module 2 day 2 transforming teaching, training and learning: focus on subject pedagogy
TRANSCRIPT
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Tutorial groups
Tutorials at the start of Day 1 and Day 2
Reflections on key concepts from the Induction Module, Module 1 and Module 2 Day 1
Reflections on any activities undertaken so far
Assignments and portfolio-building
Issues and concerns
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Tutorial questions What has gone well since the last session?
What progress have you made in your own learning journey?
How have you helped others progress in their learning?
What else could you do to contribute to the learning of others in this cohort?
In helping others what have you learned that might be of value in your organisation?
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Aims and objectives for Module 2
pedagogy and current approaches to teaching and training
barriers to learning and approaches to overcoming these
ways of extending your repertoire of teaching, training and learning strategies
the process of action learning and research
The focus of Module 2 – transforming teaching, training and learning – is to look at your own practice and practice pertinent to your subject. In particular:
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Overview for Day 2
Tutorial groups
Action learning and action research
Action learning sets
Peer-to-peer learning – learning from other subject areas
Review and reflection
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Reg Revans: action learning
‘There can be no learning without action and no (sober and deliberate) action without learning’
‘Learning needs to be equal or greater than the rate of change’
‘Learning has two elements – traditional instruction and critical reflection’
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Reg Revans: action learning
L = P + QLearning = Programmed knowledge + insightful Questioning
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Action learning – an extension of collaborative practice that means: having a focus on what we want to learn
eg new ways to approach effective teaching, training and learning
using an actual situation as a way of obtaining this learning
eg planning the delivery of a new strategy with a colleague using this learning to improve and extend
professional practice
eg using feedback from learners and colleagues to adapt approaches more effectively
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The action elements of action learning
Reflecting on the situation and the contexteg your own, your colleague’s and your learners’ needs
Analysing them using your understanding of the theory: the techniques of teaching, training and learning; the pedagogy of the approaches and the subject resources
Proposing and implementing ideas for improvement
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The learning element of action learning
Involves pulling out of the experience lessons about the approach used and how to make use of new knowledge to make you more effective agents of change
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Kolb’s Cycle of Learning (1991)
Concrete experience
Formation of concepts and
generalisations
Observation and reflection
Testing implications of concepts in new
situations
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Gibbs’ Cycle of Reflection (1988)
DescriptionWhat happened?
FeelingsWhat were you thinking
and feeling?
EvaluationWhat was good and bad about the experience?
AnalysisWhat sense can you
make of the situation?
ConclusionWhat else could you
have done?
Action planIf it arose again, what else
would you do?
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Action research: Jean McNiff (1988)
Small scale
Practical/work based
Collaborative
Cyclical
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Advantages of action research
It is empowering and has a motivating effect on practitioners
Contributes to the development of a learning community
(Harkin and Turner, 2003)
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Action research
What is the most influential piece of teaching and learning research you have read, heard about or seen others present?
What gave it impact?
What impact did it have on your own practice?
What impact did it have on the practice of others?
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Action learning sets are about:
problem solving – working and learning to solve real work-based problems, individually focusing on specific issues
supporting by challenging members of the group in a supportive, democratic environment
respecting and valuing the diversity of opinions and viewpoints offered
ensuring equality of opportunity for all group members
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Format of action learning sets
Round robin to start
Group negotiate time slots
Individuals use their time slots to discuss a problem/experience or issue of their choice
Close with a summary of learning
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Action learning sets – the process (1)
Start with a round robinEach member has 1–2 minutes to speakeg what you hope to get out of the meeting, what is uppermost on your mind…
Throughout the meeting, it is crucial that people have an equal share of time and that they feel heard with due respect and attention
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Action learning sets – the process (2)
Negotiate time slotsAgree an equal amount of time for each member (leave at least 20 minutes at the close of the session for summaries and action planning)
Each member has responsibility for managing their own time slot but the group may wish to appoint a time keeper to help with the process of time keeping
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Action learning sets – the process (3)
Individual time slotsEach member has their full time slot to share critical reflections on the topic of their choice. They may ask for feedback, advice, or other responses from other members
Think carefully about what you want to say and what you want to get back from the set
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Action learning sets
As a set member you should:
listen openly and without prejudice
question positively to increase understanding and generate options for action
support each other
act as a ‘critical friend’, challenging the problem owner in a supportive way
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Action learning sets – the process (4)The summary of learning Round robin – each member has a further
2 minutes to reflect on their learning from this process
Determine any key issues for next meeting Agree any changes to process for
next meeting
Try to be clear, specific and encouraging about any goals or commitments that are being put forward by group members
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Forming your own action learning sets
You now have approximately 20 minutes to form your own action learning sets
Your facilitators will leave the room to allow the group to complete this task but will return to review the process
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Subject workshops
Based on your experiences from the module tasks and the lessons learned from your action learning sets:
develop your teaching, training and learning strategy using the subject-specific resources to identify either an existing or complementary extension to this strategy
plan the next steps in your research cycle for discussion with the colleague you have been working with
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Module 2 assignment task (Level 4)Refer to pages 49–51 of Participant Handbook
Task 1 Choose one teaching, training and learning
strategy that is relatively new to you and can be appropriately adapted for your learners
Invite a colleague to plan the experimentation of the strategy with you and together evaluate feedback on the use of the strategy from your learners
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Module 2 assignment task (Level 4) Refer to pages 49–51 of Participant Handbook
Task 1 (continued) Write a 1500 word report that:
gives a rationale for the choice of strategy and the underpinning pedagogy of the approach
analyses the process of collaborative research into teaching, training and learning and the impact on self, colleague and learners
demonstrates critical reflection on the learning that has taken place
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Module 2 assignment task (Level 4) Refer to pages 49–51 of Participant Handbook
Task 2 Complete the portfolio-building tasks and add to
your learning log together with evidence of planning and evaluation
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Module 2 assignment task (Level 7)Refer to pages 67–69 of Participant Handbook
Task 1 Choose one teaching, training and learning
strategy that is relatively new to you and can be appropriately adapted for your learners
Invite a colleague to plan the experimentation of the strategy with you and together evaluate feedback on the use of the strategy from your learners
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Module 2 assignment task (Level 7)Refer to pages 67–69 of Participant Handbook
Task 1 (continued) Write a 2000 word report that:
gives a rationale for the choice of strategy and the underpinning pedagogy of the approach
analyses the process of collaborative research into teaching, training and learning and the impact on self, colleague and learners
demonstrates critical reflection on the learning that has taken place
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Module 2 assignment task (Level 7)Refer to pages 67–69 of Participant Handbook
Task 1 (continued) demonstrates critical professional reflection on
theoretical perspectives on pedagogy, andragogy and/or heutagogy
Task 2 Complete the portfolio-building tasks and add to
your learning log together with evidence of planning and evaluation
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Kolb’s Cycle of Learning (1991)
Concrete experience
Formation of concepts and
generalisations
Observation and reflection
Testing implications of concepts in new
situations
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Anderson and Krathwohl (2001)
Understanding
Remembering
Applying
Analysing
Evaluating
Creating
Bloom’s Taxonomy
for the Cognitive
Domain (1956)
Comprehension
Knowledge
Application
Analysis
Synthesis
Evaluation