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UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain Unit for Teaching Excellence and Leadership (UTEL) ﺟﺎﻣﻌﺔ اﻟﺑﺣرﯾن وﺣدة اﻟﺗﻣﯾﯾز ﻓﻲ اﻟﺗﻌﻠﯾم و ﻣﮭﺎرات اﻟﻘﯾﺎدةSymposium on: Transforming Teaching and Celebrating Success: Institutional approaches to enhancing learning & teaching Dr. Zainab Ali M.Redha Lecturer in PCAPUoB 18 th October 2016

UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

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Page 1: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

UoB Approaches to Enhancing Teaching and Learning:

Development in Teaching Practice

University of BahrainUnit for Teaching Excellence and 

Leadership (UTEL)

جامعة البحرینوحدة التمییز

القیادة مھاراتوفي التعلیم

Symposium on: Transforming Teaching and Celebrating Success:

Institutional approaches to enhancing learning & teaching

Dr. Zainab Ali M.RedhaLecturer in PCAP‐ UoB

18th October 2016

Page 2: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Outline

To reflect on the development professional practice as a result of PCAP with respect to:

TeachingStudentsColleagues

To present a brief case study 

2Dr. Zainab M. Redha

Page 3: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Background

2010 attended PCAP‐York St John 2011 mentor in PCAP‐York St Johns 2012 member PCAP committee 2013 –present lecturer PCAP‐UoB

3Dr. Zainab M. Redha

Page 4: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Experience Spectrum

Before PCAP

lecturer in PCAP

Taking PCAP

4Dr. Zainab M. Redha

Page 5: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Where I was before PCAP?

My teaching was based on experience 

(Schön, D.,1983)

My observation of other teachers teaching during my studying period

How I used to explain to my class mates

Based on set of beliefs, ideas, and assumptions about the nature of learning

As Schön called  ‘theory‐in‐use’

5Dr. Zainab M. Redha

Page 6: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Where I was before PCAP?

Reflection

Not because I didn’t want so, but because I didn’t know how

Questioning  why?Trying to find solutionRandomDidn’t link between theory and practice 

6Dr. Zainab M. Redha

Page 7: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Where I was before PCAP?

Professional dialogue with colleagues 

Was more about raising the issue

Ended by Blaming the students

Feel  being unappreciated

7Dr. Zainab M. Redha

Page 8: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Where I was before PCAP?

Students

They liked my teachingShifted to technologyUsed animation and videosMy class was rich in questioning I always complained that they don’t study well. They always complained about my exams and my markingFeedback from students was either oral or through university evaluation

8Dr. Zainab M. Redha

(Albert Einstein, 1879‐1955)

Page 9: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Reflection was improvedI came to know that reflection is one of the four  main stages of 

learning as described by KolbIt fills the gap between theory and practiceIt can be done in action and on actionIt is done in a structured way as described by Gibbs reflective Cycle

(Schön D., 1983) (Jasper M., 2003)

reflection is an integral part of 

learning

Concrete experiencing 

Reflective observation

Abstract conceptualizing

Active experimentation

Description

Feeling

Evaluation

Description

Conclusion

Action Plan

Reflective Cycle

Learning from experience must involve links between the doing and the thinking 

9Dr. Zainab M. Redha

Page 10: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

My teaching 

systematic and structured read about learning and teaching search for possible solutionsIntegrate what I read with what I do

Based on set of beliefs, ideas, and assumptions about the nature of learning but supported with educational theories 

and pedagogies

10Dr. Zainab M. Redha

Page 11: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Professional dialogue with colleagues 

Was more about sharing ideasDialogical reflection‐Most of the colleagues attended PCAPExchange of good practice‐peer observation

Create a culture of collegiality and collaboration that inspire us to learn from each other and 

encourage each other to  continuously seek for  improvement in practice 

11Dr. Zainab M. Redha

Page 12: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

liked my teachingMore involvement of students‐more activitiesApplied different ways of getting feedback‐stop start –continue/peer observationUnderstated them and their needs and concerns moreStill few complained about my marking

Students 

Starting with myself! My Practice!

