welcome to ghpe 14

Welcome

Teaching and Learning in Higher Education, 2014

Cormac McGrath & Linda Barman

Students are lazy, in fact, we all are!

Cormac McGrath Unit for Medical Education (UME) 21/03/2014

The aim of this course is to •  enhance professional competence as university

teacher •  Stimulate to reflective practice when teaching •  Develop your pedagogical repertoire


Learning Outcomes:

§  Analyze teaching situations and discuss your own teaching role in the specific situation.

§  Apply theories and research on teaching and learning to the planning of a teaching occasion (TO). Justify choices for design in accordance with principles of teaching and learning.

§  Demonstrate an understanding of the principles of outcome based education and how these influence the planning of your own teaching.

§  Demonstrate understanding of how to facilitate student learning in different teaching situations

§  Be able to use educational concepts and principles in discussions of teaching and learning in Higher Education


Central agents in a pedagogical encounter

Student

Teacher

lecturer

Course director Patient

Programme

Knowledge

à Student à Teacher à  lecturer à Course director à Patient à The programme/discipline à Knowledge à Co students à Everything else


We will focus on the following themes:

•  The professional teacher •  Student learning •  Planning teaching •  Teaching forms/contexts and strategies


Course philosophy

•  Experiental learning •  Reflective practice

•  Active and collaborative learning

•  Modelling of best practice

•  Didactical considerations

•  Shared experience

CONCRETEEXPERIENCE

ABSTRACTCONCEPTUALISATION

ACTIVEEXPERIMENTATION

REFLECTIVEOBSERVATION


Ø How do we create a collective dynamic environment that is conducive to learning?


Assessment of course

•  Teaching Occasion Plan including peer evaluation (for some)

•  Execution of Critical Friend Task

•  Participation in the course work


You find more information in the Course Outline and Ping Pong

§  Pingpong §  Learning outcomes

Assessment and Tasks §  References §  Survey (course evaluation) §  Login: ki:email address §  For help with pingpong contact:

Elisabet/Lyktan

§  (work in progress)


Schedule


Critical Friend

§  Visit a colleagues teaching occasion §  Read & consider Dahlgren’s article §  Decide on feedback criteria §  Document your feedback §  Discuss with your colleague §  Present your thoughts & reflections May 9th


Introductions

Name:

Where from:

Department:

Favourite food, gadget, place, X (choose one):


Coffee break!


Expectations, Hopes & Fears


History of approaches to teaching

§  60’s: ”Teachers were born, not made” (Gaff, 1976)

§  70’s: Teaching is about transferring knowledge or modelling students

§  80-talet: ”The guide on the side” (Brookfield, 1990)

§  90-talet: Teaching is about establishing a supportive relation to facilitate learning

§  2000-talet: Collaborative Learning? --- Scholarship of Teaching and Learning

§  The future: teacher as researcher?


§  What characteristics would we like KI students to leave undergraduate education with?

§  How can we as individual (teachers) help the students get there?


Writing activity

§  What is difficult in teaching? §  What challenges do you have you encountered? §  When students don’t learn your subject what is it they don’t

learn? à Content-wise à Skills-wise à Attitudes-wise


Why do we have seasons?

21/03/2014 Cormac McGrath Unit for Medical Education (UME)

Why do we have seasons?


Constructivism (Vosniadou et al)

§  Naive §  Synthetic §  Scientific 3-6 7-9 10-12

Cormac McGrath Basic Course in Education, Centre for Medical Education

§  http://www.learner.org/resources/series28.html


What is reflection? §  To critically examine my

actions §  To give and receive feedback

§  To keep the distance to myself

§  To question my own methods


REFLECTION – OF WHAT?

§  Content

§  Method of teaching?

§  Will my students learn? §  What is important for them to learn? §  How will they learn?


CONCLUSIONS

§  Reflection is not simple

§  By developing students’ ability to reflect we sometimes annoy them (you too).

§  Reflective Practice require collaboration and feedback

§  How do you create teaching practice consisting of reflective practitioners?


Student Interview

§  What does a student do to learn? §  What is the purpose of higher-education? §  What characterises a good teacher? §  What determines your choice of study strategy?


welcome to ghpe 14

Documents

cormac mcgrath

medical education

higher education

student

education

students

teacher

learning