Enhancing a Culture of Teaching and Learning at a ‘Teaching Focused’ University Diane Salter Kwantlen Polytechnic University Liesel Knaack Vancouver Island University

Agenda 1.Introduction 2.Two Student Scenario (Handout) Read on own, consider questions at end Debrief as large group Handout + Slides

The following scenarios show how different students in the same class have responded to the same situations and questions. Read through the scenarios and provide your comments on why the students’ experiences were so different. Both students had similar university entrance scores, were taught from the same syllabus, by the same university teachers. Both claimed to have worked hard throughout the year, and there is no reason to doubt their claims. They went to the same lectures and tutorials, and completed the same assignments in a core mathematics course. Consider the two scenarios Case 1 Melissa (Melissa Passed with Distinction) Case 2 Anthony (Anthony Failed) The Student Experience (Handout Scenarios)

Characteristics of the Student (e.g., previous experiences, current understandings and knowledge) Course and Departmental Learning Context (e.g., course design, teaching methods, assessment techniques) Students’ Perceptions of Context (e.g., good teaching, clear goals) Students’ Approaches to Learning (e.g., how they learn, surface/deep learning) Students’ Learning Outcomes (e.g., what they learn, quantity and quality of learning) This diagram depicts a model of how a student learns. A student arrives to a learning experience with previous experiences and knowledge. A student also has a perception of learning and has various approaches to learning that significantly affect how much learning will occur. When we do not consider the perceptions and approaches to learning and jump directly to achievement of learning outcomes, we inaccurately design learning experiences without considering all the student perspectives. Model of Student Learning

STUDENT APPROACHES TO LEARNING Why is a ‘Deep’ approach important? Surface Approach Intention to reproduce rote memorization of information needed for assessment failure to distinguish principles from examples treat tasks as external impositions focus on discrete elements without integration Deep Approach Intention to understand meaningfully memorize information for later use relate new ideas to previous knowledge relate concepts to everyday experiences relate evidence to conclusions Ramsden, 2003

Factors Relating to Approaches Students’ Perceptions If students think the…. teaching is good goals and standards are clear students get help and advice on how to study subject is well organised …..then they are likely to be adopting deep approaches to their studies. If students think the….. assessment is inappropriate workload is inappropriate …..then they are likely to be adopting surface approaches to their studies. Ramsden, 2003

Surface Learning approaches vs. Deep Learning Approaches SURFACE approaches encouraged by Assessment methods emphasising recall or the application of trivial; procedural knowledge Assessment methods that create undue anxiety Excessive amount of material in the curriculum (Too much content!) Poor or absent feedback on progress Lack of interest in and background knowledge of the subject Previous experiences that encourage such approaches DEEP approaches encouraged by Teaching methods that foster active and long term engagement with the learning tasks Stimulating and considerate teaching - demonstrating the instructor’s personal commitment to the subject matter - stresses its meaning and relevance to the students Clearly stated academic expectations and learning outcomes Interest in and background knowledge of the subject matter Previous experiences that encourage such approaches

Agenda 3.What encourages a deep approach to learning by students? What practices, strategies and activities encourage deeper learning? Discuss with small group Discuss with larger group

From: Focus on the Teacher How Academic Development Units / Centres May Respond To: Focus on the Learner How Academic Development Units / Centres May Respond Coverage Mode – faculty member focuses on covering content, getting through all of curriculum, etc.  Use of PowerPoints/ slides  Use of textbooks and resources  Web resources and free materials Assignment/Learning Task Centered Mode – faculty member focuses on adapting and adjusting learning experiences to students  Alignment of learning outcomes with institutional strategic initiatives, program or profession intentions and with a discipline-specific focus  Experiences for faculty in building rich and authentic experiences through multimodal means  Experiential education activities “What am I going to teach?”  Prescriptive lesson plans  Finding resources online  Textbook focus in choice and use  Teacher-directed lessons  Teacher presentation skills  Technology integration skills “What do I want the students to learn?”  Year-long faculty development institutes focusing on shifting from teacher to learner-directed with choices for faculty to pick from  Student engagement focus - using student voices  Creation of culture whereby faculty want to engage in challenges and choices in their teaching “I have cover the content” “I don’t have time to do X because I have the content to cover and will barely make it” “I have to teach them this”  Prescriptive lesson plans  Standard formats for teacher- directed lessons  Teacher guides, pre-designed lessons “Learner intentions are Y” “Learners know X already, focusing on helping them gain understanding of Z”  Constructing learning outcomes  Competency-based learning activities by subject  Classroom visits to fellow faculty peers  Pre-Assessment and self-assessment focus  Design for students to take control of learning  Communities of Practice for faculty Assessment OF learning  Writing test + exam questions  Gradebook and marking  Plagiarism issues and academic dishonesty consequences  Exams: writing and marking  Students not performing – failures Assessment FOR learning Assessment AS learning  Formative assessment focus for courses  Classroom assessment techniques (CATS)  Metacognitive learning and teaching approaches  Faculty learning focused on assessment  Use of technology to support informal learning Monologue  Presentation skills development  PowerPoint / slide development  Technology to project content  Board work – writing  Lecture capture and recording Dialogue WITH students  Design pedagogies  Questioning skills  Facilitation of group discussion  How to provide inclusivity in learning design  Participatory activities for engagement “Students must know this before they can go to the next module, unit or course” Designing multiple choice question exams and mid-terms, multiple ways to ‘test’ if they ‘know’ the content Content as a dialogue to assess for deep learning: Students co-create content Professional learning activities focusing on understanding how to plan from learner’s point of view with multiple ways of learning discipline Approaches to Teaching and Learning: How Academic Development Centres Respond

Enhancing a Culture of Teaching and Learning at a ‘Teaching Focused’ University Final Thoughts + Wrap Up