Talking about Teaching Staff and Departmental Development Unit Chris Butcher

Talking about Teaching UTF project work in progress Staff and Departmental Development Unit Chris Butcher

Peer review of teaching micro teaching teaching / peer observation teaching process recall

Peer review of teaching micro teaching teaching / peer observation teaching process recall video recording

Peer review of teaching peer(s) talking about teaching micro teaching teaching / peer observation teaching process recall video recording

methods behaviours gestures / actions interaction structure content

methods behaviours gestures / actions interaction structure content  hows whens whats

methods behaviours gestures / actions interaction structure content  hows whens whats whys

methods behaviours gestures / actions interaction structure content  hows whens whats theory / practice know that / know how

T7 Deliver excellent and inspirational learning & teaching

more expert expert ? becoming expert - expertise based on experience novice  advanced beginner  competent  proficient  expert Dreyfus & Dreyfus (1986) experienced but not expert experts find it difficult to articulate skills & knowledge theory / practice nurses / teachers

more expert expert ? becoming expert - expertise based on experience novice  advanced beginner  competent  proficient  expert Dreyfus & Dreyfus (1986) experienced but not expert experts find it difficult to articulate skills & knowledge theory / practice nurses / teachers What theory (in action) informs the practice of expert teachers ? What do expert teachers think about as they are teaching ?

Siobhan Hugh-Jones psychology Pauline Kneale geography Michael Manogue dentistry

Talking about Teaching video recording of a class CB watched it.... decide questions video recording of discussion of class

video recording of a class CB watched it.... decide questions video recording of discussion of class Ethell & Meniman (2000) Clarke (1995) Wear & Harris (1994) Stimulated-recall interview Talking about Teaching

1 What are you doing here? … and why are you doing it ? 2 What are you thinking about here ?... and how has that influenced your actions ? 3 What are the students doing at this stage ? … and how are you responding to them ? 4 What makes you decide what you do in a class ? 5 How much of it is planned – how much is automatic ? 6 Earlier you said / did y.... now you are saying/ doing x.... why ?

“When you are there you are very unaware of what you are doing” “Use it unconsciously” “Had not planned to do that …. got a sense of ….” “Something a little nearer consciousness ….”

The use of lecture notes “When I began teaching …. I had to stick with what I had planned even though my mind wanted to go somewhere else or I wanted to respond to the group I had to learn to trust myself that I could manage the lecture without them” “When you are there you are very unaware of what you are doing” “Use it unconsciously” “Had not planned to do that …. got a sense of ….” “Something a little nearer consciousness ….”

“How I wanted to be taught...” “Role modelling” “Direction – blatant or subtle ….” “I know it is good practice to..... but.....” “Framing …. context ….”

“Aware of my limitations” “How I wanted to be taught...” “Role modelling” “Direction – blatant or subtle ….” “I know it is good practice to..... but.....” “Framing …. context ….”

“I …. they …. WE …. are in this together” “Aware of my limitations” “How I wanted to be taught...” “Role modelling” “Direction – blatant or subtle ….” “I know it is good practice to..... but.....” “Framing …. context ….”

5

building up a better knowledge of one’s content area - what to teach building up practical experience as a teacher - how to teach building up a repertoire of teaching strategies - skilful as a teacher finding out which teaching strategies do and do not work for the teacher - effective as a teacher continually increasing one’s understanding of what works and does not work for students - effective in facilitating student learning Åkerlind (2007)

Åkerlind, G., Constraints on academics’ potential for developing as a teacher. Studies in Higher Education. 32 (1), p Dreyfus, H.L. & Dreyfus, S.E Mind over Machine: the power of human intuition and expertise in the era of the computer. New York. Free Press Ethell, R & McMeniman, M Unlocking the knowledge in action of an expert practitioner. Journal of Teacher Education. 51 (2), Mar / Apr, p Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Education. 11(3), p Wear, S. B., & Harris, J. C Becoming a reflective teacher: The role of stimulated recall. Action in Teacher Education. 16(2), p45-51.

Talking about Teaching Staff and Departmental Development Unit Chris Butcher