1. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 Enhancing learning for all students

2. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  theories of teaching;  the HE Academy & university teaching: ◦ areas (what does teaching involve); ◦ knowledge; ◦ values.

3. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 At the end of this section, you should have:  reflected on your own approach(es) to teaching, and begun to place this within overarching theories of teaching.

4. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  Individually, describe on one post-it note what university teaching means to you.

5. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 Prosser & Trigwell: Approaches to Teaching Inventory (ATI) Lindblom-Ylanne Approaches to Teaching Ramsden Three Theories of Teaching

6. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  Prosser & Trigwell (1999)  draws from research into (science) lecturers’ conceptions of teaching

7. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  In responding to each of the following questions from the ATI, think of a particular teaching context  You will be asked to position yourselves on a continuum from ‘almost always true for me in this context’ to ‘only rarely true for me’

8. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  In this subject I concentrate on covering the information that might be available from a good textbook  We take time out in classes so that students can discuss, among themselves, the difficulties that they encounter studying this subject strategy

9. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  I feel a lot of teaching time in this subject should be used to question students’ ideas  I feel it is important to present a lot of facts in classes so that students know what they have to learn for this subject intention

10. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  ATI: 2 main approaches to teaching ◦ conceptual change/student focused approach ◦ information transmission/ teacher focused approach  but note concern about validity of ATI as a research tool (Meyer & Eley, 2005)

11. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  Content-focused approach to teaching ◦ focus on transmission of knowledge ◦ generally repeat traditional and familiar ways of teaching  Learning-focused approach to teaching ◦ teaching to improve student learning ◦ emphasis on continuous enhancement of own teaching  (also looking at how AtT are affected by disciplinary and teaching context)

12. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 1. Teaching as telling or transmission: ◦ transmission of authoritative content; ◦ teacher as source of undistorted information; ◦ failure to learn is blamed on students. 2. Teaching as organising student activity: ◦ focus on what the student does; ◦ orchestrate teaching to generate learning activity; ◦ but may be failure to fully integrate T&L activity with students’ learning of subject. 3. Teaching as making learning possible: ◦ T, L & subject linked in overarching system; ◦ Teacher’s focus is on identifying & overcoming barriers to students’ learning; ◦ Teacher recognises knowledge of the subject is constituted by the learner.

13. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  Areas of activity (what does teaching involve)  Knowledge (what do we need to know to be effective)  Values

14. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 In table groups discuss & produce a brief list of what YOU feel might constitute either:  the key activities that constitute teaching in HE or  the core knowledge required by all HE teachers to be effective, or  professional values that should be shared by all HE teachers.

15. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  Design and planning of learning activities and/or programmes of study.  Teaching and/or supporting student learning.  Assessment and giving feedback to learners.  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.

16. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  The subject material.  Appropriate methods for teaching and learning in the subject area and at the level of the academic programme.  How students learn, both generally and in the subject.  The use of appropriate learning technologies.  Methods for evaluating the effectiveness of teaching.  The implications of quality assurance and enhancement for professional practice.

17. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0  Respect for individual learners.  Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice.  Commitment to development of learning communities.  Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity.  Commitment to continuing professional development and evaluation of practice.

18. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 Lindblom-Ylänne, S, Trigwell, K, Nevgi, A & Ashwin, P (2006). How approaches to teaching are affected by discipline and teaching context, Studies in Higher Education, 31 (3), 285-298. Meyer, JHF & Eley, MG (2006) The approaches to teaching inventory: a critique of its development and applicability, British Journal of Educational Psychology, 76, 633-649. Postareff, L, Lindblom-Ylänne, S & Nevgi, A (2007). The effect of pedagogical training on teaching in higher education, Teaching and Teacher Education, 23 (5) 557-571. Prosser, M & Trigwell, K (1999) Understanding Learning and Teaching, Buckingham: SRHE & Open University Press. Ramsden, P (2003) Learning to Teach in Higher Education 2 nd edition, London: RoutledgeFalmer.