Cohort 2 (Twilight) : 25/01/2017 @ 16:30 – 19:30
This Second workshop will provide two sections. The first section provides candidates with the activities that are required to complete before the next workshop. The second section is a useful list following workshop 1 that provides handy hints and reminders to help you get your learning off to a flying start!
As the lecturer mentioned we should “Consider learning styles from the perspectives of you as a teacher, you as the learner and the learning styles of your students. What does having an appreciation of learning styles mean to you and for your practice?”
- Prepare, design and deliver and evaluate Micro-teaching session
- Identify some of the theory and practice that starts to underpin the design for learner centred session.
- Consider the technology that you will use to create your Online Portfolio
- Engage with action-learning techniques within a Collaborative Learning Set to Solve problems and for learning.
Before —- During —– After
Activity during session:
In your groups, draw the process for BEFORE, DURING and AFTER.
- What do you include as part of each of these stages in Lesson Planning? (Use mind-mapping, flow charting, etc., to illustrate)
- Then, go back over the process and note the theory, methods or models that you apply in the ‘before’, ‘during’, and ‘after’ stages.
- Finally, consider what your students’ doing at each of these stages.
Experiential learning is a continuous process and implies that we all bring to learning situations our own knowledge, ideas, beliefs and practices at different levels of elaboration that should in turn be amended or shaped by the experience – if we learn from it. Fry, et al. (2009) “learning by experience” or “learning by doing”
- How do you know it worked? Teaching Observation and Evaluation Methods.Evaluation : Stop – Start – Continue
- What would you like to stop?
- What would you like to continue?
- What would you like to start ?
- “No one starts out teaching well” Kohl, H cited by Ramsden (2007)
- “The aim of teaching is quite simple: it is to make student learning possible” Ramsden (2007)
Activity 1: Learning Style
In 2nd workshop we focused on different learning styles. There were two short videos that briefly explained VARK Learning Style and Honey & Mumford Styles.
To find out my personal learning style I answered “The VARK Questionnaire” How do I learn best ? And these are the result of my VARK as follows:
My scores are:
- Visual 3
- Aural 6
- Read / Write 5
- Kinesthetic 9
This activity and online questionnaire is going to help me to find out my students’ learning style easily.
Kolb’s Learning Cycle:
Point 1 CE– first learners are involved fully and freely in new experiences
Point 2 RO – second, they must make/have the time and space to be able to reflect on their experience from different perspectives.
Point 3 A C – third, learners must be able to form and reform, process their ideas, take ownership of them and integrate ideas into sound, logical theories
Point 4 AE – using and understanding to make decisions and problem solve test implications in new situations all of which generate material for the next round (point 1) – the concrete experience
Honey and Mumford – Learning styles
- Are you receiving learning ?
- Are you delivering learning? Then adapt your methods to suite everyone
Learning styles activity:
I respond positively to learning situations offering me a challenge, to include new experiences and problems, excitement and freedom in my learning
I respond positively to structured learning activities where I am provided with time to observe, reflect and think, and allowed to work in a detailed manner
I respond most positively to practically based, immediately relevant learning activities, which allows me scope for practice and using theory
I respond well to logical, rational structure and clear aims, where I am given time for methodical exploration and opportunities to question and stretch my intellect
- Look before you leap. The like to stand back and look at the big picture
- They take time to do research and test every options that they think may work before any decisions.
- They do not enjoy presenting the group
- They prefer to take back sit in the discussions and lessening to everyone ells before making their own points
- I will try everything
- Open mind and full of energy
- When the exiting down they will get board quickly and loose interest
- They like brain storming and getting excited by new challenges
- they enjoy group activities
3-The Theorist :
- They are logical
- Analytical learners have a great eye to details
- Rational step by step ways
- They are not most creative people
- Not comfortable with the ambiguity and will reject anything that not feet into their own mind
- Just do it
- Practical and solve the issues
- They like get on well with things and act quickly
- Happy to present to groups as they are fairly confident
” Tell me and I forget, show me and I remember,involve me and I understand”.
Activity 2: Teaching Style
Next consider your own teaching style. List the methods that you use in your teaching practice. Why do you use these methods and approaches? Are they appropriate for contemporary higher education and the way culturally diverse students’ learn today? What theories do you make linkages to? Or do you teach this way because it is natural?
