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UJ Teaching Students "Learning to Be"?1 UJ Teaching Students to Learn to be…?

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Presentation on theme: "UJ Teaching Students "Learning to Be"?1 UJ Teaching Students to Learn to be…?"— Presentation transcript:

1 UJ Teaching Students "Learning to Be"?1 UJ Teaching Students to Learn to be…?

2 UJ Teaching Students "Learning to Be"?2 Your role during this presentation? Think & evaluate your experience

3 UJ Teaching Students "Learning to Be"?3 Can you ride a bicycle? How did you learn? Did you study a rule book with tips? Did someone teach you? Were you taught the facts and the rules, or what?

4 UJ Teaching Students "Learning to Be"?4 Will this book help? Join the thousands of parents and kids (really!) riding together because of Riding Made Easy, the #1 best selling e-book for learning to ride a bike.

5 UJ Teaching Students "Learning to Be"?5

6 6 UJs Teaching & Learning Policy Excellence Transformation Flexible, focussed teaching and learning Academic development Quality assurance

7 UJ Teaching Students "Learning to Be"?7 UJ Core Goals commitment to excellence in teaching and learning guide and support students to acquire: –a sound knowledge base –dispositions, competencies, skills, attitudes, and values that will enable… participation in society as high-level human resources lifelong learning to become good citizens constant revision »thus, a comprehensive transformation

8 UJ Teaching Students "Learning to Be"?8 Excellent means… extremely good outstanding exceptionally good at an activity or subject

9 UJ Teaching Students "Learning to Be"?9 A search for excellence is embedded in… –a departmental culture –a lecturers heart and mind –a tutors commitment & enthusiasm –a faculty embodying shared experiences & ideas in implementation strategies –a universitys dream to change the world ….and its commitment to find the resources to do so

10 UJ Teaching Students "Learning to Be"?10 How does UJ understand learning? 1.Learning about: learn facts, concepts and procedures NB part of university learning transmission-of-knowledge / delivery view assumes that knowledge comprises discrete, pre-formed units –students ingest in smaller or greater amounts –until graduation or indigestion takes over on its own not sufficient

11 UJ Teaching Students "Learning to Be"?11 How do we understand learning Learning about To become a physicist you need to take in a lot of formulas and absorb a lot of experimental data – true? –people do not become soccer players by learning the rules of soccer –the same for physicists and everyone else an information-oriented view of teaching and learning: part of the story only

12 UJ Teaching Students "Learning to Be"?12 Learning to be learn practices of the knowledge domain –includes its principles, dispositions, attributes, competencies, activities, skills, procedures and values utilise theories to identify and solve problems / interpret and address everyday issues. learn practices of inquiry think like, do as, and become a philosopher – learning to be one.

13 UJ Teaching Students "Learning to Be"?13 Learning to be The challenge: –to identify the ways of seeing –to develop challenging learning tasks.. solicit response from students engage students optimally demonstrate the ongoing workings of a scholarly mind to nurture problem-solving capacity to foster deep learning – never-ending

14 UJ Teaching Students "Learning to Be"?14 Plan the curriculum as a whole Work out.. –what are philosophers? –how do they think, or do? –what must you put in place to enable a student to think like that?

15 UJ Teaching Students "Learning to Be"?15 Assessment: Determines learning? requirements of assessment tasks = "true curriculum" most important influence on student learning… –their perception of assessment –focus learning to comply with that NB! congruence between teaching approach, learning goals (outcomes) and assessment tasks –utilise a variety of assessment methods –spell out criteria for assessment –give feedback as detailed as possible

16 UJ Teaching Students "Learning to Be"?16 Learning challenged to –make connections between facts, ideas and skills –to identify and solve problems –to apply learning in integrated ways in multiple contexts learning content becomes meaningful and relevant positive relationships, with respect and appreciation

17 UJ Teaching Students "Learning to Be"?17 Students must… be responsive / responsible prepare for class attend all lectures, etc. obey course rules purposefully engage develop an integrated scientific thinking style & working methods construct their own knowledge interpret, evaluate, and criticize any material

18 UJ Teaching Students "Learning to Be"?18 How we view teaching create, guide, promote, enable and support appropriate, deep and meaningful student learning –enable & foster independent and lifelong learning continual development of teaching competence –promote and share best practice use different modes of presentation appropriately as complementary to one another –variation to suit subjects / levels / purposes maintain and improve academic standards, plus improve student retention & throughput –enhance the likelihood that students will succeed

19 UJ Teaching Students "Learning to Be"?19 The Lecture unique and irreplaceable only one of many effective methods no universal recipe atmosphere of trust and respect conversation & dialogue learning guides & prescribed material form the basis what is important & why build on existing knowledge provide additional information never simply repetition of learning material encourage enthusiasm & promote self-confidence

20 UJ Teaching Students "Learning to Be"?20 The Lecture discipline? UJ Academic Regulations say… –Registered students have a right to teaching and learning … –UJ does not permit student behaviour that disrupts formal teaching and learning activities –Thus find the best ways and means to maintain relaxed but strict discipline

21 UJ Teaching Students "Learning to Be"?21 Part & Parcel of T & L is Academic development = interventions and strategies to develop & enrich un­prepared / under-prepared students –use tutors and mentors A high premium on throughput… –early identification of under-performing students –check and address poor attendance –early diagnosis of student learning difficulties –maintain and improve student motivation

22 UJ Teaching Students "Learning to Be"?22 Develop a workable tutor system We now know what works and where to go, as well as what does not work and where not to go These are our ideas: –Who as tutors? Well-trained senior students as tutors Discipline-specific tutor training in addition to central UJ and faculty training required –especially to lead discussions & mark –to guide and support students

23 UJ Teaching Students "Learning to Be"?23 The Roles of Tutors? –tutors as partners & consultants –eyes and ears to report on students experience –provide opportunities for discussion & advice –limited marking

24 UJ Teaching Students "Learning to Be"?24 The tutorials? –precise planning and management –extend course topics –add value to work done in the lectures –assignments for tutorials –tutorial work as exam questions –a tutor plan [handbook, manual] for each module –work out in advance –pliable enough to incorporate changes as the module unfolds regularly revise tutor plan / strategy evaluate the tutor system and the tutors – individually

25 UJ Teaching Students "Learning to Be"?25 Quality Assurance of Learning and Teaching responsibility of HoDs and Deans collective responsibility in departments discuss everything with colleagues –at meetings –also one-on-one discussions in the spirit of mentoring one another weekly meetings between tutors and lecturer meetings with all tutors and lecturers tutor debriefing / supervision

26 UJ Teaching Students "Learning to Be"?26 Use resources – e.g. feedback consult our colleagues in academic support a range of instruments to evaluate our teaching –UJ student feedback questionnaire –module feedback questionnaire –peer review by colleagues who attend lectures –feedback from tutors –notes we make on our own experience

27 UJ Teaching Students "Learning to Be"?27 Search for excellence is never-ending continuous… –commitment –experimentation –innovation –dialogue –listening & observation Why NB? we are fallible our knowledge is provisional; our skill improvable Re- …. everything

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