Teaching for excellence Personal reflections Barbara de la Harpe RMIT University, College of Design and Social Context

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UniSA wins accolades for innovative real world teaching September 26, 2012

Share with the person next to you what have been the most significant influences on your teaching practice ? 

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online module support workshops LEAD peer learning groups curriculum and assessment adapted

88% the overwhelming majority of all students reported that giving peers feedback helped with their learning

 Statistically significant difference when peer learning explicitly assessed

Personal and interpersonal skills were strengthened

Confidence was built

I am a really shy person so these things gave me an excuse to talk more [Art] It gave me confidence which I have never had [Art]

Enjoyment was enhanced and socialising supported

What do students think makes a good university lecturer? 1. Willingness to help 2. Humour 3. speedy feedback 4. subject knowledge 5. inspiring teaching methods o rder according to what you believe

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According to 1,000 undergraduate students from 20 universities in the UK responding to an open student competition by writing a word essay on what makes a good university lecturer published in 2012

Combination of 4,1,5,2,3 4. Subject knowledge 1. Willingness to help 5. Inspiring teaching methods 2. Humour 3. Speedy feedback

Discuss with person next to you what you have learned or think you could learn from your cat about good teaching ? 

Accept the fact that not all company will like you. Be tolerant-but not overly accommodating. Recognize the toy in everything. Be good at hellos. Don't drag out goodbyes. Never give up. People watching is a legitimate past-time. Make the world your playground. Depend on others without losing your independence. Know all the sunny places. Sleeping is very underrated. Take some time to eat the flowers.

7 Dimensions of Super Teachers 1. Think learning for the future provide courses that are relevant and are of value to the future of learners 2. Master Two disciplines are knowledgeable about both the discipline and how to teach it 3. Embrace student-centred learningfocus first on what learners need to know, do, feel and then on what they need to do to help learners get there, begin where learners are at, see things from leaner perspectives 4. Have contemporary curriculum design and teaching skills 1.design courses well, use up-to-date modes and technologies, engage learners, encourage learner participation, create stimulating learning environments, challenge learners 2.motivate learners to do their best 3.communicate effectively 4.create a comfortable learning atmosphere, encourage and care for learners, show concern for student learning, build relationships, connect learners, support learners, are fair, have high but realistic expectations, are approachable 5.are organized, establish clear guidelines, in f-2-f modes have good classroom management techniques, are ‘with it’ and have eyes in back of their heads,

5. Act professionallystay up to date, have a positive attitude to teaching, are enthusiastic about teaching, are humorous, fair, reasonable and positive 6. Stop and reflect constantly adapt to learner needs, are flexible and open-minded 7. Create magic create ‘something special’ for learning and learners

‘versatilists’ fluidity Andreas Schleicher, OECD Education Directorate

What types of professional development activities do you prefer ? 

3,364 academic staff from RMIT university responded to an online survey about their preferences for PD for teaching in new generation learning spaces in 2012…

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What types of professional development activities do you prefer ? 1. Reading instructional materials 2. Formal study 3. Hands on sessions 4. Being coached mentored 5. Observing peers 6. Conversations with colleagues 7. Training with other disciplines 8. Advice from external experts RMIT University©

What encourages you to undertake PD ? 

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What encourages you to undertake PD ? 1. Additional payment 2. Satisfying professional work ethic 3. Personal interest in teaching 4. A need to stay up-to-date 5. Time release 6. Responding to +ve feedback from students 7. Personal belief in pd RMIT University©

#1 Think learning for the future #2 Master two disciplines # 3 Believe in student-centred learning #4 Know how to teach #5 Act professionally #6 Stop and reflect #7 Make magic happen

Review of over 700 documents found strongest positive findings of increased learning are in relation to measures which can be related directly to the teaching of the curriculum

Get it? Hint: underpinning belief necessary for staff to be excellent teachers

student centred

Thank you

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