1. Marion Webb January 2015

2. By the end of the session you will be able to  Design a learning activity that is outcomes based  Relate this to level descriptors for teaching at Masters level  Write learning outcomes for a teaching session  Use a framework for planning activities relating to assessment

3.  Introductions-to each other and to the session  How learning happens  Outcomes based education and the principles of Constructive Alignment (cracking the jargon!)  Reviewing learning outcomes  Considering some teaching methods  Planning a session-having a go  Links to assessment  Evaluation and close

4.  Introduce yourself to the people around you  Explain what teaching you are involved in (or will be involved in)

5.  Knowledge is experience, everything else is just information’. Albert Einstein

6.  Spend a few minutes considering the questions on the handout.  What do we as teachers need to bear in mind in order to make learning happen? Based on Race P Making Learning Happen http://phil-race.co.uk (accessed 4 February 2014)

7. ] practice ] trial and error ] having a go ] repetition ] experimenting ] feedback ] praise ] confidence

8.  What do you want your students to learn? ( Learning outcomes)  How are you going to help them to learn it? (Teaching methods and opportunities)  How will you know if they have learnt it? (Assessment methods and assessment criteria)

9.  Broad statements of educational intent  They provide the teacher and student with a guide to the essential purpose of the session or module Eg “To introduce the basic types of igneous rocks and how they were formed” “To explore the role of learning outcomes in curriculum development”

10.  Learning outcomes describe what a student should know, understand or do at the end of a period of learning (a session, a module, a whole course). QAA requirement  “ students will be able to…”

11. Learning outcomes  Describe student behaviour-the verb is important!  Indicate the level of learning (see QAA definitions of Masters level learning)

12.  Think of a session you run (or may run). This could be a seminar, a practical class etc...  Write a couple of learning outcomes for this session

13.  What else do you need to consider when designing a teaching session?  Answers on a post it!

14.  Selection of main topics and sub topics  Sequencing  Examples  Variety –hear/see/do  Student engagement  Checking understanding  Timing  Pace  Beginnings/middles/endings

15.  In groups consider the session plan pro formas and discuss what information you want to include and format works best for you

16.  Produce an outline session plan for a one hour induction session to meet the learning outcome: “At the end of the session students should be able to identify more than five personal benefits of studying for a Masters at LSHTM”

17.  Considering what you now know about making learning happen think of some methods you could use in your teaching

18.  Ice breakers  Pair/share  Buzz groups  Role play/30 second theatre  Instant posters  Post-its  Quizzes  Presentations  Experts and Novices  You tube/video clips  Discipline specific: PBL,  Practicals  Don’t forget IT! On- line collaboration, quizzes....see HE Academy

19.  Is your teaching session inclusive?

21. By the end of the session you will be able to  Design a learning activity that is outcomes based  Relate this to level descriptors for teaching at Masters level  Write learning outcomes for a teaching session  Use a framework for planning activities relating to assessment

23.  Thank you!

24.  Biggs J and Tang C (2011) Teaching for Quality Learning at University (4th Edition), Buckingham, OU Press.  Exley, K. and Dennick, R. (2004) Small Group Teaching London. Routledge