Changing times the times they are achangin! 1967 Ist department of Religious Studies Lancaster Religious Education in the school curriculum - 1971 School Council Working Paper 36 * 20 years for curriculum change to filter through 1988 Education Reform Act 2010 Reform of Higher Education and student finance
Times have changed Students from all faith/ belief backgrounds study religion/ employed as teachers Phenomenological approach to religions Faith literacy valued by many employers Incitement to religious hatred: monitoring Islamophobic/ antisemitic acts
Changes experiences teaching Islam Islam in School Textbooks Muslims in South Yorkshire: guidance for teachers/ faith trails Wolverhampton Inter Faith Network - Faith Guides - English Heritage
Phenomenology Underpinning method for approaching religion in the classroom Epoche see from perspective Eidectic vision of believer Empathy Methodological skepticism/ atheism
Case Study http://eportfolio.wlv.ac.uk/viewasset.aspx ?oid=1927100&type=webfolio http://eportfolio.wlv.ac.uk/viewasset.aspx ?oid=1927100&type=webfolio Critical essay on non-Muslim biographies of the Prophet Muhammad (p.b.u.h.)
Information literacy Quality of discernment: CARS - Credibility - Accuracy - Relevance - Support Emic (insider) / etic (outsider) sources Case Study: Biographies of the Prophet Muhammad (p.b.u.h.) - Awareness of perceived weaknesses - Assess Western biographies against emic criteria
Uses of technology HumBox; Open Education Resources Muslims in Wolverhampton Collection: http://humbox.ac.uk/1444/ http://humbox.ac.uk/1444/ Opportunity to share resources - Handouts - PowerPoints - Media resources - Peer Review- can add comments, share adaptations, suggestions, developments.
Pedagogy: supporting learning from tutor feedback Feedback collection in Humbox: http://humbox.ac.uk/2333 http://humbox.ac.uk/2333 Linked webfolio: http://eportfolio.wlv.ac.uk/viewasset.aspx?oid =2211482&type=webfolio http://eportfolio.wlv.ac.uk/viewasset.aspx?oid =2211482&type=webfolio
Making written feedback more effective Students: using tutor feedback Students: using tutor feedback Text how can we make it easier for students to understand our comments and act on them? what strategies can students use to unpack feedback and take actions to develop skills? Tutors: providing feedback
How can we help students get more out of feedback? 12 Chart Helping students ProvisionUnpackingAction Feedback/ Feedforward Main area to work on Hyperlinks to follow up Preparing for a tutorial Tutorial discussion Provision of support materials -Information -Online tutorials -Skills tutorial -Exemplars
Stephani, 1998 students want information on how to develop their work. Students often fail to follow up tutor feedback because they don t know what to do with it (Burke 2007). This process can help to make transparent the academic conventions that tutors may take for granted (Lillis & Turner, 2001: 66). use of subject specific examples helps students see how skills requirements for planning, structuring and referencing look within their own discipline. Linked webfolio: The Study of Islam: http://eportfolio.wlv.ac.uk/viewasset.aspx?oid=19271 00&type=webfolio http://eportfolio.wlv.ac.uk/viewasset.aspx?oid=19271 00&type=webfolio 13 P roviding hyperlinks Tutors: providing feedback Try this tutorial on Structuring an argument http://www.monash.edu.au/lls/llonline/writing /arts/english/2.2.xml http://www.monash.edu.au/lls/llonline/writing /arts/english/2.2.xml
Template provides a way of structuring and recording tutorials The learning need identified in the essay feedback is identified discussion with student indicates their understanding of this learning need follow-up information: online tutorials: Exemplars: Hyperlink added form emailed. 14 Recording a tutorial 14 Tutors: providing feedback Feedback Tutorial Example Summary of Learning Needs to be developed: Your tutor noted that you demonstrated a good understanding of the general topic but that you needed to develop your planning so that you use the information to answer the set question. - specific feedback from Tutor - identified from looking at work We looked at the tutor feedback and comments on the text of your essay to see where you could have used material more explicitly, and also at the importance of cutting out material that was not relevant. Hyperlinks: These links will take you to sources that will support your learning: Try this tutorial on Structuring an argument http://www.monash.edu.au/lls/llonline/writing/arts/english/2.2.xml http://www.monash.edu.au/lls/llonline/writing/arts/english/2.2.xml
Lecturing/ teaching careers options Higher Education time of change/ cutbacks/ See if there are options to undertake a course at your university for a PG Cert in HE, such qualifications are required for new lecturers in higher education. There is a teaching practice element in such courses, and you may be able to negotiate some teaching (even if it is unpaid).
School Teaching - You need to have appropriate subject knowledge for a curriculum subject to qualify for a PGCE course. It is worth contacting providers for guidance on how to develop your subject knowledge. Religious Education- one year conversion course covering main religious traditions - PGCE (Post-Graduate Certificate in Education) http://www.gttr.ac.uk/ http://www.gttr.ac.uk/ - Graduate Teacher Program http://www.tda.gov.uk/get-into- teaching/teacher-training- options/gtp/Search.aspx http://www.tda.gov.uk/get-into- teaching/teacher-training- options/gtp/Search.aspx
Burke, D. (1986) An Analysis of School Textbooks on the life of the Prophet Muhammad and eth Quran, in A. Ashraf. (ed.) Resources for the Teaching of Islam in British Schools. Pp. 67- 89. Cambridge: The Islamic Academy. Chapter drawing on research for MA to assess the suitability of textbooks, considering factual accuracy, and appropriateness of presentation. Burke, D. (2007a) Engaging students in personal development planning: profiles, skills development and acting on feedback. Discourse: Learning and Teaching in Philosophical and Religious Studies, 6(2): 107–42. Report on personal development planning approach with Religious Studies students, which focused on the benefits of resubmitting assignments in the light of tutor feedback. Burke, D. (2007b) Getting the most out of feedback, in D. Nutt and J. Tidd (eds) European First Year Experience: Conference April 2006, Teesside, University of Teesside: 36–49. An exploration of the benefits for student learning from tutor feedback by way of the Using Feedback Effectively form. Burke, D. (2008) Using electronic sources to help students get more out of tutor feedback, in J. Pieterick, M. Lawton and R. Ralph (eds) European First Year Experience Conference 2008, University of Wolverhampton. Report on the use of hyperlinks in tutor feedback to direct students to materials to enable students follow up issues in feedback. Burke, D. (2009a) Strategies for using feedback that students bring to their degree course: an analysis of first year perceptions at the start of a course in Humanities. Assessment and Evaluation in Higher Education, 34(1): 41–50. Report on induction research with a large cohort of humanities students, which identified the range of starting points in relation to understandings of tutor feedback and its place in student learning. Burke, D. & Pieterick, J. (2010) Giving Students Effective Written Feedback. Maidenhead: McGraw-Hill & Open University Press. Text for lecturers to explore their feedback practices, with an aim to making feedback more effective for student learning- in both provision by tutors and use by students. 17 Burke refs