Remembering 1

8/12/2019 Remembering 1

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Improving the Quality ofEducation: from rememberingto understanding

E J Wood Centre for Bioscience

Higher Education Academy

University of Leeds, UK [email protected]


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What do we know abouthow people learn?

How can we exploit this knowledge topromote more effective learning?


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What do we want students tobe able to do when their

education is finished?Do we want them to be able toremember information?[Write answers in an exam ]Or do we want them to be able to dothings?


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Ways of teaching: ways of

encouraging learningFor each of these how do we assessthe quality of the teaching?

Lectures

Small group sessions Laboratory practical classes

Self-directed learning/internet Problem-based learning Others . . .


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Quality Lectures

What can be done? Training of new lecturers

Peer observation of teaching Understanding how people learn Helping students to learn


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Quality Lectures

Understanding how people learnWhat can we do about attention

span in a traditional lecture? Make a break

Change of pace Audiovisual aid


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Quality Lectures

(1) Verbal (information)


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Quality Lectures

(1)Verbal (information)(2)Extraverbal (hand-shaking)


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Quality Lectures


(3)Non-verbal (body language)


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Quality Lectures


(3)Non-verbal (body language)(4)Audio-visual aids


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Quality Lectures


(3)Non-verbal (body language)(4)Audio-visual aidsShort-term memory

(processing?, incorporation?)


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Quality Lectures

(1)Verbal ( information )(2)Extraverbal (hand-shaking)

(3)Non-verbal (body language)(4)Audio-visual aidsShort-term memory

Long-term memory ( useable )


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Quality Lectures

Understanding how people learn

How students learn: Short term memory Long term memory Shallow learning Deep learning Strategic learning


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Quality Small group teaching


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Quality Small group teachingFactors involved:

Size of group Ability of group leader Group psychology

Giving time for student questions Getting all students involved


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Quality Small group teachingroblem-based learningProblem posed (leader is facilitator Students discuss, re-formulate

Decide what information is needed,find informationBring information to the group

Discuss possible solutionsReflect on the rocess


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Quality laboratory teaching


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Different skills being learned: Manual skills

Knowledge about instruments Designing experiments Recording data

Reaching conclusions


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Teaching and checking these skillsvery different from examinations:

Teachers experience Testing competence

Individual assessment NOT just writing lab reports


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The learning pyramid

Retention of knowledge Typical

after: retention: Lecture 5%Reading 10%Audio-visual 20%

Demonstration 30%Discussion group 50%Practice by doing 75%

Teach others/immediate use 80%


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Active learning

Learning by doing (experiential) rather

than by listening or readingMore likely to rememberHave to digest (i.e. process) informatioScience seen in context (connected,relevant)

Several skills learned simultaneously

Five factors that underpin


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successful learning

(Courtesy of Phil Race :

author: The Lecturers Toolkit)



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successful learning Wanting

motivation/interest/enthusiasm



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motivation/interest/enthusiasm Needing necessity/survival/saving

face



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face Doing practice/trial-and-error



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face Doing practice/trial-and-error

Feedback

other peoplesreactions/seeing the results



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successful learningWanting motivation/interest/enthusiasmNeeding necessity/survival/saving faceDoing practice/trial-and-errorFeedback other peoples reactions/seeingthe resultsDigesting making sense of what has beenlearned/realizing/gaining ownership


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Digesting information Initially dispersed knowledge little

integration, not easily applied toproblems

Finally elaborated knowledge digested, condensed, compiled, highlyorganized, supports use (able to solveproblems)


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Conclusions (1)

There is information and research

about how people learnTeachers should understand and exploithis information in order to achievequality teachingFocus on OBJECTIVES what is it wewant students to be able TO DO as aresult of their education


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Conclusions (2)We want students to be able to developa number of skills not justremembering to pass the examination

The range of skills to be developed areabilities to be able TO DO

Students need to be prepared for a liftime of self-education


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How does the Quality of Teaching

affect Students Learning?

The Assessment of TeachingQuality


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What do we mean by quality?

How can we assess teaching quality? Some questions to ask:

Are the aims of the course achieved? Is there a low drop-out rate? Are the graduates successful? Are the graduates acceptable to employers? Are the graduates properly trained for PhD?

Aspects of education to


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Aspects of education to

consider Content

Delivery Resources

Support for students Student achievement Assurance processes

We can ask questions about all theseaspects

Si f d i


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Six aspects of education

1) Curriculum design, content and organisatio

2) Teaching, learning and assessment3) Student progression and achievement

4) Student support and guidance5) Learning resources

6) Quality management and enhancement


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(1) Curriculum design, content andorganisation

Does the student learning experiencemeet the objectives of the course?

Can the objectives set by thedepartment be achieved by thestudents?

Is the course content appropriate? Is the level of the course

(1) l d d


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(1) Curriculum design, content andorganisation (continued)

Is the content of the course up todate?

Do the teaching methods take intoaccount recent developments in teachingand learning research and technology?

What transferable skills are taught? Does the course provide for progression

to further study or employment?

(2) T hi l i d t


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(2) Teaching, learning and assessment

What are the intended learning

outcomes?How do they relate to:

Knowledge and understanding? Transferable skills?

Cognitive skills? Subject-specific skills (including

professional skills)?

(2) Teaching, learning and


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( ) g, gassessment (continued)

What is the evidence that the

teaching is satisfactory from: Student evaluation questionnaires? Teaching and learning materials? Class observations? Meetings with staff and students?

External examiners Reports

(3) Student progression and


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(3) Student progression andachievement

What are the entry qualifications? Are they appropriate?

Do all students complete theprogramme?

What qualifications are awarded? What evidence is there that student

attain the intended learning

Student achievement


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Student achievement

Not just ability to pass exams!

Quality of all work What do they learn? Skills and qualities to take to the

workplaceSubject specific

Generic or transferable


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(4) Student support and guidance

Is there an overall strategy for supporand guidance?Do students know what this strategy isWhat is the evidence that it issatisfactory?Is there a tutorial system?

Is there welfare support?Is career uidance iven?


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(5) Learning resources

Is there and overall strategy for

learning resources? Is an appropriate library available?

Is there sufficient equipment forlabs?

Is there sufficient and up to dateIT equipment?

Is there appropriate technicalsupport?

(6) Quality management and


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(6) Quality management and

enhancement What mechanisms are in place to

monitor the extent to which theobjectives of the course are beingmet?

What evidence is there that thereare effective arrangements forevaluating the quality of theteaching, learning and assessment?

Summary


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SummaryGood quality teaching encourages goodquality student learningQuality assessment is vital to ensure

supply of adequately preparedgraduates

Use internal mechanisms, althoughexternal checks are helpful

Assessment of quality is time-consuminand bureaucratic


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