preparing to teach; student centred learning: ptt4_scd
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2012 DJ
Preparing to Teach
Module Workbook_4
Student Centred Teaching
Contributing Lecturer
David Jennings, Tim McMahon & Paul Surgenor
UCD Teaching and Learning
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PartOne
Assessingyourteachingplan
Whatadditionalmaterialshaveyouincorporated?
Listthemhere:
Example (Detail)
Handouts (Whatkind)
Video (Howisitdelivered)
PosterBoards (Forindividualorgroup)Presentations (Forwholesessionorpart)
OnlineResources (Linkedtosessionactvity,forreflectionorpreparation)
Other (Details)
Review
TakeafewminutestocompletethefollowingReviewTask.Listthe
materialsyouareusinginyourplansandprovideabriefrationale
fortheiruse,inclusionandhowyouwillevaluatethem.
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Whatistheirpedagogicpurpose?
Explainandlistthemhere:
Whyhaveyouchosentoimplementthematthisparticularpoint?
Explain/justifyhere:
Example (Detail)
ProvideCommunication (Discussionfora)
EnableGroupWork (Teamskills)
AidtoReflection (Artifactreview)Activeengagement (Roleplayofcasestudy)
PromoteCriticalanalysis (Annotatedbibliography)
Other Details
Example (Detail)
SessionStart (Icebreakerforintroductions)
Opening (Q&Aassesspriorknowlegde) MidPoint (Grouptaskenergisingsession)
EndPoint (Reviewdiscussionevaluatesession)
Other (Details)
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Howwillyouevaluatetheireffectiveness?
Listintendedmethodshere:
Inadvanceofthenexttimeconsiderthefollowing:
- Haveyoudemonstratedyourabilitytotakeaccountofindividualstudent
needs?(Doyouknowwhatthesemaybe?)
- Wereyouabletoincoporateaselectionofteachingtechniques?(Inan
appropriatesetting?)
- Dotheplansprovideawellbalancedandstructuredteachingsession?(Will
theyrunsmoothlyandpromotelearningandengagement?)
Example (Detail)
StudentFeedback (Gatheredthroughdiscussion)
Assessactivity (Noteparticipation,engagement,resolutionsetc)
PeerObservation (Inviteoutsidereviewer)
UseofEvaluationProforma (Gatherinitialexpectations,midpoint,endpoint)Other (Details)
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PartTwo
LearningContracts
Learningcontractshavegrowninpoularityaspartofthechangingtrendin
assessmentmethodsfromtutorcentredtomorestudentcentredapproaches.It
alsoreflectsthemovetowardsmoreselfdirectedlearning.Knight(2002b)1
describedhowtherearemanyalternativetermsforlearningcontractsincluding
'learningagreements','negotiablelearningagreements'.
LearningContractscentrearoundthegapsintheknowledgeofthestudentandwhat
theyneedtolearn.
Alearningcontractusuallyhasawrittenrecordof:
- Aseriesofnegotiatedlearninggoals/objectives.Thesearesetbetweenthe
studentandthetutor/expert
- Thestrategiesandresourcesbywhichthesegoalscanbemet
-Theevidencewhichwillbepresentedtoshowthatobjectiveshavebeen
achievedandhowitwillbeassessed
- Atimescaleforcompletion
TheNegotiatedLearningContract/Agreement
Thisvariationprovidesforclarityofpurpose(learninggoalsandexperiences)andof
roles(ofthetutor,learner,peeretc).Inadditionitenablesthepartiestogaina
senseofownershiptotheoverallprocess,thisinitselfprovidesastrong
motivationaljustificationforpartakinginanyfuturecollaborativeactivities.Italsoopensthepathforthedevelopmentofanumberofkeytransferableskills;suchas
communication,personaleffectiveness,reflectivepracticeetc.
Inthisprocessthelearnerisrequiredtobeexplicitabouttheirlearningintentions,
setting(andagreeingto)achievablegoals.Andbeingabletojustifytheirownplans
intermsofx[wherexisthecurriculumoragreedlearningoutcomes].
Thisisachievableatundergraduatelevel,wetherthroughclassdiscussionor
tangentiallythroughindividuallearnersdecidingontheirparticularpathwayssuch
asthechoicesprovidedbyUCDHorizons.Atgraduatelevelitisalmostan1
Knight P (2002b) Learning Contracts. In, Assessment for Learning in Higher Education. Birmingham:
SEDA series. Pp147-156.
Anagreementnegotiatedbetweenalearnerandasupervisortoensurethat
certainactivitieswillbeundertakeninordertoachieveanindentifiedlearning
goal.
Specificevidencewillbeproducedtodemonstratethatgoalhasbeenreached
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inevitabilitythatthiswilloccurinthediscussionsbetweenaresearchstudentand
theirsupervisor.Thisisfurthersupportedbyrecentinterventionssuchasthe
studentPDPandsupervisorevaluationcycles.
