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Sue Sue SwansboroughSwansborough
Building confidence and Building confidence and communication in an era communication in an era of widening participationof widening participation
Exploring the unexpected Exploring the unexpected connections between primary connections between primary and higher education and higher education
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Similarities and Similarities and differencesdifferences
SimilarSimilar Pressure to engage a wide range of studentsPressure to engage a wide range of students Larger class sizes Larger class sizes Movement away from ‘chalk and talk’Movement away from ‘chalk and talk’ Need to maintain interest/motivationNeed to maintain interest/motivation
DifferentDifferent Primary teachers have more time with studentsPrimary teachers have more time with students Primary classes stay together most of the timePrimary classes stay together most of the time Primary teachers have more time for soft skillsPrimary teachers have more time for soft skills
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What’s Red Nose Day in a What’s Red Nose Day in a primary school got to do primary school got to do
with it?with it?
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Building Learning PowerBuilding Learning Power (Claxton, 2002) – (Claxton, 2002) – the 4 Rsthe 4 Rs
ResilienceAbsorption
Managing distractions
Noticing
Perseverance
ResourcefulnessQuestioning Capitalising
Making links
Imagining
ReasoningReflectiveness
Planning
Revising
Distilling
Meta-learning
ReciprocityInterdependence
Collaboration
Empathy and listening
Imitation
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Process to primary Process to primary productproduct Building confidenceBuilding confidence
Building a learning Building a learning communitycommunity
Respecting individual Respecting individual differencesdifferences
Setting the ‘big picture’Setting the ‘big picture’
Defining a clear pathwayDefining a clear pathway toto successsuccess
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Primary productPrimary product
Team playersTeam players
Independent Independent learnerslearners
Active learnersActive learners
Confident individualsConfident individuals
Creative individualsCreative individuals
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What is active learning?What is active learning?
Engaging students in their learningEngaging students in their learning
Enabling students to take Enabling students to take responsibility for their own learningresponsibility for their own learning
Learning through ‘doing’ and reflecting Learning through ‘doing’ and reflecting on the process to promote deeper on the process to promote deeper understandingunderstanding
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Secondary hiatus?Secondary hiatus?
Largely driven by exam success:Largely driven by exam success:
Spoon feeding and regurgitationSpoon feeding and regurgitation Less creativity Less creativity Less independenceLess independence Less activeLess active
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Minding the gap – University Minding the gap – University of Gloucestershire induction of Gloucestershire induction modelmodel
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Variety is the spice of lifeVariety is the spice of life
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Whatever floats your Whatever floats your boat!boat!
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Getting to grips with Getting to grips with technologytechnology
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Following throughFollowing through
PDP and Skills module PDP and Skills module (Swansborough, Turner and Lynch 2007)(Swansborough, Turner and Lynch 2007)
Begins during induction Begins during induction Continues for first semesterContinues for first semester Enquiry-based learning approachEnquiry-based learning approach Reflective E-portfolio - PebblePad Reflective E-portfolio - PebblePad
www.pebblelearning.co.ukwww.pebblelearning.co.uk
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ReferencesReferences
Claxton, G. (2002). Claxton, G. (2002). Building Learning Power: helping young people Building Learning Power: helping young people become better learners.become better learners. TLO Limited, Bristol. TLO Limited, Bristol.
D’Andrea, V. and Gosling, D. (2005). D’Andrea, V. and Gosling, D. (2005). Improving Teaching and Learning: Improving Teaching and Learning: a whole institution approacha whole institution approach. Society for Research into Higher . Society for Research into Higher Education and Open University Press, Maidenhead.Education and Open University Press, Maidenhead.
Lynch, K., Frame, P., Harwood, T., Hoult, L., Jenkins, M. and Volpe, G. Lynch, K., Frame, P., Harwood, T., Hoult, L., Jenkins, M. and Volpe, G. (2006). Transitions into Higher Education: processes, outcomes and (2006). Transitions into Higher Education: processes, outcomes and collaborations. In Grigg, G. & Bond, C. (Eds), collaborations. In Grigg, G. & Bond, C. (Eds), Proceedings of the Proceedings of the Association of Tertiary Learning Advisors Aotearoa/ New Zealand Association of Tertiary Learning Advisors Aotearoa/ New Zealand (ATLAANZ)(ATLAANZ), , Supporting Learning in the 21st Century. Supporting Learning in the 21st Century. Dunedin, NZ: Dunedin, NZ: Higher Education Development Centre (HEDC), University of Otago/ Higher Education Development Centre (HEDC), University of Otago/ ATLAANZ. Pp 32-46.ATLAANZ. Pp 32-46.
Swansborough, S., Turner, D. and Lynch, K. (2007). Active learning Swansborough, S., Turner, D. and Lynch, K. (2007). Active learning approaches to develop skills for sustainability. In Roberts, C. and approaches to develop skills for sustainability. In Roberts, C. and Roberts, J. (Eds), Roberts, J. (Eds), Greener by Degrees: exploring sustainability Greener by Degrees: exploring sustainability through higher education curriculathrough higher education curricula. Geography Discipline Network, . Geography Discipline Network, University of Gloucestershire, Cheltenham.University of Gloucestershire, Cheltenham.
Yorke, M. and Longden, B. (Eds) (2004). Yorke, M. and Longden, B. (Eds) (2004). Retention and Student Success Retention and Student Success in Higher Education.in Higher Education. Society for Research into Higher Education and Society for Research into Higher Education and Open University Press, Maidenhead.Open University Press, Maidenhead.