did the hat fit ? paul wright school of maritime & coastal studies faculty of technology...
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Did the ‘Hat’ Fit ?Did the ‘Hat’ Fit ?
Paul WrightSchool of Maritime & Coastal Studies
Faculty of TechnologySouthampton Institute
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What is the ‘Mexican Hat Approach’ (MHA)?
Learning intervention designed to identify students levels of engagement and participation (Robinson & Udall, 2004)
Requires a ‘recording process’
Development of model focussed upon ‘learning conversations’
Participating, but not yet achieving
Not participating or achieving
Participating and achieving
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What does a MHA class look What does a MHA class look like?like?
Unit Outcomes
Session Outcomes
PreparationLearningContext
Artefact
SelfAssessment
Reflection and Conversation
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What does a MHA class look What does a MHA class look like?like?
Unit Outcomes
Session Outcomes
PreparationLearningContext
Artefact
SelfAssessment
Reflection and Conversation
![Page 5: Did the Hat Fit ? Paul Wright School of Maritime & Coastal Studies Faculty of Technology Southampton Institute](https://reader036.vdocuments.us/reader036/viewer/2022082917/5515ef7a550346cf6f8b5328/html5/thumbnails/5.jpg)
Findings: General Findings: General InformationInformation
Attendance increased from last year (ran at 90% for the majority of weeks)
Evidence of preparation
Engagement, i.e. making ‘meaning’ from the information, was visible, but variable
Some student dissatisfaction with workload
Clear sense that activities helped with summative assessment
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Findings: Learning Findings: Learning PerceptionsPerceptions
Tested perceptions of clear goals, expectations and standards
Hypothesised relationship to ‘deep learning’ (Prosser & Trigwell, 1999)
Tested activity-based sessions with different tutors, and the same tutor delivering AB sessions and lectures
Statistically significant difference between contexts, with AB sessions giving more positive results
Statistically insignificant difference between tutors
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Findings: Focus GroupsFindings: Focus GroupsWeek 6 Week 20
Structure and Process
•Not clear•Needed prompting to describe
•Able to describe process•Articulate in key concepts
Benefit to learning
•Able to articulate intent•Not fully experienced•‘Not learning’ (related to conceptions of learning)
•Perceived benefits of interaction•Feelings of learning more and better•Longer retention time
Preference •Preferred over lectures•Partly due to a ‘better’ environment•Partly due to limitations of lectures
•Preferred over lectures•Liked ‘relaxed’ nature of interactions•Learning more in ‘relaxed environment’•Prefer problems as centre of activities
Limitations •Clarity•Dominance of some individuals•Posters
•Group feedback techniques•Group work (for some)
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Future WorkFuture Work Relating summative assessment grades with
self assessment scores
Improving the learning experience:
– Class reporter
– Six Week Synthesis
Removing the link between ‘doing’ task and demonstrating outcome
Improve conversation and facilitation
Investigating issues of ‘power’ and their impact upon independent learning
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ConclusionConclusion MHA process has shown benefits It helps less with Level 3 students Sessions that are based around
activities and outcomes appear to improve engagement
It’s not who, it’s HOW There are still barriers to independent
learning