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Professor David Lines Centre for the Enhancement of Learning and Teaching.

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Presentation on theme: "Professor David Lines Centre for the Enhancement of Learning and Teaching."— Presentation transcript:

1 Professor David Lines Centre for the Enhancement of Learning and Teaching

2 Objectives A rethinking of lecturing as a teaching form; Offer some ideas about making learning active; Re-consider the use of increasingly precious teaching time.

3 Do you understand what the term constructivism means? Point personal responder at the screen and Vote 1 for Yes; 2 for No; Add your level of confidence (machine is set to medium)

4 Constructivism Essentially (but not uncontroversially) learner has to make his or her own sense of the information supplied. Teacher supplies scaffold for learning i.e. provides support on which learning rests, rather than the learning itself (which the student has to construct internally).

5 Scaffolding Teacher has to build in Gardners notion of multiple intelligences, Ebbinghaus curve of forgetting, Tony Buzans mind maps, Shon etc in building the scaffold, hence: Case studies, role-plays, memory games and so on. Thus, learning (and the learner) becomes active.

6 What makes an effective tutor or demonstrator? Question: In your experience, how can a tutor or demonstrator be most effective in helping you to learn?

7 1.Answers questions and explains work 2.Relates lectures to the subject material 3.Involves students and encourages discussion 4.Approachable, takes an interest in students 5.Ensures understanding, uses good examples

8 Factors % (n=146) 4. Approachable, takes an interest in students Ensures understanding, uses good examples Answers questions and explains work Involves students and encourages discussion Relates lectures to the subject material 7.5 Other 4.8 Not answered16.8 Total 100.0

9 Lecturing is: Someone talking and a lot of people listening. (A pre-university learner) A form of posturing in front of people anxious to maintain the illusion they are still awake. (A young lecturer) A talk by someone barely awake to others profoundly asleep. (Lecturer in surgery)

10 Lecturing is: Actions done by overpaid, out-of reach, arrogant, middle-class people living in a world where only education exists. (A student who dropped out of higher education)

11 Lecturing is: An anachronistic form of teaching in which the teacher takes all the responsibility for deciding what the students are to learn, for preparing the content and for delivering it – too frequently, badly. A magnificent learning experience for the lecturer (assuming he or she carefully thinks through what is to be taught and digests and organises it well) and at best of doubtful value to the learner in most respects – and in many instances an insult to the intelligence of students in higher education. (A professor from New Zealand)

12 What makes an effective lecturer? Question: What is the most important factor that distinguishes an effective lecturer from an ineffective lecturer?

13 1.Clarity, organisation, focus, aids comprehension 2.Effective use of teaching technologies, notes and aids 3.Interesting content and presentation, maintains attention 4.Interested in and responds to students, enthusiasm

14 Factors % (n=146) 3. Interesting content and presentation, maintains attention Clarity, organisation, focus, aids comprehension Interested in and responds to students, enthusiasm Effective use of teaching technologies, notes and aids 6.8 Other 2.1 Not answered 20.7 Total

15 What are the most important factors in effective learning? Question: Thinking of the subject in which you feel you are learning most, which of the following have been important or very important in allowing you to learn effectively?

16 1.Teachings skills of the teacher(s) 2.Clearly explained subject objectives and expectations 3.Adequate guidance in how to carry out assessment or practical tasks 4.Clear criteria for assessment or practical tasks 5.Easily accessible teachers 6.Enthusiasm of the teacher(s)

17 Factors % important% very (n=160) (n=160) 2. Clearly explained subject objectives and expectations Clear criteria for assessment or practical tasks Adequate guidance in how to carry out assessment or practical tasks Enthusiasm of the teacher(s) Teachings skills of the teacher(s) Easily accessible teachers able and willing to help Other

18 On a post-it, put the subject/module title at the top and your school. Write down a subject topic that first year students find especially hard to understand. On another post-it, write down any generic skill that first year students have trouble with.

19 The challenges of an active approach to lectures Re-thinking the structure and form of the lecture Non-linear Transitions Loss of control Loss of time – implications for topics that are difficult Use of space Use of technology

20 Minute Paper Please answer each question in no more than one sentence: 1.What was the most useful or meaningful thing you learned in this session? 2.What question remains uppermost in your mind as we end this session?


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