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Designing a teaching session
03/12/2018
Things to think about before the session
Type of teaching: Lecture, seminar, small group tutorial/ discussionLength of sessionNumber of studentsThe level of the studentsThe resources I will need e.g. presentations, handoutsThe learning outcomes for my session
03/12/2018
What do I want students to have achieved by the end of my session?
Exercise (15 minutes) Plan a session you will be doing or would like to do:Take the green sheet from your pack and make a first attempt at the following:Title topicHow long have you got?How many students?ContextAims (what are the 3 most important things you want students to learn/ achieve).
03/12/2018
Writing learning outcomes
Think about the behaviour you wish the student to be able to demonstrate at the end of the session. With learning outcomes students should be able todemonstratetheir knowledge to others.By the end of the session students should be able to …
03/12/2018
Devising clear, detailed, appropriate learning outcomescanbeachallenge, but it has several importantbenefits:1.itforegroundsthe student and their learning, rather than the teacher and their teaching2 it helps to ensure that teaching and learning occur at theappropriate level3it provides students (and other interest groups) with a clear, detailed description ofwhat they are expected to know and be able to do- and thus to demonstrate for assessment purposes4it enables us toplan teaching in a systematic, effective and efficient manner.
03/12/2018
Activity 2: Writing learning outcomes (10 mins).
Havea first attempt atwriting 2-3learning outcomesfor yoursessionin the section “How might these translate into ‘learning outcomes’? section on the green sheet.
03/12/2018
When writing learning outcomes there shouldbe a clear, consistentalignment betweenthese three elements of the session/module/course.
03/12/2018
Oncewe have devised clear, detailed outcomes itbecomeseasierto:identify appropriate learning and teachingactivitieschoose the best ways to assess progress andachievementdraw up a plan and timeline for teaching andlearningevaluate the effectiveness of the teaching and learning process
03/12/2018
Factorsto consider when devising appropriate learningactivities
1.Theprinciple of constructive alignment encourages us to devise teaching, learning and assessment activities that are aligned with the intended learning outcomes2. Toachieve complex, varied learning outcomes, students probably need to engage in complex varied activities3. Tolearn, people need opportunities to integrate new information and ideas into their thinking, by ‘doing things’ with this ‘material’. Talking plays an important role in this process.
03/12/2018
5.Researchsuggests we should use learning activities that have at least some of these characteristics:realistic, relevant, intrinsically interestingactive participation by studentsopportunities for discussion and collaborative workingopportunities to try out new ideas, language and behaviourtime for reflection and consolidation6. Students’ attention and memory are reported to rapidly diminish if they only listen, or listen and take notes during teaching
03/12/2018
“Sustained and unchanging low-level activitylowers concentration. Sitting listening to a lecture is such an activity. Yet it requires concentrated effort to follow lecture content.”“The attention span of students under these conditions can be maintained for about 10-15 minutes after which learning drops off rapidly.”“A short rest . . . or simply a change of activity . . . leads to a restoration of performance almost to the original level. . . . Do not talk for 15-20 minutesunless you are certain you still have their attention.”Biggs, 1999, p99)
03/12/2018
Planning for teaching and learning
The ‘qualityof learning’ varies over timeStudent concentration can vary depending on “the students, the skill of the lecturer, the pace of the lecture, the difficulty of the material, the use of educational technology (which involves a change of activity), the time of day and so on”.Biggs, 1999, p100 – 101 drawing on the work of Bligh (1971)we need to think carefully about how best to ‘chunk up’ and use timestudents need opportunities to work with or manipulate new material (to “make what they learn part of themselves”)variety of activity helps to maintain high levels of engagement
03/12/2018
Planning a teaching session
Planning the F2F sessionWe suggest you:think carefully about how best to manage and ‘use’ the time available to youinclude an introduction stage and conclusion stageuse ‘chunks’ of time in multiples of 5 minutes- e.g. 10/15/20/25avoid using chunks of less than 5 minutes – unless there is a specific reasoninclude a short section towards the end that you can ‘do or ditch’ to allowflexibilityIf doing a one-off session get a good brief from the module leader.
03/12/2018
Activity 3: Planning your session (15 minutes)
Have a first go at:What types of activities might you include in the session?How would these relate to the desired outcomes?
03/12/2018

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