceptual space will have terminal frontiers, bordering with thresholds on new conceptual areas. Also, they may be troublesome – often counter-intuitive, or even the opposite of what they have been taught. “as students acquire threshold concepts, and extend their use of language in relation to these concepts, there occurs also a shift in the learner’s subjectivity, a repositioning of the self . . . . Threshold concepts lead not only to transformed thought but to a transfiguration of identity and adoption of an extended discourse.” (Meyer and Land, 2005: 375-375) Distinct from core knowledge – which students also need to know. A core concept is a conceptual ‘building block’ that progresses understanding of the subject; it has to be understood but it does not necessarily lead to a qualitatively different view of subject matter. So, for example, the concept of gravity – the idea that any two bodies attract one another with a force that is proportional to the product of their masses and inversely proportional to the distance between them – represents a threshold concept, whereas the concept of a centre of gravity does not, although the latter is a core concept in many of the applied sciences.
- An additional example from history – knowing the date of battle of Hastings and who won it is not a threshold concept. It may be core to an understanding of the pattern of English history, but it does not radically change the way one sees it. On the other hand seeing the Bayeux tapestry and understanding that “history is written by the victors” is transformative.
- Angelo, 2013, p.100. Which of the above seem most persuasive and relevant to your own teaching and module design?
- Ferris Beuler clip also for discussion http://bobnational.net/record/279437
- 11.15 Briefly run through the 4 lecture structures before reflecting on them in groups. Exley an Dennick provide further examples if you are interested. Purpose and overview of lecture…. Research (Habeshaw) students think all lectures same identical. Student expectations -> What’s your role and theirs in terms of questions, activities etc. / notes Reassurance. Revision of earlier material -> activate prior learning. Constructivist view Main - dev and exp of ideas. signposting… Remind the students of where we are in the lecture, main points and what we are going to do next. Key points they really need to know. Giving examples, make them real and relevant. Chemistry / Sciences Timing. 1 hour lecture slot….. Actually 50 mins Think about practicalities – next session etc. Closure is often missing!
- Could be a comparison of two arguments, concepts, works, processes, systems, problem solving techniques, etc. Discuss strengths & weaknesses Could be an ideal structure for student involvement with students – get them to vote at end. important to build on their prior learning and to signpost the lecture well so that they don’t get lost
- This is quite linear brief mention of this. Take this example with a number of solutions. helpful in getting students to think analytically, critically independent learning.(criteria for comparing Common problems is that students often see only one way… Inductive: Figures – hypothesis Deductive: hypothesis – figures