(Biggs, 2007, p96)

More than 70% of learning is achieved using  Participatory Teaching 

Methods

12(Chinese proverb)

Page 13: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

I realized that:

Where am I now as a lecturer in PCAP?

“If you always do what you always did, then you’ll always get what you always got.”

Just because such method has always worked in my class, doesn’t mean that is the only way.

It’s important to think out of the box and apply new techniques

Teachers can be active or passive too. 

I can make systematic and reflective appraisal of my own teaching approaches and strategies 

On going learning‐you will never arrive at a final decision about the nature of learning and teaching, but will continue to develop your understanding all your career

13Dr. Zainab M. Redha

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I have the ability though PCAP to support other teachers who are in need of guidance on specific aspects of practice 

It aid the development of a collaborative  and sharing culture of both ideas as well as resources among practitioners 

Critiques for and from peers

Where am I now as a lecturer in PCAP?

Professional dialogue with colleagues 

Being lecturer gave me an opportunity to take part in the creation of a network or community of 

critically reflective practitioners 

14Dr. Zainab M. Redha

My awareness of the UKPSF had a great impact on my practice

Page 15: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Where am I now as a lecturer in PCAP?

Students

What learner do is my major interest

modify /Add my inputs to existing methods –stop start continue

Improved student –teacher relationship‐minimal complain if any about my marks

Find and fill the gaps in their learning‐ looking at the situation from different angle 

15Dr. Zainab M. Redha

Page 16: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Shift in paradigm

“We must understand the thinking,attitudes, values, and concepts that liebehind pedagogical masterpieces, observepractices carefully then begin to digest,transform, and individualize what we see”

(Ken Bain, 2004, P20)  

We must understand thethinking, attitudes, values,and concepts that lie behindour students.

16Dr. Zainab M. Redha

Page 17: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Defensive Blaming them for not studying well!‐ I explained every thing and all questions are from the notes

Shift in paradigm‐ an exampleStudents complain about my tough marking and difficult exams‐First Year 

Students and first core course 

Before PCAP revised my questions Revised my marking criteriaChanged my outcomes (Blooms Taxonomy)Aligned my exam questions with outcomes‐constructive alignment Discussed and emphasized the importance of  these outcome with studentsVaried my questionsEmployed an action research topic to help students practice such questionsUsed peer assessment as feedback for students to help them answer these questionBlind marked an assignment to check my marking method

After PCAP

Still students were unhappy although their performance was better than before but still not 

as expected 

(Biggs, 2007,P50) 17

Page 18: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Hard exam questions?

Problem with assessment tools

Shift in paradigm‐ an example

StudentsProblem with Teaching and 

learning process

The responsibility of learning is both in the hand of students and lecturer

Teaching PCAP

Doing

Feedback

Making sense‘Ripples’ model of learning

(Race, 2010, P21)

Wanting

Assessing

Coaching, explaining, teaching

Needing

Gained the ability to think about my own thinking

18

Page 19: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

Shift in paradigm‐ an example

Wanting/ Needing 

Motivation 

Get to know them 

Ice Breaker

Ask for their expectation

Build their self‐confidence 

Encouraging Themes 

Inspire

Body language and enthusiasm

Get them engaged

Authentic‐ feel the ownership 

Critical Thinking

Modified Stop‐Start‐ContinueConnect to their interest

Set Classroom alliance

19Dr. Zainab M. Redha

Page 20: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

To Conclude 

20Dr. Zainab M. Redha

Page 21: UoB Approaches to Enhancing Teaching Learning · 2016-11-21 · UoB Approaches to Enhancing Teaching and Learning: Development in Teaching Practice University of Bahrain ... constructive

ReferencesBiggs J., and Tang C. (2007) Teaching for Quality Learning at 

University, 3rd edition, New York,  McGrow Hill

Jasper, M. (2003) Beginning Reflective Practice. U.K., Nelson Thornes Ltd.

Ken Bain (2004) What The Best Colleague Teacher Do, U.S.A. Harvard University Press 

Perry R., Smart J. (1997) Effective Teaching in Higher Education: Research and Practice, New York, Agathon Press

Schön, D. (1983) The Reflective Practitioner. San Francisco: Jossey‐Bass

21Dr. Zainab M. Redha