what numbers would you put in the squares?

What numbers would you put in the squares?

€ 1 2 2 4 4 8 �

6 1 2 2 4 4 8 9

6 1 2 2 4 4 8 9

3 6 1 2 2 4 4 8 9 6 3 6 12 24 48 96

And the moral of that is …...

It’s never a bad idea to look at

things from a new standpoint

So let’s try to take a new look

today at Learning

Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and

relevant for you

What can we say about…...

How students learn?

See Handbook

Page 12

Bloom’s levels (Cognitive)

EvaluationSynthesisAnalysisApplicationUnderstandingKnowledge

Bloom’s levels (Cognitive)

EvaluationSynthesisAnalysisApplicationUnderstandingKnowledge

Domains (Areas) of learning include: Cognitive Affective Psychomotor

and Interpersonal - the un-named domain

How many names and their work are familiar? Bloom Biggs Gibbs Marton Kolb Lewin Vygotsky Mentkowski

Moon Boud Schön King & Kitchener Rainier Ramsden Richardson, J.T.E Rogers

Plan for the rest of this input: I will table an assertion - which I

believe justified in the literature

I will illustrate or justify it (briefly) from my own experience

I ask you to test it out, in pairs

Our Detailed Activity Plan: Mini-Inputs Examples Application Comments and discussion

Task: discuss and consider - Does that fit in with your

experiences?

Can you give a good example to support it?

Have you any counter-examples, which may worry you about it?

First Assertion:

People who think about how they

do “it”, and who consider the data

available to them, will improve at

doing “it”

Examples Algorithm workshops Problem-solving workshop in Year 1 John and Elisabet - and others -

commenting on reflective learning journals

Volunteered comments from mature applicants to the ILT

First Assertion:

People who think about how they

do “it”, and who consider the data

available to them, will improve at

doing “it”

Task: discuss and consider - Does that fit in with your

experiences?

Can you give a good example to support it?

Have you any counter-examples, which may worry you about it?

Second Assertion:

People who think about how well

they do things, and how well they

could do them, are more focussed

and more effective self-directed

learners

Examples: Slettestrand workshop

Self-assessed reflective journalling cf journals for tutor comment

Surfing the web

Second Assertion:

People who think about how well

they do things, and how well they

could do them, are more focussed

and more effective self-directed

learners

Task: discuss and consider - Does that fit in with your

experiences?

Can you give a good example to support it?

Have you any counter-examples, which may worry you about it?

Third Assertion:

Thinking effectively about

developing skills and abilities

begins from examples and uses

common language

Examples: Childhood learning Skills analysis - with tutors Slettestrand - tutor preparation Level 1 Interdisciplinary studies “logjams”

Third Assertion:

Thinking effectively about

developing skills and abilities

begins from examples and uses

common language

Task: discuss and consider - Does that fit in with your

experiences?

Can you give a good example to support it?

Have you any counter-examples, which may worry you about it?

Fourth Assertion:

Sound methods for development of

skills and abilities transfer between

disciplines

Examples: Enquiry skills - with Social and

Computer Scientists Problem-solving - by a Boy Scout

troop leader! Evidence of Journals Noticing what’s not there - in

Science, Structural Engineering and Literary Criticism

Fourth Assertion:

Sound methods for development of

skills and abilities transfer between

disciplines

Task: discuss and consider - Does that fit in with your

experiences?

Can you give a good example to support it?

Have you any counter-examples, which may worry you about it?

Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and

relevant for you

Our General Workshop Plan: Input : Learning needs

Learning Needs…... Are held in different ways

And so have to be dealt with in different ways

Our learning needs can be like ... Fish, in a fish-ladder

Need = declared

Outcome known: proceed

Just listen to me

Need = known

Safety!

Outcome known, but private!

Need = undefined

Exploring possibiliti

es

I don’t know what my need is!

Need = unperceived

Challenge!

I don’t recognise that I have a need

Our learning needs can be like ... Fish, in a fish-ladder

listen

Give me safety

Can I explore?

I’m fine

Best form of learning activity depends on how need is held!

NEED

Declared

Known

Undefined

Unperceived

ACTIVITY

Listen

Safety

Explore possibilities

Challenge

Our General Workshop Plan: Input Examples

Examples: form of activity depends on how need is held!

NEED

Declared

Known

Undefined

Unperceived

ACTIVITY

Mager’s beginnings

Pass the note

Action learning sets

Describing/teaching

An important question for us: For each

learning outcome...

What will my learners need?

In my example ….. My learners will want to be told

what to do and how to do it My learners need to be prompted

to experiment in safety consider options review methods exchange experiences

An important question for you: For each

learning outcome...

What will your learners need?

Our General Workshop Plan: Input Examples Application Comments and discussion

Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and

relevant for you

Next stage - still on learning

With the usual format!

Our General Workshop Plan: Input

Every baseroom for QAA is a source of non-examples: “ the ability for creative problem-solving” “ .. making sound professional judgements” “ .. valuable interpersonal skills”

Where are they directly assessed? Where are they taught for? (How can they be taught?)

Buzz word:

Reflection

Currently that implies

(Reflection)

Thinking about how we do things

Three distinct types:

Reflection-for-action

Reflection-in-action

Reflection-on-action

The Cowan/Loopy Diagram

Reflection

-for-action

-in-action

-on-action

explore consolidate

Prior Furthe

rAction

At the moment we have ...

Kolb

- or is it Lewin?

But it’s very restricted and seemingly

isolated - and needs developing

For instance………...

Shared Experienc

es

Generalising

Asking How and How well?

Actively

Experimenting

Tentative pedagogy

Shared Experienc

es

Generalising

Asking How and How well?

Actively

Experimenting

Tentative pedagogy

May begin here

Shared Experienc

es

Generalising

Asking How and How well?

Actively

Experimenting

Tentative pedagogy

..or here, as today

But need it be highly individual?

or can it purposefully and effectively involve others?

Shared Experienc

es

Generalising

Asking How and How well?

Actively

Experimenting

Tentative pedagogy

+ more, from others

Shared Experienc

es

Generalising

Asking How and How well?

Actively

Experimenting

Tentative pedagogy

Questions!

Shared Experienc

es

Generalising

Asking How and How well?

Actively

Experimenting

Tentative pedagogy

Ideas and Discussion

Shared Experienc

es

Generalising

Asking How and How well?

Actively

Experimenting

Tentative pedagogy

Assistance with

formative evaluations

Shared Experienc

es

Generalising

Asking How and How well?

Actively

Experimenting

Tentative pedagogy

+ more, from others

Questions!

Ideas and Discussion

Assistance with

formative evaluations

Our General Workshop Plan: Input Examples

Example 1:

Aalborg Technology Year 1, about five years ago

The Cowan/Loopy Diagram

Reflection

-for-action

-in-action

-on-action

explore consolidate

Prior Furthe

rAction

Example 2:

Level 1 Interdisciplinary Studies - for ability development

Communication Problem-solving Group work

The Cowan/Loopy Diagram

Reflection

-for-action

-in-action

-on-action

explore consolidate

Prior Furthe

rAction

Our General Workshop Plan: Input Examples Application

Task: Please consider with a partner

what role purposeful structuring of reflection might have in enhancing the effectiveness of what you are proposing for your students -

- and how you can, or if you should, build that in to your plan

Our General Workshop Plan: Input Examples Application Comments and discussion

Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and

relevant for you

Please

Write one or more post-its to

summarise “What have I got from

this activity that will be useful to

me, or is making me think,

about student learning?”