Transcript Slide 1
Induction: Third Day
How can we teach to promote learning goals?
◦ Approaches to Teaching
From teacher-focussed to student-centred
◦ Constructive Alignment
◦ Threshold Concepts
Discuss one idea or strategy from the
residential that you found useful or
challenging.
1
2
3
4
5
6
Increasing own knowledge
Memorising and repeating
Accumulation of facts to use
Abstraction of meaning
Interpretation
Changing as a person
Teaching in university needs to move students
from 1,2 and 3 towards 4, 5 and 6.
Teacher centred
Student centred
Content oriented
Learning oriented
Kember 1997
Surface learning
◦ Reproduces without reflection
◦ Meets requirements
Strategic learning
◦ Manages time, effectiveness and effort
◦ Meets assessment requirements and personal goals
Deep learning
◦ Looks for links and engages in critical thinking
Entwistle and Peterson, 2004
Goals of Teaching (Learning Outcomes)
are aligned with
Teaching and Learning Activities
are aligned with
Assessment Tasks
Induction material to include in portfolio
1.
2.
3.
Statement on Learning and Studying at
University (with any pertinent feedback and
subsequent thoughts)
Presentation feedback
Today’s matrix poster on first teaching cycle
What Next: Completing the Qualification
1.
Taught Component:
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Core Workshops https://secure.mis.aber.ac.uk/staffdev/sd/list_c
ourses.php
Independent Work
2.
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Teaching Observations
Teaching Cycles
◦ Seven in total
Two observations by mentor
One observation by PGCTHE programme
team
Three observations by any colleagues
One observation of any colleague
Teaching Observation forms available for
download from PGCTHE website
Sources of support
Mentor meetings
Group meetings
Reading group
Individual meetings
Learning Outcomes: “Demonstrate development of
professional ability to….:”
Teaching Cycle
1
Teaching Cycle
2
Teaching Cycle
3
1
Design and plan effective learning opportunities,
resources and/or programmes of study.
2
Select and perform a range of teaching methods to
support learning.
3
Design and implement effective assessment
schemes, and provide feedback to learners.
4
Develop environments for learning that offer
effective student support and guidance.
5
Integrate scholarly, research based knowledge of
learning with the practices of teaching and
supporting learning.
6
Evaluate the impact of teaching using a range of
monitoring methods, and use to plan the
development of professional practices.
Embedding employability into the curriculum
Designing personal tutoring / teachability
Retention and recruitment
The ‘1st year experience’
Developing academic writing skills
Embedding e-learning
Principles for effective feedback
Content/
context/
purpose
diagnosing
evaluating
action
planning action
taking action
On completion of the programme, you will have developed your
professional ability to:
•
Design and plan effective learning opportunities, resources and/or
programmes of study.
•
Select and perform a range of teaching methods to support learning.
•
Design and implement effective assessment schemes, and provide feedback
to learners.
•
Develop environments for learning that offer effective student support and
guidance.
•
Integrate scholarly, research based knowledge of learning with the practices
of teaching and supporting learning.
•
Evaluate the impact of teaching using a range of monitoring methods, and
use to plan the development of professional practices.
Areas of Activity
1.
2.
3.
4.
5.
6.
Design and planning of learning activities and/or
programmes of study.
Teaching and/or supporting student learning.
Assessment and giving feedback to others.
Developing effective environments and student
support and guidance.
Integration of scholarship, research and
professional activities with teaching and
supporting learning.
Evaluation of practice and continuing professional
development.
An account of the issue including reference to
appropriate literature.
A plan: proposed teaching practice, intended
outcomes and methods of evaluation.
Progress notes on practice and any interim
modifications.
Summary of relevant data and student feedback.
Evaluation of student learning experience in
relation to intended outcomes.
Comments on implications for professional
development of teaching practice.
(PGCTHE Handbook pp. 8-9)