Advantages Disadvantages
Supportindividualisedlearningand
flexiblelearning
Needtobecarefullyintroduced
Enhanceselfreflection,learningto
learnandselfmanagement
Canbeinflexible,i.e.nottake
accountofchangesinlearner'sneed
andgoals
Provideslearnerswithcleargoals Maydevaluecollaborativelearning
Provisionofpathwaysforachieving
thesegoals,basedontheirown
learningneeds
Mayengendaralegalisticattitudeto
education
FundamentalNeedsforStudentCentredApproaches
Thereisaneedtoestablishafirmlineofcommunicationbetweenlearnerandtutor
/faciliator/supervisoretc.Thisisbestdonebytheestablishmentofasound
educationalrelationship,identifingsharedgoals,supportstructures,research
endeavoursetc.
Atutor/facilitatorshouldgatherinformationaboutthelearnersundertheirguidance:
- Basicdetails
- Educationalbackground
- Theirgoalsforthecourse
- Preferredstyleoflearning
- Thesupporttheyrequire
Inreturntheyshouldprovideinformationaboutthier:
- Backgroundandexperience
- Thesupportrolethatyou/andcolleagueswillsupply
- Contactdetails
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ExampleLearningContract
Module:........................................................................................... Student:..............................................................................
Datedue:........................................................................................ Assessor:...................................................................
IntendedOutcomes
(LearningGoals)
ResourcesandStrategies
(WhattheLearnerwillDoto
AchievetheseOutcomes)
Evidence
(HowtheLearnerwill
DemonstrateAchievingtheOutcomes)
AssessmentCriteria
Task1
Filloutthesampletemplatebelow,usetheLosforthismoduleasa
guidebutincludeexample/sofPersonalGoalsyouwishto
achieveviathismodule.
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PartThreeDealingWithDifficultIncidents
Howeverskilfulorexperiencedyoumaybe,youmayrunintodifficultsituations.This
exerciseoffersanopportunitytodevelopstrategiestocopewithdifficultor
awkwardsituations.
ProblemIncidents
Foreachproblemincidentthatisanissueforyou,makenotesonhowyoumight
dealwithit.Finishoffbyidentifyingtwoproblemincidentsofyourownwhichyou
wouldliketoworkon.
ProblemIncident Howyoucoulddealwithit
Participantresponsesinitalics
Thewholegroupissilentand
unresponsive
Tellajoke.Directquestioning.Rounds.
Snowball.Silentreflection.
Individualsaresilentandunresponsive
Pairing.Mgmtofgroupdynamics.
Rounds.Settinggroupprotocol.Personal
intervention.
Subgroupsstartformingwithprivate
conversations
Crossovers.laydownthelaw!Ignore
(foratime).Personalintervention.
Thegroupsbecomestoodeferential
towardsthetutor/facilitator
Groupdebate.Activetask.Learning
contract
Discussiongoesoffpointandbecomes
irrelevant
Takechargeredirect.Refocus(silent
reflection).Utilisewebfora.
Adistractionoccurs(...suchasalate
arrival)
Personalchat/update.Setprotocolfor
latecomers.Queryrecidivistactivity.
Studentshavenotdonethepreparation
ordonotknowwhattheyshouldhave
done
Querywhy?Negotiateagreedobjectives.
Identifywhattheyexpectedfromx.
UtilisePlanB.Identifiedrounds/presentations.
Task2
Usingthetemplatebelow,identifyandadresshowyoumightdeal
withproblemincidents.
Hint:Oftenacertainteachingtechniquecanbridgetheissuee.g.use
ofascribetocaputreadiscussion.Wherethescribeisanindividual
whomaybealittletoovociferous!
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Membersdonotlistentooneanother,
anddiscussiondoesnotbuildon
previouscontributions
Moderationskills.Provide/askfor
synopsisofdiscussionthusfar.Identify
keyissues.Refocus.
Studentsdonotanswerwhenyouaska
question
10secondrule.Useofbodylanguage.
Personalintervention.Refocusquestion.
Fishbowl.Scribe.Silentreflection,write
aresponse,pairs.Snowball.
Twoindividualsareverydominantand
hogtheconversation
Fishbowl.Debate.Scribe.Useofbody
language.
Studentscomplainabouttheclassand
thewayyouarehandlingit
Listen,react,involve,adapt.Negotiated
learningcontract.Opensession.Discuss
boundaries,student&academic
expectations.
Studentsrejecttheseminardiscussion
anddemandanswers
Askthemwhy?Explainmethods(in
part).Invitethemtowritethe(typeof
exam)questionstheywanttheanswers
too.
Thegroupspicksononeindividualinan
inappropriatemanner
Establish,identifygroundrulesreferto
InstpolicyegDignityandRespect.Re
directattention.Useofpyramids.
