1. Why do we teach?

2. I've taught
Snoopy to
whistle
I can't
hear him
I said that I'd
taught him, not that
he'd learned

3. What is teaching?
activities of educating or instructing; activities that impart knowledge or skill
Dictionary and other
an academic process by which students are motivated to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel;
a process that elevates students to a level where they learn deeply and remarkably because of teacher attributes.
Penn State University
There are various definitions for teaching out there

4. Teaching = Facilitating Learning
Telling is not
teaching
and
Listening is not learning
Anonymous
So where does this leave us?

5. Learning is not a spectator sport

6. What is learning?
Learning is an active, constructive, cumulative goal directed, meaningful process of knowledge building
De Corte, 1995; 2007

7. The most important variable in the achievement of students is the quality of instruction they receive on a daily basis
Marzano, 2003; Hattie, 2009

8. We have to “design for learning”

9. Teaching comprise the learning opportunities we design to help our students achieve the intended learning outcomes
This is the decisions about
which car we will be driving with
Which road we will be taking Which music we will listen to
BUT it is all related to/ aligned with your stated outcomes – where you want to end up at the end

10. Planning a module & learning opportunity
Situation
analysis
Writing
outcomes
Assessment
Facilitating
learning
Evaluation
Planning a
module/
opportunity
Situation
analysis
Writing
outcomes
Assessment
Facilitating
learning
Evaluation
Planning a
module
14:04
Die skryf van uitkomste vorm deel van wat as die “instruksionele ontwerpsiklus” bekend staan: die proses van die beplanning en ontwerp van ‘n module.
Gaan deur, verduidelik elke punt kortliks; beklemtoon hoe elkeen terug en vorentoe met die ander komponente praat (= alignment):
Situation analysis (point of departure on learning journey) (context): 3 levels: macro: industry/employers, SU; meso: department, programme (leads to a qualification) (ask yourself how your module fits into its programme and where the latter fits into the department’s offerings); micro: lecturer (personal context; do your own SWOT analysis), students, infrastructure of department.
Outcomes: destination of journey: what students need to know/be/do at end of module
Assessment: landmarks on the journey that tell you and your students how they are progressing towards their destination. I.e.: after your situation analysis you start designing your module backwards, working back from the destination (“what do my students need to learn?”). You align your assessment and outcomes, bearing your context in mind all the time.
Facilitating learning: how are you going to facilitate your students’ learning? Which methods and aids are you going to use? Group work, self-study (flipped classroom?), lectures, field work / excursions, practicals, tutorials, technology, and don’t forget the good old black board. Context NB role here i.t.o. resources your department has, availability of and support for using technology in class, etc.
Evaluation: part of your reflection on your module and completes the cycle. How can you do it? Peer evaluation (observing), student feedback, professional bodies, employers, society. Your evaluation feeds into your situation analysis of the next rotation of the cycle: you adapt/refine your module according to the evaluation you receive and that again forms part of the context for the next offering of the module.
So: when you write outcomes, you have to bear the other components of the cycle in mind as well. But also with every stage of this cycle you need to bear in mind how each component relates to the others, backwards and forwards.
You may wonder why we did the Assessment session first today, before the Outcomes session, when outcomes precedes assessment in the design cycle. We decided to start with Ass, because it is something all lecturers know and have to do, and it is firmly rooted in practice. Not all lecturers need to write outcomes, however. This session is therefore a little further removed from practice and a bit more abstract (nuanced? Subtle?)

11. 7 Principles for Good Practice in Undergraduate Education
Encourages contact between students and faculty
Develops reciprocity and cooperation among students
Uses active learning techniques
Gives prompt feedback
Emphasises time on task
Communicates high expectations
Respects diverse talents and ways of learning
Chickering & Gamson 1987
There are certain principles that underpin good practice in facilitating undergrad learning. All of these are about planning and design
7 principles for good practice in undergraduate education have been established on the basis of a review of over fifty years of educational research.
None of these principles/predictors of student learning are dependant on a certain personality profile or teaching style – it is all about planning and course design.

12. Dale’s Cone of Experience
What happens to their learning when students are getting actively involved?
If we get to the higher order of Bloom’s taxonomy students are more active and they will learn and remember more
The percentages might not be 100% correct but it still makes sense and is similar of what we experience in reality

13. Brainstorm on learning opportunities

14. Learning opportunities Lecturer-student/Student-student/Student-content
In-class learning opportunities
Out of class learning opportunities
Lecture
Practical
Tutorial
E-learning
Other
Watch a video/podcast and answer questions
Read something
Do a play/role play
Find an article in a newspaper/magazine
Draw a filmstrip about something
Discuss with colleagues
Make a presentation
Write something in their own words
Make a poster/collage
Make a summary
Look at each other’s notes
Give an example
Complete a questionnaire
Debate
Write an abstract/conclusion
Group discussion
Jigsaw
Self assessment
Peer assessment
Do an assignment
Formulate questions for the test
Write a test
Interview somebody
Write a blog
Compile an e-portfolio
Comment on a piece of work
Find information on the Internet
Draw up a memo
Service learning
Build a model
Site visit
On-line discussion

15. ‘I never teach my pupils; I only attempt to provide the conditions in which they can learn’ Einstein

