Rethinking Teaching in Higher Education: a reasoned approach to the support of student learning Cheryl Amundsen (SFU), Cheryl Amundsen (SFU), Cynthia Weston,

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Presentation transcript:

Rethinking Teaching in Higher Education: a reasoned approach to the support of student learning Cheryl Amundsen (SFU), Cheryl Amundsen (SFU), Cynthia Weston, Lynn McAlpine (McGill), Phillip Abrami (Concordia) Phillip Abrami (Concordia)

Teaching Development Process hour Rethinking Teaching Workshop 2. Year-long follow-up group 3. Classroom research studies

Theoretical Foundations of Our Work Structure of knowledge in the disciplines (Donald 2004; 1997) Structure of knowledge in the disciplines (Donald 2004; 1997) Pedagogical reasoning (Shulman 1986,1987; Schwab 1970) Pedagogical reasoning (Shulman 1986,1987; Schwab 1970) Professional thinking and action (Schon, 1983,1987) Professional thinking and action (Schon, 1983,1987) Instructional design (Richley, 1986; Reigeluth, 1999) Instructional design (Richley, 1986; Reigeluth, 1999) Transformational learning (Mezirow, 1991; Cranton, 1996) Transformational learning (Mezirow, 1991; Cranton, 1996)

Four Underlying Constructs Disciplinary knowledge linked to teaching actions. Disciplinary knowledge linked to teaching actions. Learning-centred teaching. Learning-centred teaching. Reasoned approach to teaching decisions. Reasoned approach to teaching decisions. Coherence and alignment of course design elements. Coherence and alignment of course design elements.

Teaching Development Process hour Rethinking Teaching Workshops 2. Year-long follow-up groups 3. Classroom research studies

Rethinking Teaching Workshops What Characterizes Them? Focus is on a complete course. Focus is on a complete course. Design process in the context of the specific subject area. Design process in the context of the specific subject area. Discussion and critique with colleagues across disciplines. Discussion and critique with colleagues across disciplines. Assume the role of both instructor and student in designing courses. Assume the role of both instructor and student in designing courses.

Course Design

First draft - Business

Third Draft - Business

Third Draft - Educational Psychology

Fourth Draft- Educational Psychology

Second draft – Computing Science

Third Draft - Computing Science

Course Design

Format of the Workshop

Why Follow Up Groups? Support while implementing changes designed in the workshop. Support while implementing changes designed in the workshop. Continuation of sense of teaching community developed during workshop. Continuation of sense of teaching community developed during workshop. Explore teaching related questions. Explore teaching related questions.

What about Technology?

The “Layering On” of Technology

Pedagogical Content Knowledge

Instructional Team Academics with a scholarly interest in teaching development. Academics with a scholarly interest in teaching development. Past participants of the workshop and followup groups. Past participants of the workshop and followup groups. Graduate students. Graduate students.

Studying the Effectiveness

Model of Teaching Expertise