As Mathieson (2015: 63) argued ” There is no direct line between teaching and learning”. In designing learning opportunities it is important to create the right conditions, the right learning environment to maximise the opportunities for learning. There are a number of models and frameworks that can be used to help understand how students learn.
Taking a scholarly approach to your practice by critically reflecting on what is happening is an expected part of your academic practice. Use of these theories, models and frameworks will help inform the planning and delivery of teaching and learning and demonstrate a scholarship of teaching and learning (SoTL). The next sections will briefly introduce some of these theories, models and frameworks provide links to other supporting information.
Concordia University ( 2016) argued that “There are 5 effective teaching methods for our classroom. No two teachers are alike, and any teacher with classroom teaching experience will agree that their style of teaching is uniquely their own. An effective teaching style engages students in the learning process and helps them develop critical thinking skills. Traditional teaching styles have evolved with the advent of different instruction, prompting teachers to adjust their styles toward students’ learning needs.
- Authority or Lecture style
- Demonstrator or coach style
- Facilitator or activity style
- Delegator or group style
- Hybrid or blended style
Concordia University ( 2016) argues that :
What are the different styles of teaching?
The following list of teaching styles highlights the five main strategies teachers use in the classroom, as well as the benefits and potential pitfalls of each respective teaching method.
Authority, or lecture style
The authority model is teacher-centered and frequently entails lengthy lecture sessions or one-way presentations. Students are expected to take notes or absorb information.
- Pros: This style is acceptable for certain higher-education disciplines and auditorium settings with large groups of students. The pure lecture style is most suitable for subjects like history that necessitate memorization of key facts, dates, names, etc.
- Cons: It is a questionable model for teaching children because there is little or no interaction with the teacher.
Demonstrator, or coach style
The demonstrator retains the formal authority role while allowing teachers to demonstrate their expertise by showing students what they need to know.
- Pros: This style gives teachers opportunities to incorporate a variety of formats including lectures, multimedia presentations and demonstrations.
- Cons: Although it’s well-suited for teaching mathematics, music, physical education, arts and crafts, it is difficult to accommodate students’ individual needs in larger classrooms.
Facilitator, or activity style
Facilitators promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization.
- Pros: This style trains students to ask questions and helps develop skills to find answers and solutions through exploration; it is ideal for teaching science and similar subjects.
- Cons: Challenges teacher to interact with students and prompt them toward discovery rather than lecturing facts and testing knowledge through memorization.
Delegator, or group style
The delegator style is best-suited for curriculum that requires lab activities, such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing.
- Pros: Guided discovery and inquiry-based learning places the teacher in an observer role that inspires students by working in tandem toward common goals.
- Cons: Considered a modern style of teaching, it is sometimes criticized as newfangled and geared toward teacher as consultant rather than the traditional authority figure.
Hybrid, or blended style
Hybrid, or blended style, follows an integrated approach to teaching that blends the teachers’ personality and interests with students’ needs and curriculum-appropriate methods.
- Pros: Achieves the inclusive approach of combining teaching style clusters and enables teachers to tailor their styles to student needs and appropriate subject matter.
- Cons: Hybrid style runs the risk of trying to be too many things to all students, prompting teachers to spread themselves too thin and dilute learning.
Because teachers have styles that reflect their distinct personalities and curriculum — from math and science to English and history — it’s crucial that they remain focused on their teaching objectives and avoid trying to be all things to all students.
Creativity in the classroom:
Biggs, J & Tang, C. (2007) 3rd ed. Teaching for Quality Learning at University. SRHE Open University Press
Fry, H & Ketteridge, S & Marshall, S. (2009) 3rd ed. A Handbook for Teaching and Learning in HE: Enhancing Academic Practice. RoutledgeFalmer
Gibbs, G. (1992) 53 Interesting things to do in your lectures. Oxford; Technical and Educational Services
Race, P & Brown, S. (2001) The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching and Assessment. London; RoutledgeFalmer
Ramsden, P., (2003) Learning to teach in Higher Education. London: RoutledgeFalmer