Why do we teach?

I've taughtSnoopy to

whistle

I can'thear himwhistle

I said that I'dtaught him, not that

he'd learned

What is teaching?

• activities of educating or instructing; activities that impart knowledge or skill

Dictionary and other

• an academic process by which students are motivated to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel;

• a process that elevates students to a level where they learn deeply and remarkably because of teacher attributes.

Penn State University

Teaching = Facilitating Learning

Telling is not teaching

and Listening is not

learning

Anonymous

Learning is not a spectator sport

What is learning?

Learning is an active, constructive, cumulative goal directed, meaningful process of knowledge building

De Corte, 1995; 2007

The most important variable in the

achievement of students is the quality

of instruction they receive on a daily basis

Marzano, 2003; Hattie, 2009

We have to “design for learning”

Teaching comprise the learning

opportunities we design to help our

students achieve the intended learning

outcomes

Planning a module & learning opportunity

Situation analysis

Writing outcomes

AssessmentFacilitating learning

Evaluation Planning a module

Situation analysis

Writing outcomes

AssessmentFacilitating learning

EvaluationPlanning a

module/learning

opportunity

7 Principles for Good Practice in Undergraduate Education

• Encourages contact between students and faculty• Develops reciprocity and cooperation among

students• Uses active learning techniques• Gives prompt feedback• Emphasises time on task• Communicates high expectations• Respects diverse talents and ways of learning

Chickering & Gamson 1987

Dale’s Cone of Experience

Brainstorm on learning opportunities

Learning opportunitiesLecturer-student/Student-student/Student-content

In-class learning opportunities Out of class learning opportunitiesLecture Practical Tutorial E-learning Other

Watch a video/podcast and answer questions Read something

Do a play/role play Find an article in a newspaper/magazine

Draw a filmstrip about something Discuss with colleagues

Make a presentation Write something in their own words

Make a poster/collage Make a summary

Look at each other’s notes Give an example

Complete a questionnaire Debate

Write an abstract/conclusion Group discussion

Jigsaw Self assessment

Peer assessment Do an assignment

Formulate questions for the test Write a test

Interview somebody Write a blog

Compile an e-portfolio Comment on a piece of work

Find information on the Internet Draw up a memo

Service learning Build a model

Site visit On-line discussion

‘I never teach my pupils; I only attempt to provide the conditions in which they can learn’ Einstein

• What is Active Learning? A youtube video from NWIACOMMCOLLEGE

• https://www.youtube.com/watch?v=UsDI6hDx5uI

“…I have come to understand that the most important things I can do to influence student learning involve carefully planning what my students – not their teacher – will do before, during, and after each class. In sum, I have learned that the most effective teachers focus their attention on course design.”

David A Whetten 2007Principles of effective course design: what I wish I had known about learning-centred teaching 30

years ago

Are you exposing your students to teaching or

creating an opportunity for them to learn?

The instructional design cycle

Situation analysis

Writing outcomes

AssessmentFacilitating learning

Evaluation Planning a module

Learning opportunities

“Although … teaching fosters … learning, the point of the teaching-learning distinction is that teaching does not automatically translate into learning: If your students aren’t learning, you’re not teaching”

David A Whetten 2007

"Tell me, and I forget. Show me, and I remember. Involve me, and I understand."

Chinese Proverb

Alice: Would you tell me, please, which way I ought to go from here?The Cat: That depends a good deal on where you want to get toAlice: I don't much care where.The Cat: Then it doesn't much matter which way you go.

Alice in Wonderland (Lewis Carroll)

Aligning outcomes and assessment

“Students can escape bad teaching, but they can’t escape bad assessment”

David Boud 1995

Why do we teach?

Situation analysis

Writing outcomes

AssessmentFacilitating learning

Evaluation Planning a module

What is education? Why do we educate students?Do students want a degree or an education?

What is learning?What is teaching?

Consider the following incomplete statements and attempt to complete them again …

1. My main goal as a teacher of …………. is to …………2. The relationship I try to achieve with my students is

……………3. The most important thing that I expect of my students is

……………4. I know a teaching session has been successful when

……………5. The values that I seek to impart to my students are

……………6. Effective teaching is ……………………………………

Signposts along the way

Mezirow 1991, Schon 1987

McKinney 2006

McKinney 2006

Hall 1997

Teach-ing

Scholar (TSc)

Scholarly teacher (ScT)

Reflective teacher (RT)

Random everyday reflection

R&R CoP EE

R&R CoP EE

R&R CoP EE

What is the “Backwards Design”?

• What is our intended destination?

• How will we know if we have arrived?

• How are we going to get there?

Learning outcomes

Assessment

Facilitation of learning

Compare learning to a journey …