What can I get out of?! A slacker’s guide to teaching Stephanie Dimond-Bayir Language Services Unit (LSU) ALSS

My mantra in teaching sessions: How can I get the students to do this instead of me (…but in an informed way….)

You work, they work… Teachers need to appreciate the value of social constructivism and related approaches in preparing their students to participate.....Yet they also need the confidence to make judicious pedagogical decisions, recognizing when constructivism may not be the best choice and a more eclectic approach, drawing on older transmission or behaviorist methods, may be appropriate. That includes those times, particularly at foundational stages of learning, when there are factual or widely accepted bodies of knowledge to be transmitted and rehearsed, and where time is limited… Pegrum (2009) Possible however that the result is chaos- resonates with teachers trying to position themselves in the class and struggling to model these ideas into a classroom context

Stephanie Dimond-Bayir Language Services Unit (LSU) ALSS So really… What can I get out of?! A non-slacker’s guide to teaching (which happens to help learning) Stephanie Dimond-Bayir Language Services Unit (LSU) ALSS

The context ‘troubled’ technical module results & MEFs challenging

Results: The module is really different along with the lecturer, a new vibe of teaching is offered. Mainly during the lesson we work in groups which I find highly efficient. Interactive learning- learning with group work, games, activities – is fun and easy to memorise what we learnt. The lecturer is great at explaining things and helps us to understand difficult topic. I really liked how interactive the course was. I definitely learned a lot of stuff that I think will be useful in and out of university. MEF feedback

Team based learning Activity ‘flipped’ outside of class e.g. reading / video Individual test (collected and marked- good formative assessment information) Collaborative test done with scratch card (group points assigned) Lecture follows to clarify problematic areas Assessment considers iRATs, tRATs and final exam.

Team based learning Activity ‘flipped’ outside of class e.g. reading / video Individual test (collected and marked- good formative assessment information) Collaborative test done with scratch card (group points assigned) Lecture follows to clarify problematic areas Assessment considers iRATs, tRATs and final exam.

Active learning- 10 minute rule! Speedy decision making Interactive test questions Reading races and dictation Puzzles and solutions

Active learning Speedy decision making Mini whiteboards Red and green cards

Active learning Speedy decision making Interactive test questions Reading races and dictation Puzzles and solutions

In pairs, you have 6 statements. Follow the exam strategy to choose the correct answer for each statement. You now have fifteen minutes to read the text and stick your statements in the correct circle on the board. Not Given True False

Active learning Speedy decision making Interactive test questions Reading races and dictation Puzzles and solutions

Active learning Speedy decision making Interactive test questions Reading races and dictation Puzzles and solutions

References Pegrum M (2009) From Blogs to Bombs: The Future of Digital Technologies in Education. Crawley, Western Australia: UWA Publishing.