First Steps to Teaching

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15th May, 2012

Dr Paul SpencerResearcher Development Manager

[email protected] 0117 328 3974

First steps to small group

teaching

Thursday, 17 May 12
mailto:[email protected]:[email protected]:[email protected]


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In this session we will aim to: Identify common Learning styles &

Strategies Discuss supporting the learning of small

groups Dene the role of a facilitator Describe the resources for supporting

students with special needs

Overview

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Introduction to Teaching &

Learning

What resources do we have as agroup?

What challenges does teaching present?

How do we learn and what doesthis mean for the students weteach?

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What resources?

What do you as a group bring to therole of teaching assistant? Answers ona ip chart

Subject expertise

Background

Skills

Experience life & work

Interests

Support

Qualities

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What challenge does teaching

present?

As a group discuss the role of theteaching assistant. What kind of opportunity is it? What are the

challenges?

Agree a list of 5 opportunities and 5challenges.

Answers on a ipchart

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How do we learn?

On your own spend a few minutes thinking about how, as an undergraduate, youlearned your subject

Write down your thoughts

Compare this to others in the group

Differences? Similarities?

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Learning styles &

strategies

We will now look at some

of the models used todescribe learning activities

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The concept of a learning cycle

EXPLORING

THE SUBJECT Reading Listening

Attending lecturesCollecting data

APPLYINGUNDERSTANDING

Writing assignmentsExperiments

Problem solving Discussion

Presentations/ExplanationsTESTING

UNDERSTANDING Assessment

Examinations

Grading

COMMENT &FEEDBACK

Feedback Tutorials

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Question

How does thisrelate to how we

learn?

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Concreteexperience

Reectiveobservation

Abstract conceptualisation

Activeexperimentation

The Kolb Learning Cycle

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DO IT

What ? What happened?

What were the results?

So What? What do theseresults imply?

How did I inuencethe outcome?

Now What? What will I do differently next time?

The SimplestExperiential

LearningCycle

compiled by Andrea Corneywww.edbatista.com/2007/10/experiential.html

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The Competency

Staircase

unconsciousincompetence

consciousincompetence

consciouscompetence

unconsciouscompetence

It is worth remembering that Kolbs learning cycle,experiential learning and competencies relate to

the acquisition of skillsThursday, 17 May 12


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About learning

styles

http://www.learningandteaching.info/learning/experience.htm

There are a wealth of theories* relating to thisand a myriad of categories that learners are

placed into e.g.

VARK (Visual, Aural, Read/write & Kinaesthetic) Activist, Pragmatist, Reector & Theorist Visualiser, Verbaliser, Doer, Serialist & Holist

*The word theory in this context may provoke a reaction.

Thursday, 17 May 12
http://www.learningandteaching.info/learning/experience.htmhttp://www.learningandteaching.info/learning/experience.htm


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Learning styles

Ok, so what?

i. People learn in different waysii. People learn in distinctively different

ways?iii. Can develop a taxonomy of learning styles?

iv. Use tests to ascertain individuals'learning styles teach to address them?

Thursday, 17 May 12


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Thursday, 17 May 12


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Health warning!

Students may use strategiesto navigate their HE courses

and these strategies aredriven by different

motivations

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Learning strategies

employed

Three strategies described

1. Strategic approach2. Deep approach3. Surface approach

Entwistle, N (1993)Teaching and the Quality of Learning

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Strategic Approach

organising

Intention to excel on assessed work Being alert to assessment requirements and

criteria Gearing work to the perceived preferences of

lecturers Putting consistent effort into studying

Finding the right conditions and materials forstudying Managing time effort effectively to maximise

grades

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Deep Approach

transforming

Intention to understand material for oneself Being actively interested in the course content

Relating ideas to previous knowledge andexperience

Looking for patterns and underlying principles Checking evidence and relating it to

conclusions Examining logic and argument cautiously andcritically

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Surface

Approach...reproducing Intention to cope with content and tasks set Studying without reecting on either purpose

or strategy Treating the course as unrelated bits of

knowledge Finding difculty in making sense of new ideas

presented Memorising facts and procedures routinely

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Impact of non-verbal behaviour

Listening Skills

Pair up. One person to talk for 2 minutes about

something you did last weekend; the other to

demonstrate that they are not listening using body language. How does it feel?

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Impact of non-verbal behaviour

Listening Skills

Still in Pairs. One person to try and intimidate

the other without touching them. How does it

feel?

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Lecturer

Teacher

Trainer

Facilitator

Coach

Tell

Ask

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First Steps to Teaching

Documents

Transcript of First Steps to Teaching