2012 DJ

UCD Teaching and Learning

Preparing to Teach
Module Workbook_4 Student Centred Teaching

Contributing Lecturer David Jennings, Tim McMahon & Paul Surgenor

PartOne
Review TakeafewminutestocompletethefollowingReviewTask.Listthe materialsyouareusinginyourplansandprovideabriefrationale fortheiruse,inclusionandhowyouwillevaluatethem.

Assessingyourteachingplan
Example Handouts Video PosterBoards Presentations OnlineResources Other (Detail) (Whatkind) (Howisitdelivered) (Forindividualorgroup) (Forwholesessionorpart) (Linkedtosessionactvity,forreflectionorpreparation) (Details)

Whatadditionalmaterialshaveyouincorporated? Listthemhere:

Whatistheirpedagogicpurpose? Example ProvideCommunication EnableGroupWork AidtoReflection Activeengagement PromoteCriticalanalysis Other (Detail) (Discussionfora) (Teamskills) (Artifactreview) (Roleplayofcasestudy) (Annotatedbibliography) (Details)

Explainandlistthemhere: Whyhaveyouchosentoimplementthematthisparticularpoint? Example SessionStart Opening MidPoint EndPoint Other (Detail) (Icebreakerforintroductions) (Q&Aassesspriorknowlegde) (Grouptaskenergisingsession) (Reviewdiscussionevaluatesession) (Details)

Explain/justifyhere:

Example StudentFeedback Assessactivity PeerObservation UseofEvaluationProforma Other

(Detail) (Gatheredthroughdiscussion) (Noteparticipation,engagement,resolutionsetc) (Inviteoutsidereviewer) (Gatherinitialexpectations,midpoint,endpoint) (Details)

Howwillyouevaluatetheireffectiveness? Listintendedmethodshere:

Inadvanceofthenexttimeconsiderthefollowing:
Haveyoudemonstratedyourabilitytotakeaccountofindividualstudent needs?(Doyouknowwhatthesemaybe?) Wereyouabletoincoporateaselectionofteachingtechniques?(Inan appropriatesetting?) Dotheplansprovideawellbalancedandstructuredteachingsession?(Will theyrunsmoothlyandpromotelearningandengagement?)

PartTwo LearningContracts
Anagreementnegotiatedbetweenalearnerandasupervisortoensurethat certainactivitieswillbeundertakeninordertoachieveanindentifiedlearning goal. Specificevidencewillbeproducedtodemonstratethatgoalhasbeenreached Learningcontractshavegrowninpoularityaspartofthechangingtrendin Specificevidencewillbeproducedtodemonstratethatthegoalhasbeen assessmentmethodsfromtutorcentredtomorestudentcentredapproaches.It 1 reached. alsoreflectsthemovetowardsmoreselfdirectedlearning.Knight(2002b) describedhowtherearemanyalternativetermsforlearningcontractsincluding 'learningagreements','negotiablelearningagreements'. LearningContractscentrearoundthegapsintheknowledgeofthestudentandwhat theyneedtolearn. Alearningcontractusuallyhasawrittenrecordof: - Aseriesofnegotiatedlearninggoals/objectives.Thesearesetbetweenthe studentandthetutor/expert - Thestrategiesandresourcesbywhichthesegoalscanbemet - Theevidencewhichwillbepresentedtoshowthatobjectiveshavebeen achievedandhowitwillbeassessed - Atimescaleforcompletion

TheNegotiatedLearningContract/Agreement
Thisvariationprovidesforclarityofpurpose(learninggoalsandexperiences)andof roles(ofthetutor,learner,peeretc).Inadditionitenablesthepartiestogaina senseofownershiptotheoverallprocess,thisinitselfprovidesastrong motivationaljustificationforpartakinginanyfuturecollaborativeactivities.Italso opensthepathforthedevelopmentofanumberofkeytransferableskills;suchas communication,personaleffectiveness,reflectivepracticeetc. Inthisprocessthelearnerisrequiredtobeexplicitabouttheirlearningintentions, setting(andagreeingto)achievablegoals.Andbeingabletojustifytheirownplans intermsofx[wherexisthecurriculumoragreedlearningoutcomes]. Thisisachievableatundergraduatelevel,wetherthroughclassdiscussionor tangentiallythroughindividuallearnersdecidingontheirparticularpathwayssuch asthechoicesprovidedbyUCDHorizons.Atgraduatelevelitisalmostan
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Knight P (2002b) Learning Contracts. In, Assessment for Learning in Higher Education. Birmingham: SEDA series. Pp147-156. 7

inevitabilitythatthiswilloccurinthediscussionsbetweenaresearchstudentand theirsupervisor.Thisisfurthersupportedbyrecentinterventionssuchasthe studentPDPandsupervisorevaluationcycles. Advantages Disadvantages Supportindividualisedlearningand Needtobecarefullyintroduced flexiblelearning Enhanceselfreflection,learningto Canbeinflexible,i.e.nottake learnandselfmanagement accountofchangesinlearner'sneed andgoals Provideslearnerswithcleargoals Maydevaluecollaborativelearning Provisionofpathwaysforachieving Mayengendaralegalisticattitudeto thesegoals,basedontheirown education learningneeds

