University teaching methods- a western perspective

Dr Robert ShawCentre for Teacher Development SeminarGuangdong University of Foreign Studies

21 March 2013

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Agenda1. My approach to teaching

2. Western university education

3. How I teach

4. The way ahead

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1. My approach to teaching

CurriculumWhat you teach

EvaluationHow you assess

PedagogyHow you teach

TextbookWhat you teach

Examination

How you assessTeacherHow you teach

Student perspective

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CurriculumWhat you teach

Confused thinking about

Knowledge / understanding / skills

Theory / practice

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CurriculumWhat you teach

Justification of a curriculumPhilosophical (nature of knowledge)Sociological (relationship to society)Psychological (student needs)

Who decides the curriculum?

Hierarchies of curriculum control

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CurriculumWhat you teach

Vocational education

China follows the West’s mistakes

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CurriculumWhat you teach

Operations & Production ManagementBadminton

Not university subjects: Practical skillsApprentices (students) & mentors (teachers)

PedagogyHow you teach

What do you believe about teaching – learning?

The teacher must decide pedagogyTeach individuals not classesComplementary modes of delivery

Knowledge / understanding / skills

Cognitive (thinking) skills

Benjamin Bloom

CreativityHigher levels in Bloom’s taxonomy of cognitive skillsJohn Cleese video

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The Rhythmic Claims of Freedom and Discipline

Three stages in learning a subject / topicRomance (freedom)Precision (discipline)Generalization / use (freedom)

The role of the teacher in the learning processEstablish the discipline

Define the curriculumSet standards

Give freedom Let the student learnBuild confidence

A N Whitehead

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EvaluationHow you assess

Examinationsare evil

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EvaluationHow you assess

Evaluation drives student learning

Weighting of course objectives

Assess at all of Bloom’s levels

Examinationsare evil

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2. Western university education

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Major trends in university education

NeoliberalismThe university as a businessStudents as customersCredentials not wisdomAbsurd specialisations

Poor teacher practices

Distance education is cheaper

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Major trends in university education

Scholars relate to scholars

Professional organisations vital

Unity of professional teachers

Open journals

The range of institutions

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Academic societies

Organise conferences

Publish your articles

Support people

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3. How I teach

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3. How I teachCourse objectives

Course website

Email

Lectures

Tutorials

Use of external resources

Library facilities

Online marking

Student dishonesty

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Course objectives

Be clear about the course objectives

Keep repeating them during the course

Show how the assessment relates to the objectives

Your professor has two roles

1. To help you: a. To learn important things about management globally. b. To acquire some of the skills that managers need.

2. To be your examiner:a. To set tasks for you which adhere to the objectives of

the course.b. To assess your knowledge and understanding as

demonstrated in tests.c. To grade (mark) your work and give you credit for the

skills you can display.

You have to learn two things

1. About management globally. You must know and understand: a. The important concepts that managers use to describe

their work. b. The debates about management (the keys issues).

2. How to enquire into management. You must demonstrate research skills:a. Ask questionsb. Obtain informationc. Draw conclusionsd. Communicate your ideas

Your abilities

1. You know about something when you remember it.

2. You understand something when you can make use of what you remember.

3. You demonstrate research and communication skills. You demonstrate your skills in:a. Weekly emails to your professorb. Your glossaryc. Your research paper

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Course assessmentAssessment % of grade Due date

Test 1 20 Week 6 (in class time)

Test 2 20 Week 11 (in class time)

Research project 40 Week 14 (in class time)

Glossary 10 Week 16 (in class time)

Communications (email) 10 At times required

TOTAL 100

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Course website

Organise everything

The gains come the second time round

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Email

Personalise / individualise

Motivation

Method to achieve research projects & essays

Your email to your professor

1. These are professional business communications.

2. Please place “MGP”, class number, and your student number in the subject line.

3. If you do not have a reply to your email within one day, send the email again or contact your Class Monitor.

4. You will gain a mark based on:a. Clarity (logical flow, full sentences, no abbreviations)b. Tone (formal but friendly)c. Content (the quality of your ideas)d. Timeliness (as required)

Why the email

1. To practice business communications.

2. To provide your professor with information on your needs and progress.

3. To help you spread the work out through the 17 weeks.

4. To provide you with information on your progress and ideas. Particularly as you prepare your research report.

Task for the week

1. Tasks for the week are always due the day before the next session (you have until mid-night).2. Your performance in the tasks contributes towards your final mark. It is assessment item 5 , Communications.3. Send an e-mail to your professor (shaw@porirua.net). In the Subject line put: MGP, your class number and your student number.4. In that e-mail: (a) introduce yourself (about 100 words, include your English and Chinese names), (b) write about your career ambitions, say what job you want in five years time (about 100 words), and (c) attach a photograph of yourself.

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Lectures

mp3

Chinese discussions

Follow ppt or website

Defines the curriculum

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The desks speak

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Tutorials

Build student confidence

Provide variety in sessions

Individualise

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Online marking

Distance education technique

Electronic submission + paper submission

Automation vital

Marking schedules (rubric)

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Academic dishonesty

Prevalence

Quality in educationTeacher – GDUFS - China

Automation vital

Programs: Turnitin, WriteCheck, iThenticate

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4. The way ahead

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Lawrence Stenhouse

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What do you want to do?

Goal: Work-load management

Goal: Become a reflective teacher (Support group)

Seminars: Vocational Education, Curriculum, Evaluation, Pedagogy

The role of the Centre for Teacher Development

University teaching methods- a western perspective

Thank you21 March 2013