Assistant Training Steve Rooney and Stuart Johnson Student Development Who are we wwwleacukstudentdevelopment Outline Facilitating group learning Introduction to some learning and teaching theory ID: 274754
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Graduate TeachingAssistant Training
Steve Rooney and Stuart Johnson
Student DevelopmentSlide2
Who are we?www.le.ac.uk/studentdevelopmentSlide3
OutlineFacilitating group learningIntroduction to (some!) learning and teaching theoryPutting theory into practiceQ and ASlide4
Learning namesHow can we learn students names?How can we teach if we don’t know who our students are?Slide5
Facilitating group learningSlide6
OutlineFacilitating group learningIntroduction to learning and teaching theoryPutting theory into practiceQ and ASlide7
“…the corporal and Colonel
Korn
both agreed that it was neither possible nor necessary to educate people who never questioned anything.”Slide8
Introduction to teaching approachesThere are different approaches to teaching and learningThere is a body of theoretical discussion
and academic research that informs how we think about teaching and learning
Thinking about educational theory can help us to improve the way in which we teachSlide9
Reflecting on learningTask one In pairs, list the factors that impact on the activity of ‘learning’.Slide10
Some pointers from psychological researchHow do students learn?Psychological research is concerned with the individuality of cognition: knowing, understanding, remembering and problem solving.
What factors impact on the activity of learning?
human behaviour
motivation
achievement
personality
self-esteem Slide11
Key theories influencing pedagogySocial constructivist theoryInformation processing theory Theories relating to learning styles and strategiesSlide12
Task 2: Theory and PracticeWorking in three groups, read through the main points of the theory you have been given. As a group discuss and prepare a presentation (max. 10 minutes) to
give to the rest of the group in which you:
teach the main points of the theory;
explain the implications of it for pedagogical practice;
devise
one or more activity/activities that would be appropriate for this theory of
learning – you
can try these out if you wish.Slide13
ReferencesAusubel, D.P. (1968) Educational Psychology: A Cognitive View
, New York: Holt, Rinehart and Winston
Bruner, J. (1983)
Child’s Talk: Learning to Use Language
, Oxford: Oxford University Press
Gagn
é, R.M. (1977)
The Conditions of Learning
, New York: Holt International
Kolb, D.A. (1976, 1985)
The Learning Style Inventory: Technical Manual
, Boston Mass.:
McBer
and Co.
McCarthy, B. (1987)
The 4MAT System
, Barrington, Ill.: Excel
Riding, R.J. &
Rayner, S. (1998) Learning Styles and Strategies, London: David Fulton
Stones, E. (1992)
Quality Teaching: A Sample of Cases, London: Routledge
Vygotsky, L.S. (1962) Thought and Language, Cambridge, Mass.: MIT Press
Vygotsky
, L.S. (1978)
Mind in Society: The Development of Higher Psychological Processes
, London: Harvard University Press Slide14
OutlineFacilitating group learningIntroduction to learning and teaching theoryPutting theory into practiceQ and ASlide15Slide16
Getting students to talk
Why won’t she just tell us the answer?
I haven’t got anything to say
I hate speaking in front of other people
If I look at my shoes he won’t pick meSlide17
Why do students talk?Some students are more inclined to speak upSome groups bond well or are less intimidatingHowever, what you do as a tutor/facilitator makes a lot of difference to whether students speakSlide18
Techniques to get them talking
Thinking
Time
Pair
discussion
Pair
discussion
Group
work
Group
work
Group
work
Group
work
Whole class feedback
Tutor summary
Develop ideas Understand task
Get talking
Check understanding
Develop ideas
Input new but related taskSlide19
Other techniquesRoundsCase studiesRole playChanging the rulesSlide20
Factors influencing student motivationDuring a term what factors might affect the performance of your group?
Week 1
Week 10
Week 5Slide21
Responding to external factorsBe aware of the stresses and strains that are motivating and impacting on your students.
Respond to them where appropriate, e.g.
Reduce reading where there are more thing competing for student time.
