Download - What numbers would you put in the squares?
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What numbers would you put in the squares?
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6 1 2 2 4 4 8 9
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3 6 1 2 2 4 4 8 9 6 3 6 12 24 48 96
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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
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Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and
relevant for you
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What can we say about…...
How students learn?
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See Handbook
Page 12
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Bloom’s levels (Cognitive)
EvaluationSynthesisAnalysisApplicationUnderstandingKnowledge
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Bloom’s levels (Cognitive)
EvaluationSynthesisAnalysisApplicationUnderstandingKnowledge
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Domains (Areas) of learning include: Cognitive Affective Psychomotor
and Interpersonal - the un-named domain
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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
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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
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Our Detailed Activity Plan: Mini-Inputs Examples Application Comments and discussion
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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?
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First Assertion:
People who think about how they
do “it”, and who consider the data
available to them, will improve at
doing “it”
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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
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First Assertion:
People who think about how they
do “it”, and who consider the data
available to them, will improve at
doing “it”
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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?
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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
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Examples: Slettestrand workshop
Self-assessed reflective journalling cf journals for tutor comment
Surfing the web
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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
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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?
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Third Assertion:
Thinking effectively about
developing skills and abilities
begins from examples and uses
common language
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Examples: Childhood learning Skills analysis - with tutors Slettestrand - tutor preparation Level 1 Interdisciplinary studies “logjams”
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Third Assertion:
Thinking effectively about
developing skills and abilities
begins from examples and uses
common language
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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?
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Fourth Assertion:
Sound methods for development of
skills and abilities transfer between
disciplines
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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
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Fourth Assertion:
Sound methods for development of
skills and abilities transfer between
disciplines
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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?
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Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and
relevant for you
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Our General Workshop Plan: Input : Learning needs
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Learning Needs…... Are held in different ways
And so have to be dealt with in different ways
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Our learning needs can be like ... Fish, in a fish-ladder
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Need = declared
Outcome known: proceed
Just listen to me
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Need = known
Safety!
Outcome known, but private!
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Need = undefined
Exploring possibiliti
es
I don’t know what my need is!
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Need = unperceived
Challenge!
I don’t recognise that I have a need
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Our learning needs can be like ... Fish, in a fish-ladder
listen
Give me safety
Can I explore?
I’m fine
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Best form of learning activity depends on how need is held!
NEED
Declared
Known
Undefined
Unperceived
ACTIVITY
Listen
Safety
Explore possibilities
Challenge
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Our General Workshop Plan: Input Examples
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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
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An important question for us: For each
learning outcome...
What will my learners need?
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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
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An important question for you: For each
learning outcome...
What will your learners need?
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Our General Workshop Plan: Input Examples Application Comments and discussion
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Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and
relevant for you
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Next stage - still on learning
With the usual format!
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Our General Workshop Plan: Input
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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?)
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Buzz word:
Reflection
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Currently that implies
(Reflection)
Thinking about how we do things
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Three distinct types:
Reflection-for-action
Reflection-in-action
Reflection-on-action
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The Cowan/Loopy Diagram
Reflection
-for-action
-in-action
-on-action
explore consolidate
Prior Furthe
rAction
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At the moment we have ...
Kolb
- or is it Lewin?
But it’s very restricted and seemingly
isolated - and needs developing
For instance………...
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Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
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Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
May begin here
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Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
..or here, as today
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But need it be highly individual?
or can it purposefully and effectively involve others?
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Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
+ more, from others
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Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
Questions!
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Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
Ideas and Discussion
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Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
Assistance with
formative evaluations
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Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
+ more, from others
Questions!
Ideas and Discussion
Assistance with
formative evaluations
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Our General Workshop Plan: Input Examples
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Example 1:
Aalborg Technology Year 1, about five years ago
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The Cowan/Loopy Diagram
Reflection
-for-action
-in-action
-on-action
explore consolidate
Prior Furthe
rAction
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Example 2:
Level 1 Interdisciplinary Studies - for ability development
Communication Problem-solving Group work
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The Cowan/Loopy Diagram
Reflection
-for-action
-in-action
-on-action
explore consolidate
Prior Furthe
rAction
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Our General Workshop Plan: Input Examples Application
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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
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Our General Workshop Plan: Input Examples Application Comments and discussion
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Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and
relevant for you
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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?”