University teaching methods - a western perspective Dr Robert Shaw Centre for Teacher Development Seminar Guangdong University of Foreign Studies 21 March 2013

Agenda 1.My approach to teaching 2.Western university education 3.How I teach 4.The way ahead 6

1. My approach to teaching 7

8 Curriculum What you teach Evaluation How you assess Pedagogy How you teach

9 Textbook What you teach Examination How you assess Teacher How you teach Student perspective

10 Curriculum What you teach Confused thinking about Knowledge / understanding / skills Theory / practice

11 Curriculum What you teach Justification of a curriculum Philosophical (nature of knowledge) Sociological (relationship to society) Psychological (student needs) Who decides the curriculum? Hierarchies of curriculum control

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13 Curriculum What you teach Vocational education China follows the West’s mistakes

14 Curriculum What you teach Operations & Production Management Badminton Not university subjects: Practical skills Apprentices (students) & mentors (teachers)

15 Pedagogy How you teach What do you believe about teaching – learning? The teacher must decide pedagogy Teach individuals not classes Complementary modes of delivery Knowledge / understanding / skills

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18 Cognitive (thinking) skills Benjamin Bloom

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21 Creativity Higher levels in Bloom’s taxonomy of cognitive skills John Cleese video

22 The Rhythmic Claims of Freedom and Discipline Three stages in learning a subject / topic Romance (freedom) Precision (discipline) Generalization / use (freedom) The role of the teacher in the learning process Establish the discipline Define the curriculum Set standards Give freedom Let the student learn Build confidence A N Whitehead

23 Evaluation How you assess Examinations are evil

24 Evaluation How you assess Evaluation drives student learning Weighting of course objectives Assess at all of Bloom’s levels Examinations are evil

2. Western university education 25

Major trends in university education 26 Neoliberalism The university as a business Students as customers Credentials not wisdom Absurd specialisations Poor teacher practices Distance education is cheaper

Major trends in university education 27 Scholars relate to scholars Professional organisations vital Unity of professional teachers Open journals The range of institutions

Academic societies 28 Organise conferences Publish your articles Support people

3. How I teach 29

3. How I teach 30 Course objectives Course website Lectures Tutorials Use of external resources Library facilities Online marking Student dishonesty

Course objectives 31 Be clear about the course objectives Keep repeating them during the course Show how the assessment relates to the objectives

Your professor has two roles 1. To help you: a.To learn important things about management globally. b.To acquire some of the skills that managers need. 2. To be your examiner: a.To set tasks for you which adhere to the objectives of the course. b.To assess your knowledge and understanding as demonstrated in tests. c.To grade (mark) your work and give you credit for the skills you can display. 32

You have to learn two things 1. About management globally. You must know and understand: a.The important concepts that managers use to describe their work. b.The debates about management (the keys issues). 2. How to enquire into management. You must demonstrate research skills: a.Ask questions b.Obtain information c.Draw conclusions d.Communicate your ideas 33

Your abilities 1. You know about something when you remember it. 2. You understand something when you can make use of what you remember. 3. You demonstrate research and communication skills. You demonstrate your skills in: a.Weekly s to your professor b.Your glossary c.Your research paper 34

Course assessment 35 Assessment% of gradeDue date Test 120Week 6 (in class time) Test 220Week 11 (in class time) Research project40Week 14 (in class time) Glossary10Week 16 (in class time) Communications ( ) 10At times required TOTAL100

Course website 36 Organise everything The gains come the second time round

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41 Personalise / individualise Motivation Method to achieve research projects & essays

Your to your professor 1. These are professional business communications. 2. Please place “MGP”, class number, and your student number in the subject line. 3. If you do not have a reply to your within one day, send the again or contact your Class Monitor. 4. You will gain a mark based on: a.Clarity (logical flow, full sentences, no abbreviations) b.Tone (formal but friendly) c.Content (the quality of your ideas) d.Timeliness (as required) 42

Why the 1. To practice business communications. 2. To provide your professor with information on your needs and progress. 3. To help you spread the work out through the 17 weeks. 4. To provide you with information on your progress and ideas. Particularly as you prepare your research report. 43

Task for the week 1. Tasks for the week are always due the day before the next session (you have until mid-night). 2. Your performance in the tasks contributes towards your final mark. It is assessment item 5, Communications. 3. Send an to your professor In the Subject line put: MGP, your class number and your student number. 4. In that (a) introduce yourself (about 100 words, include your English and Chinese names), (b) write about your career ambitions, say what job you want in five years time (about 100 words), and (c) attach a photograph of yourself. 44

Lectures 45 mp3 Chinese discussions Follow ppt or website Defines the curriculum

The desks speak 46

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Tutorials 51 Build student confidence Provide variety in sessions Individualise

Online marking 52 Distance education technique Electronic submission + paper submission Automation vital Marking schedules (rubric)

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Academic dishonesty 55 Prevalence Quality in education Teacher – GDUFS - China Automation vital Programs: Turnitin, WriteCheck, iThenticate

4. The way ahead 56

Lawrence Stenhouse 57

What do you want to do? 58 Goal: Work-load management Goal: Become a reflective teacher (Support group) Seminars: Vocational Education, Curriculum, Evaluation, Pedagogy The role of the Centre for Teacher Development

University teaching methods - a western perspective Thank you 21 March 2013