Using Different Teaching and Learning Approaches and Students’ Experiences and Knowledge Dr. Muneer Abbad

Introduction Using different teaching and learning approaches improve students experiences and knowledge. - Technology - Group discussion - Video - Case studies - Simulation

Rationale In any teaching situation the uniqueness of each student must be recognised and a variety of teaching approaches utilised (Biggs and Tang, 2007). Thus, the consideration of relevant approaches to curricular and instructional design is an important factor in student motivation and therefore, student success (Atherton, 2009). Community College of Qatar )CCQ) goals for enhancing the student experience is aligned with employing a variety of approaches to excel students’ motivation (CCQ, 2016). Oxford brookes strategy: Students will have the opportunity to learn in ways that make a creative contribution to personal growth, professional development and preparation for making a constructive contribution to society.   3.2.2 Students will have the opportunity to practise habits of learning that will be useful throughout their lives and will help them to be responsive in a rapidly changing world. Students will be encouraged to see learning as both a collaborative and individual activity in both formal and informal settings. The student experience will be enhanced by the promotion of a diversity of educational opportunity and encouragement of widening participation in higher education.

Introduction As teachers, why we have to use different learning and teaching methods? Provide opportunities for peers to reflect on the teaching activities which they use. Methods: drawn on ideas from literature; reflected on own practice; student feedback ; teachers feedback ; peers feedback.

THEORETICAL REVIEW: HOWARD GARDNER - MULTIPLE INTELLIGENCES “...there exists a multitude of intelligences, quite independent of each other... each intelligence has its own strengths and constraints...” Gardner, H. (1993, p xxiii) *

The theory outlines eight types of “smart”: Linguistic intelligence (“word smart”) Logical-mathematical intelligence (“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinesthetic intelligence (“body smart”) Musical intelligence (“music smart”) Interpersonal intelligence (“people smart”) Intrapersonal intelligence (“self smart”) Naturalist intelligence (“nature smart”)

Examples Linguistic intelligence: games Logical-mathematical intelligence: solve puzzles Spatial intelligence: graphics and charts Bodily-Kinesthetic intelligence: role playing Musical intelligence: multimedia Interpersonal intelligence: video conferencing Intrapersonal intelligence: creative materials and diaries Naturalist intelligence: nature

Rosenthal (2015) in LRNGO (http://www. lrngo Rosenthal (2015) in LRNGO (http://www.lrngo.com) suggested 3 ways that instructors can tap into the multiple intelligences of their learners: 1- Take an Inventory. Get to know your learner before the teaching starts.  2- Try Multiple Routes. Once you have a better sense of your student as whole, use this information to strengthen your teaching (e.g. replace text with pictures as much as you can). 3- Expect Different Outcomes. Allow your students to show what they know in different ways (Talk, work on their own,…) make menu of choices

Literature review: Buzz group Bligh (1986) was an early and vocal critic of the 'traditional' lecture. Bligh thought teachers relied on too narrow a range of methods; as a remedy he developed a number of new techniques, such as the 'buzz group' (1986). Buzz groups can be an effective method to consolidate learning.

Group Activity Try and identify examples of where you have used different 'intelligences' to generate new insights. *

adapting our practice: impact on students I planned a particular seminar with a focus on integrating varied learning approaches I reflected on learning in the session and asked students for informal feedback Student feedback suggested that the range of approaches made the session more engaging

summary: Ideas drawn from review of particular learning theories suggest that variety of approach can improve student experience: it can support students in utilising multiple intelligences reflection activities can help lecturers to develop their teaching and students to evaluate their learning activities such as use of 'buzz groups' can help review and consolidate learning

summary Student feedback suggests that variety of approach helps to engage students and promotes effective learning This session was designed to include several approaches. What was the impact for you?

References Atherton, J.S. (2009), “Learning and teaching; Bloom’s taxonomy”, available at: www.learningandteaching.info/learning/bloomtax.htm Biggs, J. B. and Tang, C. (2007). Teaching for quality learning at university. Maidenhead: OUP/Mc Graw-Hill Education. Bligh, D.A. (1986) Chapter 12: The Buzz Group Technique in Teach Thinking By Discussion. Guildford: SRHE & NFER- Nelson. CCQ (2016), Community College of Qatar Goals; available at: http://www.ccq.edu.qa/index.php?option=com_content&view=artic le&id=105:goals&catid=86:goals&Itemid=435 Rosenthal, H. (2015), “Howard Gardner’s Theory of Multiple Intelligences + 3 Related Tips for Online Learning”, available at: http://www.lrngo.com/blog/2015/04/14/howard-gardners-theory-of- multiple-intelligences-3-related-tips-for-online-learning. Gardner, H. (1993) Frames of Mind: The theory of multiple intelligences, New York: Basic Books.