Together we can make learning happen!
Our Learning Outcomes are: Managing the learning environment through a student-centred approach; Effective interaction with different groups of students;· Adapting teaching styles to different learning styles of students;· Prevention and /or management of educational conflicts that may occur in the group of students.
Rationale for our day: Interactive practice, modelling the engaging, creative and immersive student-centred practice that is argued to produce student engagement and thus better student behaviour.
SGM15 Website and Blog: http://learning.londonmet.ac.uk/epacks/dppm/index.html
Don’t forget to TWEET your blogs: https://twitter.com/hashtag/SGM15
And we can publish: www.aldinhe.ac.uk
Welcome from Sandra Sinfield in Sibiu and Tom Burns in Buccharest
We hope you enjoy this interactive day that we have designed to model student-centred learning. If you would like to contact us – our details are:
Tom Burns: firstname.lastname@example.org
Sandra Sinfield: email@example.com
1: Introductions and scene setting: Re-discovering our passion:
- Individually: Re-call: ‘best ever’ learning or teaching experience: what was it? Why was it so successful?
- In pairs/groups: introduce yourselves to each other and share your best ever teaching/learning experiences
- SHARE your good ideas!!
2: Promoting friendship groups and Communities of Practice within the student group: Role Play and Simulations – because learning is talking, thinking doing. The Nuclear Bunker:
- Practice: http://learning.londonmet.ac.uk/epacks/dppm/simulations.html
- De-brief – as with students
- De-brief as with staff
- Follow up activities would include…
- How could you adapt this?
3: Seeding discussion: modelling the social-constructivist nature of knowledge: Image Mediated Dialogue: seeding discussion through images.
IMD in action: Participants choose an image that represents:
‘Modern Students and the impact on LTA’:
- In writing: 1) describe the picture; 2) say why it answers the question for ‘you’
- In triads: each one explains their reasons for choosing their picture – the others listen – and can make additional comments; the initial speaker does not have to amend their views in the light of the other comments – but may do so if they wish
- Plenary: de-construct the activity – discuss how it might be utilised in participant’s own practice.
- What have been the highlights?
- What have been the rough spots?
- What do we now understand?
- What do we still not understand?
- Whose voices didn’t we hear? Why?
- What next?
- Extension: getting published: http://www.aldinhe.ac.uk/home.html
Alternative activity: Topic Mediated Dialogue: Structuring discussion through seeded dialogue. TMD in action: Three controversial statements about HE – discuss in pairs – then values are deduced and discussed:
- Talk: In twos or threes, talk about the topics below in as free and wide ranging a way as possible for twenty minutes.
- Reflect: After 20-mins: Each person has to draw a representation of one person in their group.
- Present: Show and discuss the representations.
- Whole class plenary: What have we done – why – how might you use in your own practice?
Discussion topic: Cheating – friend – foe – scapegoat: How does the notion of cheating help you think about and understand University Learning, Teaching and Assessment? What does it say about a University’s purpose – the what, the why and the how of Higher Education?
- What does it say to you about learning?
- About teaching?
- About the relationship between students, teachers and the university?
- About the wider social and cultural context we’re working in?
- About the purpose of higher education?
- About assessment design?
4: Developing Online Learning and Collaboration
At LondonMet we have a focus on ‘blended learning’ – and have developed a staff-facing resource that scaffolds staff development in re LTA in a digital world, the eMatrix:
Please, feel free to search the CELT eMatrix for articles relevant to your interests and practice.
For example, following links to Collaborative Learning would take you to here: http://www.celtelearning.org/expertise/detail/what-is-collaborative-learning.
In-class: this is how we developed ‘digital literacies’ and collaboration both online and off with our students:
- Blogging to Learn: https://noblechloe.wordpress.com/
- Develop a digital Me: https://lmutake5.wordpress.com/2015/05/05/take5-blog8-digital-storytelling/
- HAVE YOU GOT A BLOG FOR THIS COURSE? We cover this in detail in the Welcome to our online course: https://lmudppum.wordpress.com/2015/02/17/welcome/
- Extension: Online course: https://lmudppum.wordpress.com/2015/05/05/sgm15-blog-3-teaching-in-a-digital-landscape/
- Next steps: Start and share your blogs
4: Optional extra: Write to Learn – your first BLOG POST: Explore writing as a learning process via:
- In-session Writing activity that de-constructs writing three ways
- Participants will be set the task of writing an ‘answer’ to a question in just ten minutes – and simultaneously writing why they are not writing we then reflect:
- What did that feel like? How might that compare to student feelings about writing? How can we harness positive feelings and diminish the impact of negative feelings?
