what numbers would you put in the squares?
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What numbers would you put in the squares?. 1 2 2 4 4 8 6 1 2 2 4 4 8 9 6 1 2 2 4 4 8 9 3 6 1 2 2 4 4 8 9 6 3 6 12 24 48 96. And the moral of that is …. It’s never a bad idea to look at things from a new standpoint - PowerPoint PPT PresentationTRANSCRIPT
What numbers would you put in the squares?
€ 1 2 2 4 4 8 �
6 1 2 2 4 4 8 9
6 1 2 2 4 4 8 9
3 6 1 2 2 4 4 8 9 6 3 6 12 24 48 96
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
Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and
relevant for you
What can we say about…...
How students learn?
See Handbook
Page 12
Bloom’s levels (Cognitive)
EvaluationSynthesisAnalysisApplicationUnderstandingKnowledge
Bloom’s levels (Cognitive)
EvaluationSynthesisAnalysisApplicationUnderstandingKnowledge
Domains (Areas) of learning include: Cognitive Affective Psychomotor
and Interpersonal - the un-named domain
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
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
Our Detailed Activity Plan: Mini-Inputs Examples Application Comments and discussion
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?
First Assertion:
People who think about how they
do “it”, and who consider the data
available to them, will improve at
doing “it”
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
First Assertion:
People who think about how they
do “it”, and who consider the data
available to them, will improve at
doing “it”
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?
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
Examples: Slettestrand workshop
Self-assessed reflective journalling cf journals for tutor comment
Surfing the web
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
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?
Third Assertion:
Thinking effectively about
developing skills and abilities
begins from examples and uses
common language
Examples: Childhood learning Skills analysis - with tutors Slettestrand - tutor preparation Level 1 Interdisciplinary studies “logjams”
Third Assertion:
Thinking effectively about
developing skills and abilities
begins from examples and uses
common language
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?
Fourth Assertion:
Sound methods for development of
skills and abilities transfer between
disciplines
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
Fourth Assertion:
Sound methods for development of
skills and abilities transfer between
disciplines
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?
Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and
relevant for you
Our General Workshop Plan: Input : Learning needs
Learning Needs…... Are held in different ways
And so have to be dealt with in different ways
Our learning needs can be like ... Fish, in a fish-ladder
Need = declared
Outcome known: proceed
Just listen to me
Need = known
Safety!
Outcome known, but private!
Need = undefined
Exploring possibiliti
es
I don’t know what my need is!
Need = unperceived
Challenge!
I don’t recognise that I have a need
Our learning needs can be like ... Fish, in a fish-ladder
listen
Give me safety
Can I explore?
I’m fine
Best form of learning activity depends on how need is held!
NEED
Declared
Known
Undefined
Unperceived
ACTIVITY
Listen
Safety
Explore possibilities
Challenge
Our General Workshop Plan: Input Examples
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
An important question for us: For each
learning outcome...
What will my learners need?
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
An important question for you: For each
learning outcome...
What will your learners need?
Our General Workshop Plan: Input Examples Application Comments and discussion
Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and
relevant for you
Next stage - still on learning
With the usual format!
Our General Workshop Plan: Input
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?)
Buzz word:
Reflection
Currently that implies
(Reflection)
Thinking about how we do things
Three distinct types:
Reflection-for-action
Reflection-in-action
Reflection-on-action
The Cowan/Loopy Diagram
Reflection
-for-action
-in-action
-on-action
explore consolidate
Prior Furthe
rAction
At the moment we have ...
Kolb
- or is it Lewin?
But it’s very restricted and seemingly
isolated - and needs developing
For instance………...
Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
May begin here
Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
..or here, as today
But need it be highly individual?
or can it purposefully and effectively involve others?
Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
+ more, from others
Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
Questions!
Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
Ideas and Discussion
Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
Assistance with
formative evaluations
Shared Experienc
es
Generalising
Asking How and How well?
Actively
Experimenting
Tentative pedagogy
+ more, from others
Questions!
Ideas and Discussion
Assistance with
formative evaluations
Our General Workshop Plan: Input Examples
Example 1:
Aalborg Technology Year 1, about five years ago
The Cowan/Loopy Diagram
Reflection
-for-action
-in-action
-on-action
explore consolidate
Prior Furthe
rAction
Example 2:
Level 1 Interdisciplinary Studies - for ability development
Communication Problem-solving Group work
The Cowan/Loopy Diagram
Reflection
-for-action
-in-action
-on-action
explore consolidate
Prior Furthe
rAction
Our General Workshop Plan: Input Examples Application
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
Our General Workshop Plan: Input Examples Application Comments and discussion
Our General Workshop Plan: Input Examples Application Comments and discussion Summarise what is important and
relevant for you
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?”