Learning to be

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					UJ Teaching Students

  “Learn to be…”?
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   Your role during this presentation?

• Think & evaluate your experience

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        Can you ride a bicycle?

          How did you learn?

  Did you study a rule book with tips?

       Did someone teach you?

Were you taught the facts and the rules,
               or what?
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       Will this book help?
• Join the thousands of parents and kids
  (really!) riding together
  because of Riding Made Easy,
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  for learning to ride a bike.

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UJ Teaching Students "Learning to Be"?   5
UJ’s Teaching & Learning Policy

         • Excellence
       • Transformation
      • Flexible, focussed
     teaching and learning
   • Academic development
      • Quality assurance
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UJ Core Goals

• commitment to excellence in teaching and learning
• guide and support students to acquire:
   – a sound knowledge base
   – dispositions, competencies, skills, attitudes,
     and values that will enable…
      • participation in society as
        high-level human „resources‟
      • lifelong learning
      • to become good citizens
• constant revision
              »thus, a comprehensive transformation
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„Excellent‟ means…

• extremely good
• outstanding
• exceptionally good at an activity or subject

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• A search for excellence is embedded in…

  – a “departmental culture”
  – a lecturer‟s heart and mind
  – a tutor‟s commitment & enthusiasm
  – a faculty embodying shared experiences & ideas
    in implementation strategies
  – a university‟s dream to change the world
     • ….and its commitment to find
          the resources to do so

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How does UJ understand learning?

1. Learning about:
•  learn facts, concepts and procedures
•  NB part of university learning
•  transmission-of-knowledge / delivery view
•  assumes that knowledge comprises
   discrete, pre-formed units
  – students ingest in smaller or greater amounts
  – until graduation or indigestion takes over
• on its own not sufficient

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How do we understand learning

Learning about
• “To become a physicist you need
  to take in a lot of formulas
  and absorb a lot of experimental data” – true?
   – people do not become soccer players
     by learning the rules of soccer
   – the same for physicists and everyone else
• an information-oriented view
  of teaching and learning:
  part of the story only

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Learning to be

• learn practices of the knowledge domain
   – includes its principles, dispositions,
     attributes, competencies, activities, skills,
     procedures and values
• utilise theories to identify and solve problems /
  interpret and address everyday issues.
• learn practices of inquiry

• think like, do as, and become a philosopher
  – learning to be one.

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Learning to be

• The challenge:
   – to identify the ways of seeing
   – to develop challenging learning tasks..
      • solicit response from students
      • engage students optimally
      • demonstrate the ongoing workings
        of a „scholarly‟ mind
      • to nurture problem-solving capacity
      • to foster “deep learning” – never-ending

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Plan the curriculum as a whole

• Work out..
  – what are philosophers?
  – how do they think, or do?
  – what must you “put in place”
    to enable a student to think like that?

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Assessment: Determines learning?

• requirements of assessment tasks
  = "true curriculum"
• most important influence on student learning…
   – their perception of assessment
   – focus learning to comply with that
• NB! congruence between teaching approach,
  learning goals (outcomes) and assessment tasks
   – utilise a variety of assessment methods
   – spell out criteria for assessment
   – give feedback as detailed as possible

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• challenged to
   – make connections between facts, ideas and skills
   – to identify and solve problems
   – to apply learning in integrated ways
     in multiple contexts
• learning content becomes meaningful and relevant
• positive relationships, with respect and appreciation

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Students must…

• be responsive / responsible
• prepare for class
• attend all lectures, etc.
• obey course rules
• purposefully engage
• develop an integrated scientific thinking style
  & working methods
• „construct their own knowledge‟
• interpret, evaluate, and criticize any material

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How we view teaching
• create, guide, promote, enable and support
  appropriate, deep and meaningful student learning
   – enable & foster independent and lifelong learning
• continual development of teaching competence
   – promote and share best practice
• use different modes of presentation appropriately
  as complementary to one another
   – variation to suit subjects / levels / purposes
• maintain and improve academic standards,
  plus improve student retention & throughput
   – enhance the likelihood that students will succeed

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“The Lecture”

•   unique and irreplaceable
•   only one of many effective methods
•   no universal recipe
•   atmosphere of trust and respect
•   conversation & dialogue
•   learning guides & prescribed material form the basis
•   what is important & why
•   build on existing knowledge
•   provide additional information
•   never simply repetition of learning material
•   encourage enthusiasm & promote self-confidence
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“The Lecture”

• discipline? UJ Academic Regulations say…
   – “Registered students have a right to teaching and
     learning …”
   – “UJ does not permit student behaviour that disrupts
     formal teaching and learning activities”
   – Thus find the best ways and means
     to maintain relaxed but strict discipline

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Part & Parcel of T & L is Academic development

• = interventions and strategies to develop
    & enrich un-prepared / under-prepared students
   – use tutors and mentors
• A high premium on throughput…
   – early identification of under-performing students
   – check and address poor attendance
   – early diagnosis of student learning difficulties
   – maintain and improve student motivation

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Develop a workable tutor system

• “We now know what works and where to go, as
  well as what does not work and where not to go”
• These are our ideas:
   – Who as tutors?
      • Well-trained senior students as tutors
      • Discipline-specific tutor training in addition to
        central UJ and faculty training required
         –especially to lead discussions & mark
         –to guide and support students

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The Roles of Tutors?

  – tutors as partners & consultants
  – “eyes and ears” to report on students‟ experience
  – provide opportunities for discussion & advice
  – limited marking

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• The tutorials?
   – precise planning and management
   – extend course topics
   – add value to work done in the lectures
   – assignments for tutorials
   – tutorial work as exam questions
   – a tutor plan [handbook, manual] for each module
   – work out in advance
   – pliable enough to incorporate changes
      as the module unfolds
• regularly revise tutor plan / strategy
• evaluate the tutor system and the tutors – individually
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Quality Assurance of Learning and Teaching

• responsibility of HoD‟s and Deans
• collective responsibility in departments
• discuss everything with colleagues
   – at meetings
   – also one-on-one discussions
      • in the spirit of mentoring one another
• weekly meetings between tutors and lecturer
• meetings with all tutors and lecturers
• tutor debriefing / supervision

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“Use” “resources” – e.g. feedback

• consult our colleagues in academic support
• a range of instruments to evaluate our teaching
   – UJ student feedback questionnaire
   – module feedback questionnaire
   – peer review by colleagues who attend lectures
   – feedback from tutors
   – notes we make on our own experience

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Search for excellence is never-ending
• continuous…
   – commitment
   – experimentation
   – innovation
   – dialogue
   – listening & observation

Why NB?
• we are fallible
• our knowledge is provisional; our skill improvable
• Re- …. everything

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