- Why did you stop writing? What are common reasons for developing writing blocks? What can we do about that?
- What did you like either this process and/or the writing that you did? What can we take from that into our own practice?
- Meta-reflection: what can we do with this in our own practice?
- Alternative writing resource: Write to Learn: The role of play…
5: Designing student-centred learning Together: Design an in-class learning activity that models a game Form FIVE or SIX groups:
- Name: Choose a GROUP NAME
- Acquaint: Introduce yourselves – and your favourite GAME
- Work: In your groups – design a lesson or game that uses the 4 cards (aim of the activity; time-length of activity; nature of student participants; wild card resource to include). THINK GAME: what are the rules? How can people score? How do they win?
- Write: Use the THINK-PITCH slide to shape your pitch (10 minutes)
- Pitch: Each group has to explain their GAME/LESSON and how to teach it
- Meta-reflection: What can we take from this into our own practice?
Draws on: Produce a Learning Game: http://playthinklearn.net/?p=357
For other student-centred approaches: See Part Two of our online programme: https://lmudppum.wordpress.com/2015/04/13/sgm15-blog-2-a-student-centred-approach/
6: Re-visit initial semester or year plans In the light of the day so far – each group re-visits their initial plan – and revises it – perhaps adding more examples of modern methods of teaching, learning and assessment, gleaned from the day. Each group presents their plan to the class as a whole.
7: End of day: THE ASSIGNMENT:
For online course: for each of the three 4-hour blocks – WRITE one blog post and tweet – READ three blog posts – PLEASE LEAVE A COMMENT ALSO.
FINAL assignment: one elegant blog post that demonstrates engagement with the Learning Outcomes and with your peers. (300 words – can be more).-
Reading List #becomingeducational – blog for all Becoming students: https://becomingeducational.wordpress.com/ Buckets and fires – teachers’ blog http://bucketsandfires.blogspot.co.uk/ Burns, T & Sinfield, S (2004) Teaching, Learning and Study Skills: a guide for tutors, London; Sage Burns, T & Sinfield, S (2012) Essential study skills: the complete guide to success at university, London; Sage Buzan, B. & Buzan, T. (1995) The Mind Map Book BBC Creativity – The Curious Creative: https://flipboard.com/section/the-curious-creative-b5vmw7 Jeffers, S. (1997) Feel the Fear and do it Anyway London; Century Hybrid Pedagogy blog – see especially this post on classroom design: http://www.hybridpedagogy.com/journal/discovering-natural-classrooms-hybrid-collective-learning-spaces/ Isaacs, S, Blundell, D, Foley, A, Ginsburg, N, McDonough, B, Silverstone D & Young, T (2014) Social Problems in the UK: an introduction London; Routledge Last Refuge Blogspot: http://lastrefugelmu.blogspot.co.uk/ Academic blog (and set as essential reading for all Becoming an Educationalist students). Race, P ‘Making Learning Happen’: http://link.brightcove.com/services/player/bcpid750119352001?bckey=AQ~~,AAAAPmbRRLk~,C5G7jhYNtiexS5VyD_Z2uLViSuANsVS0&bctid=3530297533001 Robinson, K. (2006) Ken Robinson says ‘Schools kill creativity’ (speech) ONLINE: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html accessed 10.12.10 Robinson, K. (2009) ‘Changing Education Paradigms’ (speech) ONLINE: http://www.ted.com/talks/ken_robinson_changing_education_paradigms Schmidt, Laurel. Great Teachers Don’t Take No (or Yes) for an Answer: Teaching by Asking Instead of Telling in Classroom Confidential: The 12 Secrets of Great Teachers . Portsmouth: Heinemann, 2004. #SGM15: http://learning.londonmet.ac.uk/epacks/dppm/index.html Shuh, John Hennigar. Teaching Yourself to Teach With Objects in The Educational Role of the Museum: Second Edition . New York: Routledge, 2001, pgs. 80-91. Study Hub: www.londonmet.ac.uk/studyhub (student-facing support website) Teach Thought blog: http://www.teachthought.com/ Teaching Without Walls: http://www.teachingwithoutwalls.com/ – see especially: The Liquid Syllabus: http://www.teachingwithoutwalls.com/2014/08/the-liquid-syllabus-are-you-ready.html Wheeler, S Educational Theory blog: http://steve-wheeler.blogspot.co.uk/