Presentation on theme: "Facilitator: Professor Christine Hockings Institute for Learning Enhancement University of Wolverhampton ‘In the classroom’ workshop series."— Presentation transcript:
Facilitator: Professor Christine Hockings Institute for Learning Enhancement University of Wolverhampton ‘In the classroom’ workshop series
Top 3 concerns of the department 1.Dealing with potentially disruptive student behaviour 2.Getting student engagement in large classes 3.Getting students to prepare and participate out of the classroom. Also of concern - 4.Assisting students to be more analytical and critical 5.Accommodating differing abilities and learning styles within the class group.
Aims & outcomes Explore these concerns through ‘critical incident’ analysis Consider alternative strategies for addressing common problems Re-think and re-plan the ‘troublesome’ activity or session Make 3 lists – Promises, Resources & Support Discuss evaluation and dissemination
Decide the concern on which you want to work and move to the table numbered for that issue In your group, take turns to recount an incident when this concern emerged. What happened, what did you do, what effect did it have, etc. After each story, as a group, identify the KEY FACTORS influencing behaviour As a whole group summarise the common factors in your stories Task 1 Critical incident analysis (30 – 40 mins)
Strategies for addressing /avoiding common classroom problems Dealing with disruptive student behaviour Get to know students as individuals Set ground rules from outset (mobiles)? Coordinate interaction Getting students engaged in class Create safe spaces Harness students’ knowledge / experience Connect with their lives and interests Coordinate interaction Getting them to prepare for class Remind / reinforce ground rules, Encourage ‘relational equity’ learner responsibility Use ‘transactional reading strategies’ in class See ILE How to get students to read guide http://www.wlv.ac.uk/Default.aspx?page=27004 Foster peer support networks in class for outsidepeer support networks Teacher interview – learner responsibility Pharmacy – session coordinating interaction Student interview – knowing students Teacher interview – knowing students http://player.vimeo.com/vi deo/17599705 Harnessing Knowledge & exp Student interview – relevant to life Student view - safe spaces
Strategies for addressing common classroom problems Assisting students to be more analytical and critical Articulating thinking publically Unpicking processes -questioning not telling Debating, questioning and challenging Student peer & self assessment. Accommodating differing abilities within the class Problem based group activities Peer tutoring Relational equity / learner responsibility Mixing or streaming (SW) Gymnastics student interviews,- mixed ability groups Teacher orchestrated collaborative problem solving in Math. (See full range of clips on www.wlv.ac.uk/LTImodule also ILE How To guides www.wlv.ac.uk/ile)www.wlv.ac.uk/LTImodulewww.wlv.ac.uk/ile Teacher interview -Developing criticality Different sets of experience
Task 2 Re planning the troublesome session In module teams, re-plan one of the sessions that caused you concern. Use the session planning template as a guide.template Use / adapt the ideas that the clips and discussions triggered. List the resources and support you would need to implement this effectively
3 Little Lists Promises Resources Support Pink post it notes for Promises Green for Resources Yellow for Support Don’t forget to put your: Name and the date you expect to fulfil your promise
References and links Hockings, C (2011) Hearing voices, creating spaces: the craft of the ‘artisan’ teacher’ in a mass higher education system. Critical Studies in Higher Education 52 (2) 191-205 Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research. York HEA. Hockings, C., Cooke, S., & Bowl, M. (2010). Learning and teaching in two universities within the context of increasing student diversity: complexity, contradictions and challenges. In M. David (Ed.), Improving learning by widening participation. London: Routledge. OER module Learning to Teach Inclusively www.wlv.ac.uk/LTImodulewww.wlv.ac.uk/LTImodule OER Learning to Teaching Inclusively Project website www.wlv.ac.uk/teachinclusivelywww.wlv.ac.uk/teachinclusively
Module: Session: Date Student Group: What do you know about your students? Group size, diversity, particular requirements, prior knowledge & experience, etc. Learning Outcomes By the end of the session you will have: TimeTopicTutor activityStudent activityResources / support Post session evaluation Session Planning Template
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