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PartFourIntroductiontoPresentationandCommunicationSkills
Looktothescreen
RolePlay
DivideintotwoGroups:
1. GroupDmustselectanindivdual/swhowillbethefocusoftheproblemincident.
2. TheothersintheGroupwillbeidentifiedaspeers.3. GroupDwilldeviseaproblemincidenttoenact.4. Theselectedincidentindividual/swillsitinonasession
runbyGroupP
5. Atanytimeapeermaytagtheincumbentincidentindividualandreplacethem
6. Peersaretoidentifyanyteachingtechniquesormethodsdemonstrated(byGroupP)toaddresstheincident/s
1. GroupPmustselectoneindividualwhowillbea
tutor/lecturer.
2. TheotherswillbeTeachingAssistants.3. GroupPstutorwillselectateachingplan4. Thechosentutor/swilldeliveranabrigdedsessionbased
onthis.
5. AtanytimeaTAmaytagtheincumbenttutor/facilitatorindividualandreplacethem
6. GroupPsroleistoidentifywhattheproblemincident/sareandhowtodealwithitinaclasssetting.
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National Centre for Media Production in Higher Education
David.Jennings@ucd.ieCentre for Teaching and Learning
An Introduction toPresentation and
Communication Skills
National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Communication Skills
The voice How you say it is as important as what you say
Body language In essence, your body movements express what
your attitudes and thoughts really are
Appearance First impressions influence the audience's attitudes
towards you
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National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Preparation.1
Identify: The objectives of the talk The main points you want to make
Create a draft presentation Review the draft
Edit extraneous materials Check for consistency Dont be afraid to leave things out
National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Preparation.2
Is the content relevant to the desired outcomes? Is the content pitched at an appropriate level? Does the content build on the audiences prior
knowledge?
Will it interest the audience?
Need to know vs nice to know
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National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Making the Presentation
Follow this formula: Greet the audience Tell them who you are
Then: Tell the audience what you are going to tell them Then tell them At the end tell them what you have told them
National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Tips for the Presentation
Run under not over Four to five minutes per slide Stick to the presentation plan Allow time for discussion Prepare a question for the audience
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National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Suggested Openings
Quotes Visuals Props Humour Stories Questions Current event
Statistics Surprising facts Poem Personal experience Definition Situations
National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Two-way Communication
Effective Communication with the Audience
Establish eye contact Reach out Phrase and pause Talk to individuals Get agreement
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National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Delivery
Speak clearly Don't rush, or talk deliberately slowly Use deliberate pauses at key points Change the tone of delivery
Use your hand movements to emphasise points
Look at the audience as much as possible
National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Things to watch out for
Standing in a position where you obscure the screen Getting lost in an overhead! No upstaging Avoid moving about too much Keep an eye on the audience's body language
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National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Overcoming Fear
Identify fear
State the worst that can happen
Plan of action
National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Managing Nerves
Prepare thoroughly Rehearse your presentation Check room,equipment and clothing Use worrying time positively Avoid coffee, alcohol Regulate breathing Start slowly
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National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Essentials for Presentation
Be confident Know your audience Set goals Reinforce Rehearse Prepare handouts Rehearse some more
National Centre for Media Production in Higher Education Centre for Teaching and Learning 2009
Finally
Develop your own style Always present the message Enjoy yourself
The audience will be on your side and want to
hear what you have to say!
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References
Boud,D.(1998)PromotingReflectioninProfessionalCourses:theChallengeof
Context.StudiesinHigherEducation.23(2),191206.
BrownG.,BullJ.,&PendleburyM.(1997)AssessingStudentLearninginHigher
Education.London:Routledge.
GibbsG.,(1995)UsingLearningContractsandNegotiatedAssignments.In,Assessing
StudentCentredCourses.pp8390.Oxford:OxfordCentreforStaffDevelopment.
KnightP(2002b)LearningContracts.In,AssessmentforLearninginHigher
Education.Birmingham:SEDAseries.Pp147156.
LightG.,CoxR.(2001)LearningandTeachinginHigherEducation:TheReflective
Practitioner.PaulChapmanPublishing:London.
Ramsden,P.(1992)LearningtoTeachinHigherEducation.London:Routledge.
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FortheNextSession
Beforethenextsession
1. ReviewthecontentsofWorkbook142. Producealistofanyquestionsyouwishtohaveansweredatthe
nextsession
3. Producethefinaldraftsofyour;a. Teachingplans(atleast5)andb. Accompanyingmaterialsforuseinclassc. YourTeachingPhilosophystatement.Referencemustbe
madetorelevantliterature.
Bringtothenextsession
1. Bringyourdraftassessementmaterials
AssessmentRequirements
Thismoduleismarkedpassorfail.Togainapassyoumust produceallofthefollowing:
Aselectionofteachingplans(circa5)whichi)individuallydemonstrateyourabilitytotakedueaccountofstudentneeds,andii)collectivelyshowyour
preparednesstouseavarietyofteachingtechniques.
Aselectionofmaterialsforuseinclass.(Normally,theseshouldberelatedtotheteachingplansreferredtoin(1)above).
Awrittenstatementofyourteachingphilosophy.
(Normally,thisshouldbe,atleast,300wordslong).
Inaddition,attendanceatallclassesismandatoryforsuccessfulcompletionofthemodule
EndofWorkbook4
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