Preparing to Teach; Student Centred Learning: PTT4_scd

7/30/2019 Preparing to Teach; Student Centred Learning: PTT4_scd

1/19

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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4

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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1

National Centre for Media Production in Higher Education

[email protected] 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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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


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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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


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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Suggested Openings

Quotes Visuals Props Humour Stories Questions Current event

Statistics Surprising facts Poem Personal experience Definition Situations


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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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


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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Overcoming Fear

Identify fear

State the worst that can happen

Plan of action


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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Essentials for Presentation

Be confident Know your audience Set goals Reinforce Rehearse Prepare handouts Rehearse some more


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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Preparing to Teach; Student Centred Learning: PTT4_scd