Centre for Educational Development ORHEP Project 1 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Centre for Educational Development ORHEP Project This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Approaches to University Teaching Dr Sean Walton

Centre for Educational Development ORHEP Project 2 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License An Introduction to University Teaching Theories of teaching. The HE Academy & university teaching - areas (what does teaching involve). - knowledge. - values.

Centre for Educational Development ORHEP Project 3 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Learning Outcomes 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.

Centre for Educational Development ORHEP Project 4 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License What is University Teaching? Individually, describe on one post-it note what university teaching means to you.

Centre for Educational Development ORHEP Project 5 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Some theories of teaching Prosser & Trigwell: Approaches to Teaching Inventory (ATI) Prosser & Trigwell: Approaches to Teaching Inventory (ATI) Lindblom-Ylanne Approaches to Teaching Lindblom-Ylanne Approaches to Teaching Ramsden Three Theories of Teaching Ramsden Three Theories of Teaching

Centre for Educational Development ORHEP Project 6 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Approaches to Teaching Inventory (ATI) Prosser & Trigwell (1999). Draws from research into (science) lecturers’ conceptions of teaching.

Centre for Educational Development ORHEP Project 7 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Line-up Activity 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’.

Centre for Educational Development ORHEP Project 8 This work is licensed under a Creative Commons Attribution-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

Centre for Educational Development ORHEP Project 9 This work is licensed under a Creative Commons Attribution-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

Centre for Educational Development ORHEP Project 10 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License ATI and types of teaching 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).

Centre for Educational Development ORHEP Project 11 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Approaches to Teaching (Sari Lindblom-Ylänne, U of Helsinki, e.g. Lindblom-Ylänne et al (2006); Postareff et al (2007)) 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)

Centre for Educational Development ORHEP Project 12 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Ramsden’s 3 Theories of Teaching Ramsden(2003) 1Teaching as telling or transmission. -Transmission of authoritative content. - Teacher as source of undistorted information. - Failure to learn is blamed on students.

Centre for Educational Development ORHEP Project 13 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 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.

Centre for Educational Development ORHEP Project 14 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 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

Centre for Educational Development ORHEP Project 15 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License The HE Academy & University Teachers Areas of activity (what does teaching involve). Knowledge (what do we need to know to be effective). Values.

Centre for Educational Development ORHEP Project 16 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Activity: areas, knowledge & values In table groups discuss & produce a brief list of what YOU feel might constitute: The key activities of 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.

Centre for Educational Development ORHEP Project 17 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License HEA: The UK Professional Standards Framework Please take a moment to consider the UKPSF

Centre for Educational Development ORHEP Project 18 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Areas of activity 1.Design and plan learning activities and/or programmes of study. 2.Teach and/or support learning. 3.Assess and give feedback to learners. 4.Develop effective learning environments and approaches to student support and guidance. 5.Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices.

Centre for Educational Development ORHEP Project 19 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Core Knowledge 1.The subject material. 2.Appropriate methods for teaching and learning in the subject area and at the level of the academic programme. 3.How students learn, both generally and within their subject/ disciplinary area(s). 4.The use and value of appropriate learning technologies. 5.Methods for evaluating the effectiveness of teaching. 6.The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching.

Centre for Educational Development ORHEP Project 20 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Professional Values 1.Respect individual learners and diverse learning communities. 2.Promote participation in higher education and equality of opportunity for learners. 3.Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development. 4.V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice.

Centre for Educational Development ORHEP Project 21 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Specific References 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.