Presentation on theme: "Induction: Third Day. How can we teach to promote learning goals? ◦ Approaches to Teaching From teacher-focussed to student-centred ◦ Constructive."— Presentation transcript:
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 Increasing own knowledge 2 Memorising and repeating 3 Accumulation of facts to use 4 Abstraction of meaning 5 Interpretation 6 Changing as a person Teaching in university needs to move students from 1,2 and 3 towards 4, 5 and 6.
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. Statement on Learning and Studying at University (with any pertinent feedback and subsequent thoughts) 2. Presentation feedback 3. Today’s matrix poster on first teaching cycle
What Next: Completing the Qualification 1. Taught Component: Core Workshops - https://secure.mis.aber.ac.uk/staffdev/sd/list_c ourses.php 2. Independent Work 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 1Design and plan effective learning opportunities, resources and/or programmes of study. 2Select and perform a range of teaching methods to support learning. 3Design and implement effective assessment schemes, and provide feedback to learners. 4Develop environments for learning that offer effective student support and guidance. 5Integrate scholarly, research based knowledge of learning with the practices of teaching and supporting learning. 6Evaluate 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 ‘1 st year experience’ Developing academic writing skills Embedding e-learning Principles for effective feedback
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. Design and planning of learning activities and/or programmes of study. 2. Teaching and/or supporting student learning. 3. Assessment and giving feedback to others. 4. Developing effective environments and student support and guidance. 5. Integration of scholarship, research and professional activities with teaching and supporting learning. 6. 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)
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