1. Engaging Students – Methods and Activities Centre for Academic Practice Enhancement Middlesex University

2. Learning outcomes: Consider and evaluate different face-to- face and online techniques, methods and activities for learning and teaching… Consider how you might use these in your own practice…

3. Activity What different teaching methods and learning activities have you encountered? –Teaching methods refers to general principles, pedagogy and management strategies used for classroom instruction –Learning activities should motivate and encourage deep learning and may be individual, collaborative or both

4. Methods and related activities Direct instruction Structured overview Lectures Explicit teaching Drill and practice Compare and contrast Didactic questions Demonstrations Guides for reading, listening, viewing Indirect instruction Problem solving Case studies Inquiry Reading for meaning Reflective discussion Concept mapping/attainme nt Cloze Procedure Experiential learning Field trips Conducting experiments Simulations Games Focused imaging Field observations Role playing Synthesis Model building Surveys Independent study Essays Online Reports Learning packs Learning contracts Homework Research projects Assigned questions Learning centres Interactive instruction Debates Role-playing Brainstorming Peer practice Discussion Laboratory groups Learning groups Problem solving Tutorial groups Interviewing

5. Some examples Curiosity http://www.ted.com/talks/ramsey_musallam_3_rules _to_spark_learning.html - 6min 30sec http://www.ted.com/talks/ramsey_musallam_3_rules _to_spark_learning.html Flipped teaching http://www.youtube.com/watch?v=iQWvc6qhTds - 1min 49secs http://www.youtube.com/watch?v=iQWvc6qhTds Demonstrations during lectures: https://youtu.be/97oTDANuZco https://youtu.be/97oTDANuZco

6. Activity In small groups choose some learning activities and think about the good and bad points Take a few minutes to discuss and then feedback your findings

7. Lectures? Why do we continue to have lectures? –Some good reasons/some bad reasons…

8. How to decide what methods to use? Not ‘good’ or ‘bad’; decide when appropriate to use depending upon: –The type of learning experience you want to achieve –The circumstances surrounding the –Programme/course as a whole –Individual teaching sessions Tell us which methods/activities interest you at:http://b.socrative.com/login/student/http://b.socrative.com/login/student/

9. Designing a teaching session to include different activities To allow for limited attention span To cater for different learning styles To facilitate learning: i.e. things that encourage: –Experiential learning (Kolb1984) –Deep approaches to learning (Ramsden1992) –To facilitate feedback ( Race 2001)

10. Activity: What technology is available at Middlesex 1.Each participant will be given a piece of paper containing a technology or a definition. 2.Move around the room to find your match. 3.When you found your match, put your pieces of paper on the wall.

11. Activity: Experience of technology In small groups think of a module you have taken and consider the use of technology 1.What was the technology? 2.What was the intended role/purpose on the module? 3.How did it work? Could it have been handled better? What would you have done to improve the experience?

12. Did you consider? Lectures * Seminars * Lab sessions * Management groups * Guided reading * Group based learning * Self paced learning * Problem solving * Guest lectures * Role play * Project supervision * Demonstration * Video lectures * Presentations * Practical classes Student led seminars * Private study * Interactive lectures * Self help groups * Syndicate groups * Activity based * Action projects * Video support * Fieldwork Study groups sessions * Independent research * Simulation exercises * Case studies * Consultancy based seminars Self reflection * Reading * Advice sessions * Computer aided learning Online module * Visits/class outings Work based learning *

13. What part can technology play? Flexibility and convenience Accommodating different learning styles Access on-demand Supplementing classroom encounters BUT Feelings of isolation Learners with low motivation may fall behind Reliance on the quality of the content Repository is not equal to e-learning

14. Planning a teaching session: Beginnings Say what you/they will be doing/set the agenda. e.g.: –give the intended learning outcomes –pose list of questions to be addressed –give checklist of points to be covered Link this to things already covered or what will be covered in future sessions/modules

15. Middles and Endings Middles – different methods/ activities Endings: - Include a definite ending (even if this means leaving something out of the middle) E.g. Go back to agenda set at beginning: –Sum up how addressed –Pick out unfinished business and signpost where this will be continued Formulate new agenda for next session Set tasks

16. Top Tips… Have a tool box of styles that you can employ depending on the session Try to act as a facilitator and encourage autonomy by teaching students how to work for themselves Insert activities to break up the monotony Encourage students to think and reflect on what is being taught Link theory to previous experiences to show relevance

17. References/Resources: Kolb, D.A. (1984) Experiential Learning Englewood Cliffs, NJ. Prentice Press Race, P. (2001) The Lecturer’s Toolkit (2 nd Edition) London: Kogan Page Race, P. (2009) In at the Deep End – Starting to Teach in Higher Education (http://labspace.open.ac.uk/file.php/5760/In-at-the-deep- end.pdf)http://labspace.open.ac.uk/file.php/5760/In-at-the-deep- end.pdf Ramsden, P. (1992) Learning to Teach in Higher Education Routledge Open University Introduction to Learning & Teaching in Higher Education (http://labspace.open.ac.uk/course/view.php?id=5760&topic=all)http://labspace.open.ac.uk/course/view.php?id=5760&topic=all

18. Did you consider? Lectures Seminars Lab sessions Management groups Guided reading Group based learning Self paced learning Problem solving Guest lectures Role play Project supervision Demonstration Video lectures Presentations Practical classes Student led seminars Private study Interactive lectures Self help groups Syndicate groups Activity based Action projects Video support Fieldwork Study groups sessions Independent research Simulation exercises Case studies Consultancy based seminars Self reflection Reading Advice sessions Computer aided learning Online module Visits/class outings Work based learning