Learning and Teaching Professional Development

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Learning and Teaching Professional Development
TW Maxwell School of Education University of New
England
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Welcome to the Third CULT Workshop
Introductions Hopes for this workshop
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Toms approach and your role

• Three things
• Learning and teaching
• Train-the-trainers model at Lobesa
• ?
• Spaced learning model by you at home
• Use of Notebook

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THE Wheel of Academic Law

• RUB to be more student-centred
• Students to be independent learners
• Academic year structure (p. 51)
• 8.5 weeks for research

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THE Wheel of Academic Law 2

• C6 Expectations of Graduates (p. 54)
• E1 Assessment (pp. 63-64)
• Assessment must address the outcomes of the
  module
• Plagiarism (p. 69, 114)

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CULT Objectives

• Assist the University in developing and
  supporting best
• academic practice in learning and teaching for
  the University
• Develop and deliver continuous professional
  staff
• development provisions
• Develop and deliver an award in learning and
  teaching in
• Tertiary Education that will advance the
  professional standards of Universitys academic
  staff
• Provide and enhance access to resource materials
  (books,
• journals, manuals and guides) to all University
  staff and
• students and
• Support research on university learning and
  teaching

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CULT 2

• Move toward more student-centred learning
• Requires
• More resources than previously
• Knowledge of the teaching collection in the
  library
• Close liaison of academic staff with librarians
  so that you add to the teaching collection
• Teaching students how to use the library

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CULT 3

• CULT and recognition of own work
• Certificate
• Proposed GCHE/GDHE
• Proposed GCHE
• 7 modules 84 credit points
• Proposed GDHE
• 36 credit points by RPL
• ?Credit in the PDHE for this workshop
• 25 hours attendance
• 35 hours AR work
• 25 hours for 5,000 word Report
• 7 credit points

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Modules

• Module co-ordinator role (p. 102)
• Module descriptor (p. 53)
• Your module descriptors??

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Learning outcomes

• Believing that students can learn
• Add student-centred to teacher centred
• Definition (p. 53)
• How and what
• Eg The student will be able to analyse the
  reception model of learning
• Own example

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Learning outcomes 2

• HOW Gardners multiple intelligences
• Intra personal
• Interpersonal
• Bodily-kinesthetic
• Musical
• Spatial
• Logical-mathematical
• Verbal-linguistic

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Learning outcomes 3

• What Blooms taxonomy re-worked
• Remember
• Understand
• Apply
• Analyse
• Evaluate
• Create

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Learning outcomes 4

• Point of attack Vygotskys ZPD
• Zone of proximal development
• Definition zone between what is known without
  assistance and what can be learned with
  assistance.
• Mothers/Fathers and babies
• Scaffolding
• Requires diagnosis

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Learning outcomes 5

• Issues
• Different from Objectives
• Focus is on what the student(s) is doing
• Each/All learning outcomes must be reflected in
  assessment strategy

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Assessment and feedback

• Continuous assessment
• Forms of Assessment
• Diagnostic
• Formative
• Summative
• Schedule in Module Descriptor

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Assessment and feedback 2

• Types of Assessment (1)
• Diagnostic and why
• At the start of (before) learning
• Purpose is to identify learners present
  knowledge, skills and attitudes about a topic

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Assessment and feedback 3

• TYpes of Assessment (2)
• Formative and why
• During learning
• Purpose is to provide feedback so that students
  can monitor their progress
• Usually informal, can be formal

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Assessment and feedback 4

• Types of Assessment (3)
• Summative and why
• After (a period of) learning
• Purpose is to provide feedback so that students
  can find out the quality of the learning they
  have achieved

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Assessment and feedback 5

• Types of Assessment (4)
• Diagnostic, formative and summative
• Relationships amongst these
• Place in RUB learning
• Assessment is always directly linked to learning
  outcomes
• Matrix of learning outcomes x assessment strategy
• Evaluation (Wheel, p. 72)

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Assessment and feedback 7

• Rubrics
• Quality (Marking) criteria

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Assessment and feedback 8

• Issues from the Wheel
• Moderation (p.64
• independent assessment by colleague
• Question by question marking (team meeting)
• Prior meeting?
• Double marking (team meeting)
• Plagiarism
• 10.2, p. 69, 10.3, p. 69,p. 114-5
• Feedback
• Turnaround time (3 weeks)
• What went well and what needs to be improved (for
  next time)
• A mark is not sufficient
• Marks are not precise (eg of Gardner high
  verbal in class poor written exam)
• Assignment criteria when assignment given

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Student tasks

• Congruent with Learning outcomes
• Check resource base (Library)
• Diagnosis of learners
• ZPD

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Student tasks 2

• Multiple Intelligences
• Implies a range of strategies
• Within and
• amongst lessons
• Frangenheim
• Range of collaborative strategies
• Formative assessment

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Student tasks 3

• Issues
• When you are off campus
• Student presentations
• Library work
• Review module tasks every three years or so
• Do not keep on reproducing
• First indicator of module quality - currency
• Active learning is different from student-centred
  learning

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Professional Development models

• Three things
• Learning and teaching
• Train-the-trainers model at Lobesa ?
• Spaced learning model by you on return
• Evaluation

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Learning Teaching
Any questions?
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Resources