the york pedagogy: what, how and why john robinson, 20 november 2015

The York Pedagogy: What, how and why

John Robinson, 20 November 2015

Work and Outcomes

Work and outcomes

Amount of work

Outcomes

The Basic Relationship

Amount of work

Outcomes

In practice

Amount of work

Outcomes

But, for simplicity:

Amount of work

Outcomes

Working more productively

Amount of work

Outcomes

Ways to work more productively

Ways to work more productively

Learning Technology Processes Documents

The York Pedagogy

The York Pedagogy

Thinking about outcomes and work together

The York Pedagogy

Thinking about outcomes and work together

Better co-design of outcomes and work

The York Pedagogy

Amount of work

Outcomes

The York Pedagogy

Amount of work

Outcomes

A learning outcome

The York Pedagogy

Amount of work

Outcomes

A learning outcome

The route to it

The York Pedagogy

Amount of work

Outcomes

The York Pedagogy

Better co-design of work and outcomes

The York Pedagogy


More ambitious in final outcomes

The York Pedagogy


More ambitious in final outcomes Powerful PLOs

The York Pedagogy



Enable students to work smarter (increase the slope)

The York Pedagogy




Well-designed work

The York Pedagogy




Well-designed work

Served by contact time

The York Pedagogy




Intermediate outcomes are important too

The York Pedagogy




Intermediate outcomes are important too

Summative assessmentdesign

The York Pedagogy

Amount of work

OutcomesAn ambitious outcome

The York Pedagogy

Take away the axes

An ambitious outcome

An ambitious outcome

And another

The Learning Ladder

Able to extend the boundary ofknowledge in the discipline


By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)


By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research Methods Module).



By conducting research under one-to-onesupervision, analysing and writing up resultsin the form of a dissertation, develop theorganisational and expressive skills to applythe analysis and synthesis skills developedearlier to new problems (in ISM).

By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research Methods Module).


Purple Blue Mustard Red Green Extend the boundary of knowledge

ISM By conducting research under one-to-onesupervision, analysing and writing up resultsin the form of a diss-ertation, develop theorganisational and expressive skills to apply the analysis and synthesis skills dev-eloped earlier to new problems (in ISM).

Option in W

Res methods By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research MethodsModule).

Core V

Option in Z

Core IV

Core III

Option in Y

Core II By reading canonical texts in the discipline and writing two critical essays, developunderstanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipl-ine (in Core II)

Option in X

Core I

What? (And why?)

A question about the outcomes

What? (And why?)


Many universities claim: critical thinking, communication, teamwork, …

What? (And why?)



More specific

What? (And why?)



More specific More ambitious

What? (And why?)



More specific More ambitious More credible

What? (And why?)

How? (And why?)

A question about the work

How? (And why?)

A question about the work Why am I doing what I’m

doing now?

How? (And why?)


doing now? Not tradition

How? (And why?)


doing now? Not tradition Not fad

How? (And why?)

A question about the work Why am I doing what I’m doing

now? Not tradition Not fad But because your work has

been designed as a whole, to take you up the learning ladder

How? (And why?)

A question about the work Why am I doing what I’m doing

now? Not tradition Not fad But because your work has

been designed as a whole, to take you up the learning ladder

(And we’re continuing to innovate to make the design better)

How? (And why?)

The York Pedagogy: What, how and why? y?

Reconsidering assessment in the light of PLOs

Michael BateDepartment of Mathematics

Some Themes• Consistency: Formative coursework comes in a

regular pattern and builds to a summative task• Quality: Feedback comes quickly after hand in,

comes from the marker, in a small group session• Coherence: Every assessment has a point, and

helps students navigate through the programme

Thinking at programme level helps

Some Ideas• Regular patterns of work with obvious

engagement of staff help students to engage• Small groups work, but take more time; make

sure they really deliver value• “Formal formative” work: we’re trying some

pass/fail components in Stage 1

You must ensure that everyone “buys in”


Mapping expected progression for programme

coherence

Claire HughesDepartment of Environment

Mapping expected progression for programme coherence

Claire HughesLecturer, Environment Department

InterleavingRetrieval

CoherenceBalance

Progression

EFEF

CTIV

E LE

ARNI

NG

‘We will explain how the outcomes are achieved progressively over the course of the programme through student work, assessment and feedback’

‘Assessment and feedback will be coordinated at programme level, to ensure that the nature, pattern and volume of feedback …….supports progressive development ….’

1. Progression mapping

2. Programme-level coordination of assessment

1. Progression mapping• Mapping discipline specific skills and knowledge

Year 1 Year 2 Year 3

1 = explicitly taught2 = opportunity for practice3 = assumed

Incoming first year:• A-level skills

and knowledge

Successful graduate:• Programme specs• QAA• Employability

skills

1.1.

1.1.

2. 1.

1.

2.2.

2.

2.

2.

2.

2.3.

3.3.

3.3.3.

3.

An example of a skills map for Research Skills in the Environment Department:

1 = explicitly taught2 = opportunity for practice3 = assumed

2. Programme-level coordination of assessment• Skills-based, progression-mapping marking criteria

YEAR

1YE

AR 2

YEAR

3

1ST 2 (i) 2 (ii)

Year 1

Year 2

Year 3

Level of attainment


Questions?