FundamentalNeedsforStudentCentredApproaches
Thereisaneedtoestablishafirmlineofcommunicationbetweenlearnerandtutor /faciliator/supervisoretc.Thisisbestdonebytheestablishmentofasound educationalrelationship,identifingsharedgoals,supportstructures,research endeavoursetc. Atutor/facilitatorshouldgatherinformationaboutthelearnersundertheir guidance: - Basicdetails - Educationalbackground - Theirgoalsforthecourse - Preferredstyleoflearning - Thesupporttheyrequire Inreturntheyshouldprovideinformationaboutthier: - Backgroundandexperience - Thesupportrolethatyou/andcolleagueswillsupply - Contactdetails

Task1

Filloutthesampletemplatebelow,usetheLosforthismoduleasa guidebutincludeexample/sofPersonalGoalsyouwishto achieveviathismodule.

ExampleLearningContract
Module:........................................................................................... Datedue:........................................................................................ Student:.............................................................................. Assessor:...................................................................

IntendedOutcomes (LearningGoals)

ResourcesandStrategies (WhattheLearnerwillDoto AchievetheseOutcomes)

Evidence (HowtheLearnerwill DemonstrateAchievingthe Outcomes)

AssessmentCriteria

 DealingWithDifficultIncidents

PartThree

Howeverskilfulorexperiencedyoumaybe,youmayrunintodifficultsituations.This exerciseoffersanopportunitytodevelopstrategiestocopewithdifficultor awkwardsituations. Task2 Usingthetemplatebelow,identifyandadresshowyoumightdeal withproblemincidents. Hint:Oftenacertainteachingtechniquecanbridgetheissuee.g.use ofascribetocaputreadiscussion.Wherethescribeisanindividual whomaybealittletoovociferous!

ProblemIncidents Foreachproblemincidentthatisanissueforyou,makenotesonhowyoumight dealwithit.Finishoffbyidentifyingtwoproblemincidentsofyourownwhichyou wouldliketoworkon. ProblemIncident Thewholegroupissilentand unresponsive Individualsaresilentandunresponsive Subgroupsstartformingwithprivate conversations Thegroupsbecomestoodeferential towardsthetutor/facilitator Discussiongoesoffpointandbecomes irrelevant Adistractionoccurs(...suchasalate arrival) Studentshavenotdonethepreparation ordonotknowwhattheyshouldhave done Howyoucoulddealwithit Participantresponsesinitalics Tellajoke.Directquestioning.Rounds. Snowball.Silentreflection. Pairing.Mgmtofgroupdynamics. Rounds.Settinggroupprotocol.Personal intervention. Crossovers.laydownthelaw!Ignore (foratime).Personalintervention. Groupdebate.Activetask.Learning contract Takechargeredirect.Refocus(silent reflection).Utilisewebfora. Personalchat/update.Setprotocolfor latecomers.Queryrecidivistactivity. Querywhy?Negotiateagreedobjectives. Identifywhattheyexpectedfromx. UtilisePlanB.Identifiedrounds/ presentations.
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Membersdonotlistentooneanother, anddiscussiondoesnotbuildon previouscontributions Studentsdonotanswerwhenyouaska question

Twoindividualsareverydominantand hogtheconversation Studentscomplainabouttheclassand thewayyouarehandlingit

Studentsrejecttheseminardiscussion anddemandanswers

Thegroupspicksononeindividualinan inappropriatemanner

Moderationskills.Provide/askfor synopsisofdiscussionthusfar.Identify keyissues.Refocus. 10secondrule.Useofbodylanguage. Personalintervention.Refocusquestion. Fishbowl.Scribe.Silentreflection,write aresponse,pairs.Snowball. Fishbowl.Debate.Scribe.Useofbody language. Listen,react,involve,adapt.Negotiated learningcontract.Opensession.Discuss boundaries,student&academic expectations. Askthemwhy?Explainmethods(in part).Invitethemtowritethe(typeof exam)questionstheywanttheanswers too. Establish,identifygroundrulesreferto InstpolicyegDignityandRespect.Re directattention.Useofpyramids.