16. What is Active Learning? A youtube video from NWIACOMMCOLLEGE

17. “…I have come to understand that the most important things I can do to influence student learning involve carefully planning what my students – not their teacher – will do before, during, and after each class. In sum, I have learned that the most effective teachers focus their attention on course design.”
David A Whetten 2007
Principles of effective course design: what I wish I had known about learning-centred teaching 30 years ago
After 20 years of teaching in management sciences and 10 years as director of a teaching and learning centre, David Whetten wrote these words in an article he authored: Principles of effective course design: what I wish I had known about learning-centred teaching 30 years ago

18. Are you exposing your students to teaching or creating an opportunity for them to learn?

20. The instructional design cycle
Situation
analysis
Writing
outcomes
Assessment
Facilitating
learning
Evaluation
Planning a
module
14:04
Die skryf van uitkomste vorm deel van wat as die “instruksionele ontwerpsiklus” bekend staan: die proses van die beplanning en ontwerp van ‘n module.
Gaan deur, verduidelik elke punt kortliks; beklemtoon hoe elkeen terug en vorentoe met die ander komponente praat (= alignment):
Situation analysis (point of departure on learning journey) (context): 3 levels: macro: industry/employers, SU; meso: department, programme (leads to a qualification) (ask yourself how your module fits into its programme and where the latter fits into the department’s offerings); micro: lecturer (personal context; do your own SWOT analysis), students, infrastructure of department.
Outcomes: destination of journey: what students need to know/be/do at end of module
Assessment: landmarks on the journey that tell you and your students how they are progressing towards their destination. I.e.: after your situation analysis you start designing your module backwards, working back from the destination (“what do my students need to learn?”). You align your assessment and outcomes, bearing your context in mind all the time.
Facilitating learning: how are you going to facilitate your students’ learning? Which methods and aids are you going to use? Group work, self-study (flipped classroom?), lectures, field work / excursions, practicals, tutorials, technology, and don’t forget the good old black board. Context NB role here i.t.o. resources your department has, availability of and support for using technology in class, etc.
Evaluation: part of your reflection on your module and completes the cycle. How can you do it? Peer evaluation (observing), student feedback, professional bodies, employers, society. Your evaluation feeds into your situation analysis of the next rotation of the cycle: you adapt/refine your module according to the evaluation you receive and that again forms part of the context for the next offering of the module.
So: when you write outcomes, you have to bear the other components of the cycle in mind as well. But also with every stage of this cycle you need to bear in mind how each component relates to the others, backwards and forwards.
You may wonder why we did the Assessment session first today, before the Outcomes session, when outcomes precedes assessment in the design cycle. We decided to start with Ass, because it is something all lecturers know and have to do, and it is firmly rooted in practice. Not all lecturers need to write outcomes, however. This session is therefore a little further removed from practice and a bit more abstract (nuanced? Subtle?)

21. Learning opportunities

22. “Although … teaching fosters … learning, the point of the teaching-learning distinction is that teaching does not automatically translate into learning: If your students aren’t learning, you’re not teaching”
David A Whetten 2007
As ons onderrig vir studente om te leer, dan kan ons seker se dat indien studente nie leer nie, dan het ons ook nie onderrig gegee nie.

23. "Tell me, and I forget. Show me, and I remember
"Tell me, and I forget. Show me, and I remember. Involve me, and I understand."
Chinese Proverb
A lot of research has ben done about the importance of active learning – getting students engaged in their own learning – getting students to take responsibility for their own learning

24. Alice: Would you tell me, please, which way I ought to go from here
Alice: Would you tell me, please, which way I ought to go from here? The Cat: That depends a good deal on where you want to get to Alice: I don't much care where. The Cat: Then it doesn't much matter which way you go.
Alice in Wonderland (Lewis Carroll)
As jy nie weet waarheen jy oppad is nie, hoe gaan jy weet as jy daar aangekom het?

25. Aligning outcomes and assessment
HOW will you know if they have learned it?

26. “Students can escape bad teaching, but they can’t escape bad assessment”
David Boud 1995

27. Why do we teach? Planning a module Situation analysis
Writing
outcomes
Assessment
Facilitating
learning
Evaluation
Planning a
module
What is education? Why do we educate students?
Do students want a degree or an education?
What is learning?
What is teaching?

28. Consider the following incomplete statements and attempt to complete them again …
My main goal as a teacher of …………. is to …………
The relationship I try to achieve with my students is ……………
The most important thing that I expect of my students is ……………
I know a teaching session has been successful when ……………
The values that I seek to impart to my students are ……………
Effective teaching is ……………………………………

29. Signposts along the way
Teach-
ing
Scholar (TSc)
Scholarly teacher (ScT)
Reflective teacher (RT)
Random everyday reflection
R&R
CoP EE
McKinney 2006
McKinney 2006
This is triangle because more at the bottom and only few at the top
Purpose of the process – improvement of teaching and not SoTL as goal in itself
Ideal is that it will feed back into teaching
Do not imply good teaching
One level implies incorporating the previous
Mezirow 1991, Schon 1987
Hall 1997 29

30. What is the “Backwards Design”?
Compare learning to a journey …
Learning outcomes
Assessment
Facilitation of learning
What is our intended destination?
How will we know if we have arrived?
How are we going to get there?
If we see learning as a journey then our learning outcomes will state our destination, our assessment will determine if we have arrived at the destination and our teaching and learning activities will give us the vehicle to get there