Planning Effective Learning Paul Tully (2009)

LEARNING OUTCOMES To explain Geoff Petty’s model of active learning To explain Geoff Petty’s model of active learning To discuss the use of games and simulations To discuss the use of games and simulations To outline a range of effective ‘Teaching by Groupwork’ methods To outline a range of effective ‘Teaching by Groupwork’ methods To identify activities that stimulate student thinking and ideas To identify activities that stimulate student thinking and ideas

PASSIVE LEARNING Learning that takes place as a result of listening to or watching something ACTIVE LEARNING Learning that takes place as a consequence of doing something

The PAR Model (Petty 2001) Present: Teaching methods that emphasise the presentation of information Apply: Teaching methods that emphasise ‘learning by doing’ Review: Teaching methods used to assess learning and understanding <35% >60% >5%

Learning By Playing “You can learn more about a person in an hour of play than in a year of conversation” PLATO

How to Run Games Make it relevant Make it relevant Make it challenging Make it challenging Build in different levels Build in different levels Use existing formats to save time e.g. monopoly Use existing formats to save time e.g. monopoly Give clear instructions on goals/ outcomes Give clear instructions on goals/ outcomes Assign students randomly to teams Assign students randomly to teams Set a time limit Set a time limit Evaluate Evaluate

On-line Games

Build In Breaks – the 5Rs Relax: moving and waking Relax: moving and waking Review work: key learning points Review work: key learning points Read: notes, articles, text Read: notes, articles, text Reflect: identify questions Reflect: identify questions Research: using the internet, library, NLN, MOODLE Research: using the internet, library, NLN, MOODLE

Teaching By Groupwork Jigsaw Jigsaw Peer Teaching Peer Teaching Peer Explaining Peer Explaining Headings Headings Conversion Conversion Ranking Ranking Guess Who Guess Who

Advance organisers Advance Organisers enable students to use their previous knowledge to make sense of new information. Advance Organisers enable students to use their previous knowledge to make sense of new information. Advance organisers are simply exercises that provide a lead into the topic material you want to teach Advance organisers are simply exercises that provide a lead into the topic material you want to teach

Independent Learning Placing learners at the heart of their own learning Placing learners at the heart of their own learning Getting learners to take responsibility for their own learning Getting learners to take responsibility for their own learning Exploration, research, problem-solving, projects, student’s own knowledge Exploration, research, problem-solving, projects, student’s own knowledge Use homework Use homework Inspectors want to see evidence of Independent Learning so build this into your Scheme of Work

Making Independent Learning Happen Pair Pair Share Share Chair Chair Self-Aware Self-Aware

Independent Learning: Final thoughts Independent learning is about building skills and getting students to apply their learning to new situations Independent learning is about building skills and getting students to apply their learning to new situations Independent Learning can in-class, homework or project team Independent Learning can in-class, homework or project team Take small steps – students take a while to get used to this style of teaching Take small steps – students take a while to get used to this style of teaching

Idea Generators Simple techniques include: Asking Questions Pass the Question Snowballing Class Brainstorm Empathy Round Robin Free Association

The Active Scheme of Work Schemes of work are the blueprint of where you intend to take your students so that they can pass their assessments and achieve in your subject Schemes of work are the blueprint of where you intend to take your students so that they can pass their assessments and achieve in your subject Active Learning starts with your Scheme of Work Active Learning starts with your Scheme of Work

Choosing a teaching method Criteria should include: The nature of the topic The nature of the topic Preferred learning styles of students Preferred learning styles of students Proposed learning objectives/outcomes Proposed learning objectives/outcomes Preferred teaching style of teacher Preferred teaching style of teacher Requirements for assessment Requirements for assessment Level of student’s motivation and interest Level of student’s motivation and interest Whether or not students have the required skills Whether or not students have the required skills

Summary Use techniques that: Provide active learning opportunities Provide active learning opportunities Involve all students Involve all students Relate new material to old Relate new material to old Encourage self-disclosure Encourage self-disclosure Develop and practice new skills Develop and practice new skills Provide immediate feedback Provide immediate feedback