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RolePlay

DivideintotwoGroups: 1. GroupDmustselectanindivdual/swhowillbethefocus oftheproblemincident. 2. TheothersintheGroupwillbeidentifiedaspeers. 3. GroupDwilldeviseaproblemincidenttoenact. 4. Theselectedincidentindividual/swillsitinonasession runbyGroupP 5. Atanytimeapeermaytagtheincumbentincident individualandreplacethem 6. Peersaretoidentifyanyteachingtechniquesormethods demonstrated(byGroupP)toaddresstheincident/s

1. GroupPmustselectoneindividualwhowillbea tutor/lecturer. 2. TheotherswillbeTeachingAssistants. 3. GroupPstutorwillselectateachingplan 4. Thechosentutor/swilldeliveranabrigdedsessionbased onthis. 5. AtanytimeaTAmaytagtheincumbenttutor/facilitator individualandreplacethem 6. GroupPsroleistoidentifywhattheproblemincident/s areandhowtodealwithitinaclasssetting.

PartFour

IntroductiontoPresentationandCommunicationSkills Looktothescreen

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An Introduction to Presentation and Communication Skills

David.Jennings@ucd.ie Centre for Teaching and Learning

National Centre for Media Production in Higher Education

Communication Skills
The voice
How you say it is as important as what you say

Body language
In essence, your body movements express what your attitudes and thoughts really are

Appearance
First impressions influence the audience's attitudes towards you

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Preparation.1
Identify:
The objectives of the talk The main points you want to make

Create a draft presentation Review the draft

Edit extraneous materials Check for consistency Dont be afraid to leave things out

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Preparation.2
Is the content relevant to the desired outcomes? Is the content pitched at an appropriate level? Does the content build on the audiences prior knowledge? Will it interest the audience? Need to know vs nice to know

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Making the Presentation

Follow this formula:
Greet the audience Tell them who you are

Then:
Tell the audience what you are going to tell them Then tell them At the end tell them what you have told them

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Tips for the Presentation

Run under not over Four to five minutes per slide Stick to the presentation plan Allow time for discussion Prepare a question for the audience

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Suggested Openings
Quotes Visuals Props Humour Stories Questions Current event

Statistics Surprising facts Poem Personal experience Definition Situations

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Two-way Communication
Effective Communication with the Audience Establish eye contact Reach out Phrase and pause Talk to individuals Get agreement

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Delivery

Speak clearly Don't rush, or talk deliberately slowly Use deliberate pauses at key points Change the tone of delivery Use your hand movements to emphasise points Look at the audience as much as possible

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Things to watch out for

Standing in a position where you obscure the screen Getting lost in an overhead! No upstaging Avoid moving about too much Keep an eye on the audience's body language

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Overcoming Fear
Identify fear State the worst that can happen Plan of action

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Managing Nerves
Prepare thoroughly Rehearse your presentation Check room,equipment and clothing Use worrying time positively Avoid coffee, alcohol Regulate breathing Start slowly

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Essentials for Presentation

Be confident Know your audience Set goals Reinforce Rehearse Prepare handouts

Rehearse some more

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

Finally
Develop your own style Always present the message Enjoy yourself The audience will be on your side and want to hear what you have to say!

National Centre for Media Production in Higher Education

Centre for Teaching and Learning 2009

References
Boud,D.(1998)PromotingReflectioninProfessionalCourses:theChallengeof Context.StudiesinHigherEducation.23(2),191206. BrownG.,BullJ.,&PendleburyM.(1997)AssessingStudentLearninginHigher Education.London:Routledge. GibbsG.,(1995)UsingLearningContractsandNegotiatedAssignments.In,Assessing StudentCentredCourses.pp8390.Oxford:OxfordCentreforStaffDevelopment. KnightP(2002b)LearningContracts.In,AssessmentforLearninginHigher Education.Birmingham:SEDAseries.Pp147156. LightG.,CoxR.(2001)LearningandTeachinginHigherEducation:TheReflective Practitioner.PaulChapmanPublishing:London. Ramsden,P.(1992)LearningtoTeachinHigherEducation.London:Routledge.

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FortheNextSession
Beforethenextsession 1. ReviewthecontentsofWorkbook14 2. Producealistofanyquestionsyouwishtohaveansweredatthe nextsession 3. Producethefinaldraftsofyour; a. Teachingplans(atleast5)and b. Accompanyingmaterialsforuseinclass c. YourTeachingPhilosophystatement.Referencemustbe madetorelevantliterature. Bringtothenextsession 1. Bringyourdraftassessementmaterials

AssessmentRequirements

Thismoduleismarkedpassorfail.Togainapassyoumustproduceallofthefollowing: Aselectionofteachingplans(circa5)whichi)individuallydemonstrateyour abilitytotakedueaccountofstudentneeds,andii)collectivelyshowyour preparednesstouseavarietyofteachingtechniques. Aselectionofmaterialsforuseinclass.(Normally,theseshouldberelatedto theteachingplansreferredtoin(1)above). Awrittenstatementofyourteachingphilosophy. (Normally,thisshouldbe,atleast,300wordslong).

Inaddition,attendanceatallclassesismandatoryforsuccessfulcompletionofthemodule

EndofWorkbook4

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