First steps to small group teaching 15th May, 2012

Dr Paul Spencer
Researcher Development Manager Paul.spencer@uwe.ac.uk 0117 328 3974

Thursday, 17 May 12

Overview
In this session we will aim to:
Identify common Learning styles &
Strategies Discuss supporting the learning of small groups Dene the role of a facilitator Describe the resources for supporting students with special needs

Thursday, 17 May 12

Introduction to Teaching & Learning

What resources do we have as a group? What challenges does teaching present? How do we learn and what does this mean for the students we teach?

Thursday, 17 May 12

What resources?
What do you as a group bring to the role of teaching assistant? Answers on a ip chart
Subject expertise Background Skills Experience life & work Interests Support Qualities

Thursday, 17 May 12

What challenge does teaching present?

As a group discuss the role of the teaching assistant. What kind of opportunity is it? What are the challenges?

Agree a list of 5 opportunities and 5 challenges. Answers on a ipchart

Thursday, 17 May 12

How do we learn?
On your own spend a few minutes thinking about how, as an undergraduate, you learned your subject Write down your thoughts Compare this to others in the group Differences? Similarities?

Thursday, 17 May 12

Learning styles & strategies

We will now look at some of the models used to describe learning activities

Thursday, 17 May 12

The concept of a learning cycle

EXPLORING THE SUBJECT
Reading Listening Attending lectures Collecting data

COMMENT & FEEDBACK

Feedback Tutorials

APPLYING UNDERSTANDING
Writing assignments Experiments Problem solving Discussion Presentations/Explanations

TESTING UNDERSTANDING
Assessment Examinations Grading

Thursday, 17 May 12

Question How does this relate to how we learn?

Thursday, 17 May 12

The Kolb Learning Cycle

Concrete experience
Active experimentation

Reective observation Abstract

conceptualisation

Thursday, 17 May 12

The Simplest Experiential Learning Cycle

DO IT

Now What?
What will I do differently next time?

What?
What happened? What were the results?

So What?
What do these results imply? How did I inuence the outcome?
compiled by Andrea Corney www.edbatista.com/2007/10/experiential.html Thursday, 17 May 12

The Competency Staircase

conscious competence conscious incompetence unconscious incompetence

unconscious competence

It is worth remembering that Kolbs learning cycle, experiential learning and competencies relate to the acquisition of skills
Thursday, 17 May 12

About learning styles

There are a wealth of theories* relating to this and a myriad of categories that learners are placed into e.g. VARK (Visual, Aural, Read/write & Kinaesthetic)
Activist, Pragmatist, Reector & Theorist Visualiser, Verbaliser, Doer, Serialist & Holist

*The word theory in this context may provoke a reaction.

http://www.learningandteaching.info/learning/experience.htm

Thursday, 17 May 12

Learning styles
Ok, so what?
i. People learn in different ways ii. People learn in distinctively different

ways? iii.Can develop a taxonomy of learning styles? iv. Use tests to ascertain individuals' learning styles teach to address them?

Thursday, 17 May 12

Bunkum
Thursday, 17 May 12

Health warning!
Students may use strategies to navigate their HE courses and these strategies are driven by different motivations

Thursday, 17 May 12

Learning strategies employed

Three strategies described

Strategic approach 2. Deep approach 3. Surface approach

1. Entwistle, N (1993) Teaching and the Quality of Learning
Thursday, 17 May 12

Strategic Approach organising

Intention to excel on assessed work Being alert to assessment requirements and criteria Gearing work to the perceived preferences of lecturers Putting consistent effort into studying Finding the right conditions and materials for studying Managing time effort effectively to maximise grades

Thursday, 17 May 12

Deep Approach transforming

Intention to understand material for oneself Being actively interested in the course content Relating ideas to previous knowledge and experience Looking for patterns and underlying principles Checking evidence and relating it to conclusions Examining logic and argument cautiously and critically

Thursday, 17 May 12

Surface Approach...reproducing

Intention to cope with content and tasks set Studying without reecting on either purpose or strategy Treating the course as unrelated bits of knowledge Finding difculty in making sense of new ideas presented Memorising facts and procedures routinely

Thursday, 17 May 12

Impact of non-verbal behaviour Listening Skills

Pair up. One person to talk for 2 minutes about something you did last weekend; the other to demonstrate that they are not listening using body language. How does it feel?

Thursday, 17 May 12

Impact of non-verbal behaviour Listening Skills

Still in Pairs. One person to try and intimidate the other without touching them. How does it feel?

Thursday, 17 May 12

Lecturer

Tell

Teacher

Trainer

Facilitator

Ask

Coach
Thursday, 17 May 12

Being a facilitator
Asking questions to check understanding Open Questions Closed Questions Hypothetical Questions Reective Questions Questions to avoid, leading or multiple

Thursday, 17 May 12