This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Enhancing learning for all students

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  theories of teaching;  the HE Academy & university teaching: ◦ areas (what does teaching involve); ◦ knowledge; ◦ values.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - At the end of this section, you should have:  reflected on your own approach(es) to teaching, and begun to place this within overarching theories of teaching.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Individually, describe on one post-it note what university teaching means to you.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Prosser & Trigwell: Approaches to Teaching Inventory (ATI) Lindblom-Ylanne Approaches to Teaching Ramsden Three Theories of Teaching

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Prosser & Trigwell (1999)  draws from research into (science) lecturers’ conceptions of teaching

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  In responding to each of the following questions from the ATI, think of a particular teaching context  You will be asked to position yourselves on a continuum from ‘almost always true for me in this context’ to ‘only rarely true for me’

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  In this subject I concentrate on covering the information that might be available from a good textbook  We take time out in classes so that students can discuss, among themselves, the difficulties that they encounter studying this subject strategy

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  I feel a lot of teaching time in this subject should be used to question students’ ideas  I feel it is important to present a lot of facts in classes so that students know what they have to learn for this subject intention

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  ATI: 2 main approaches to teaching ◦ conceptual change/student focused approach ◦ information transmission/ teacher focused approach  but note concern about validity of ATI as a research tool (Meyer & Eley, 2005)

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Content-focused approach to teaching ◦ focus on transmission of knowledge ◦ generally repeat traditional and familiar ways of teaching  Learning-focused approach to teaching ◦ teaching to improve student learning ◦ emphasis on continuous enhancement of own teaching  (also looking at how AtT are affected by disciplinary and teaching context)

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Teaching as telling or transmission: ◦ transmission of authoritative content; ◦ teacher as source of undistorted information; ◦ failure to learn is blamed on students. 2. Teaching as organising student activity: ◦ focus on what the student does; ◦ orchestrate teaching to generate learning activity; ◦ but may be failure to fully integrate T&L activity with students’ learning of subject. 3. Teaching as making learning possible: ◦ T, L & subject linked in overarching system; ◦ Teacher’s focus is on identifying & overcoming barriers to students’ learning; ◦ Teacher recognises knowledge of the subject is constituted by the learner.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Areas of activity (what does teaching involve)  Knowledge (what do we need to know to be effective)  Values

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - In table groups discuss & produce a brief list of what YOU feel might constitute either:  the key activities that constitute teaching in HE or  the core knowledge required by all HE teachers to be effective, or  professional values that should be shared by all HE teachers.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Design and planning of learning activities and/or programmes of study.  Teaching and/or supporting student learning.  Assessment and giving feedback to learners.  Developing effective environments and student support and guidance.  Integration of scholarship, research and professional activities with teaching and supporting learning.  Evaluation of practice and continuing professional development.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  The subject material.  Appropriate methods for teaching and learning in the subject area and at the level of the academic programme.  How students learn, both generally and in the subject.  The use of appropriate learning technologies.  Methods for evaluating the effectiveness of teaching.  The implications of quality assurance and enhancement for professional practice.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Respect for individual learners.  Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice.  Commitment to development of learning communities.  Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity.  Commitment to continuing professional development and evaluation of practice.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Lindblom-Ylänne, S, Trigwell, K, Nevgi, A & Ashwin, P (2006). How approaches to teaching are affected by discipline and teaching context, Studies in Higher Education, 31 (3), Meyer, JHF & Eley, MG (2006) The approaches to teaching inventory: a critique of its development and applicability, British Journal of Educational Psychology, 76, Postareff, L, Lindblom-Ylänne, S & Nevgi, A (2007). The effect of pedagogical training on teaching in higher education, Teaching and Teacher Education, 23 (5) Prosser, M & Trigwell, K (1999) Understanding Learning and Teaching, Buckingham: SRHE & Open University Press. Ramsden, P (2003) Learning to Teach in Higher Education 2 nd edition, London: RoutledgeFalmer.