Professor Christine HockingsInstitute for Learning Enhancement
University of Wolverhampton
Developing the inclusive practitioner in HE A research-informed workshop
Learning and Teaching Institute
Sheffield Hallam University
May 24th 2011
Outline
• Principles of inclusive learning and teaching - ESRC/TLRP WP research & OER development
• Developing inclusive L&T in your institution
• Changing the script - ‘the artisan teacher
Research project:Learning and teaching for social diversity and difference in HE
• How do teachers engage diverse groups of students?
• How do they academically engage all students?• How can we facilitate development of inclusive
learning environments?• What are the implications for policy and practice in
university teaching?
www.wlv.ac.uk/teaching4diversity
Academic engagement in diverse groups occurs when teachers
• Create safe, inclusive spaces– Get to know students as individuals– Establish ground rules for collaborative learning
• Develop strategies that harness students’ experience and knowledge– Start with what students know, then apply theory (biographical turn) – Connect with students’ lives, backgrounds and future aspirations– Facilitate uncertainty, confusion & difference– Encourage public articulation of thinking & collaborative problem solving
• Teach reflexively and with sensitivity to individual & cultural differences– Mindful of own beliefs and identity and their impact on student learning– Coordinate interaction, mixing different student (with a purpose)– Anticipate students’ requirements and interests– Respond flexibly to emerging needs and interests of student
Inclusive L&T principles in practice
Unit 2
Strategies that harness students’ experience and knowledge (Human resources 16/30)
Articulating thinking publically (Mathematics.17/30)
Sensitive to the cultural diversity of the group (Digital Media 22/30)
http://www.wlv.ac.uk/teachinginclusively
Learning to Teach Inclusively Module
• To what extent do you/your colleagues practice inclusive L&T already? How do you know?
• What factors help or hinder inclusive practice in your institution?
• What role could Open Educational Resources play in developing inclusive L&T in your institution?
Engaging & developing inclusive L&T
Change the script - The artisan teacher
group size
bureaucracy
rooms
resources
time
targets
efficiency
We can all become artisan teachers
Knowledgeable
Mindful
Practical
Innovative Creative
Principled
Principles of inclusive L&T
Safe space for reflection & development
Structural integration, co-ordination &review
Community of Practice
of
Artisan Teachers
Becoming an artisan teacher
If we can all become artisan teachers, we will retain and engage more students in learning that is relevant and meaningful to them.
User engagement & collaboration
• End of Project Conference – 20th September 2011
• Download video clips in original quality & use them for your own staff development Jorum: http://resources.jorum.ac.uk/xmlui/handle/123456789/13478
• Download and test the materials and module and test with your colleagues
• Request video clips that would be useful
• Contribute to the body of inclusive video materials
• Participate in a module / video user group -Project blog: http://www.wlv.ac.uk/Default.aspx?page=25525
• Open to all ideas and suggestion. [email protected]
Some recent papers on inclusive L&T
Hockings, C (2011) Hearing voices, creating spaces: the craft of the ‘artisan’ teacher’ in a mass higher education system. Critical Studies in Higher Education 52 (2) 191-205
Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research. York HEA.
Hockings, C., Cooke, S., & Bowl, M. (2009). Learning and teaching in two
universities within the context of increasing student diversity: complexity, contradictions and challenges. In M. David (Ed.), Improving learning by widening participation. London: Routledge.
May, H & Bridger, K. (2010) Developing and embedding inclusive policy and practice in HE. York: HEA [www.heacademy.ac.uk]