Explicitly address assessments in class.
Report them to module convenor where you think that there is a more fundamental problem.Slide22
Case studiesSlide23
Lesson planningSome questions to ask:What are my learning outcomes for the coming session?Is it appropriate to design a highly structured session or is greater flexibility required?
How much time do I have?
What resources will I need?
What space will I be working in?
Where does my session fit into the programme?
Do I need to stipulate what needs to be done in my absence?Slide24
Learning outcomesOne definition of education is “an observable change in behaviour”
So learning outcomes describe what a student will be able to do (what you can observe) at the end of the session/course
Usually learning outcomes will describe one of the following things:
knowledge and understanding
intellectual skills
practical skills
key/transferable skillsSlide25
Description
Prepare group presentations
Next week…
Times
55-60
50-55
40-50
30-40
20-30
15-20
10-15
5-10
0-5
read chapter
Fine Art and the Cold War
Student preparation
Energiser: best paintings - divide group into East and West
Introduction: overview of seminar
Feedback
Groups of 4 to come up with best 3
Discuss answers in pairs
Set question – thinking time
Discussion
Learning outcomes
Students will have:
discussed the topic
articulated key differences between fine art traditions in the East and West
gained experience in working in groups
encountered the main schools of thought and made an initial response to them
Rounds – response to lecture
Mini lecture – schools of thought
InputSlide26
More scenarios
I’m confident I would know how to deal with this
I have some idea about how I would deal with this
Aaaagh
! I would panic if confronted with this!
I’m not sure I would know what to do about thisSlide27
Withdrawn studentTowards the end of the semester, you notice that a student who had always contributed to discussion has gradually become withdrawn and is failing to complete coursework. During the first term her marks were consistently good, work had always been handed in on time and she had prepared for each small group session. There is now a noticeable deterioration in the standard of her work.
Confident
Some idea
Aaaagh
Not sureSlide28
Non-native speakerXu is a non-native speaker within your tutorial group. She takes notes attentively at every class but rarely speaks. When she does speak her speech is heavily accented but comprehensible. When asked direct questions she often misinterprets what she has been asked or asks you or other students to repeat what you have said. On occasion her misunderstandings have provoked laughter from native speaking students.
Confident
Some idea
Aaaagh
Not sureSlide29
BobBob, one of the men in your first year tutorial class, is a model student in many ways. He seems particularly highly motivated. He is quiet in class but clearly prepares well and his first essay is excellent. He is often the first to arrive at a session and the last to leave. He has questions he wants you to answer at the end of most sessions.
Recently, he has taken to knocking on your door once or twice a week, either to ask a question about what is required in class, or to discuss the book, play or poem being studied. He invites you to coffee to discuss academic issues and to continue debate on the course areas that he considers interesting
Confident
Some idea
Aaaagh
Not sureSlide30
PanicYou have a student in one of your seminar groups who has to give a presentation in a future session. The student tells you that s/he just cannot do it and is filled with panic at the very idea.
Confident
Some idea
Aaaagh
Not sureSlide31
Dyslexia/Dyspraxia You have a student in one of your seminar groups who discloses to you in confidence that they have dyslexia and dyspraxia. The student explains that this is the reason why she/he has been unable to prepare properly for the seminar.
Confident
Some idea
Aaaagh
Not sureSlide32
PlagiarismYou have to fail a piece of work on the grounds of plagiarism. This student did not show you any drafts of the essay and you suspect that her other two assignments for other subjects (due in the same week) may also be heavily plagiarised. All students have received notification of the University guidelines concerning plagiarism in the Departmental handbook and induction sessions.
confident
not sure
some idea
Aaaagh!Slide33
HomesicknessIt is four weeks into the first term and a first year student knocks on your door and asks if it is alright to talk to you. You invite her in and she tells you, through her sobs, that she is very homesick and is thinking of changing university of leaving university altogether.
Confident
Some idea
Aaaagh
Not sureSlide34
OutlineFacilitating group learning
Introduction to learning and teaching theory
Putting theory into practice
Q and A