The York Pedagogy: What, how and why John Robinson, 20 November 2015

Work and Outcomes

Work and outcomes Amount of work Outcomes

The Basic Relationship Amount of work Outcomes

In practice Amount of work Outcomes

But, for simplicity: Amount of work Outcomes

Working more productively Amount of work Outcomes

Ways to work more productively

 Learning  Technology  Processes  Documents

The York Pedagogy

 Thinking about outcomes and work together

The York Pedagogy  Thinking about outcomes and work together  Better co-design of outcomes and work

The York Pedagogy Amount of work Outcomes

The York Pedagogy Amount of work Outcomes A learning outcome

The York Pedagogy Amount of work Outcomes A learning outcome The route to it

The York Pedagogy Amount of work Outcomes

The York Pedagogy Amount of work Outcomes

The York Pedagogy  Better co-design of work and outcomes

The York Pedagogy  Better co-design of work and outcomes  More ambitious in final outcomes

The York Pedagogy  Better co-design of work and outcomes  More ambitious in final outcomes Powerful PLOs

The York Pedagogy  Better co-design of work and outcomes  More ambitious in final outcomes  Enable students to work smarter (increase the slope)

The York Pedagogy  Better co-design of work and outcomes  More ambitious in final outcomes  Enable students to work smarter (increase the slope) Well-designed work

The York Pedagogy  Better co-design of work and outcomes  More ambitious in final outcomes  Enable students to work smarter (increase the slope) Well-designed work Served by contact time

The York Pedagogy  Better co-design of work and outcomes  More ambitious in final outcomes  Enable students to work smarter (increase the slope)  Intermediate outcomes are important too

The York Pedagogy  Better co-design of work and outcomes  More ambitious in final outcomes  Enable students to work smarter (increase the slope)  Intermediate outcomes are important too Summative assessment design

The York Pedagogy Amount of work Outcomes An ambitious outcome

The York Pedagogy Amount of work Outcomes An ambitious outcome

The York Pedagogy Take away the axes An ambitious outcome

And another

The Learning Ladder

Able to extend the boundary of knowledge in the discipline

Able to extend the boundary of knowledge in the discipline By reading canonical texts in the discipline and writing two critical essays, develop understanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipline (in Discipline Core II)

Able to extend the boundary of knowledge in the discipline By practicing research methods on small-scale problems, develop proficiency in the major intellectual tools of the discipline (in Research Methods Module). By reading canonical texts in the discipline and writing two critical essays, develop understanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipline (in Discipline Core II)

Able to extend the boundary of knowledge in the discipline By conducting research under one-to-one supervision, analysing and writing up results in the form of a dissertation, develop the organisational and expressive skills to apply the analysis and synthesis skills developed earlier to new problems (in ISM). By practicing research methods on small-scale problems, develop proficiency in the major intellectual tools of the discipline (in Research Methods Module). By reading canonical texts in the discipline and writing two critical essays, develop understanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipline (in Discipline Core II)

PurpleBlueMustardRedGreenExtend the boundary of knowledge ISM By conducting research under one-to-one supervision, analysing and writing up results in the form of a diss-ertation, develop the organisational and expressive skills to apply the analysis and synthesis skills dev-eloped earlier to new problems (in ISM). Option in W Res methods By practicing research methods on small-scale problems, develop proficiency in the major intellectual tools of the discipline (in Research MethodsModule). Core V Option in Z Core IV Core III Option in Y Core II By reading canonical texts in the discipline and writing two critical essays, develop understanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipl-ine (in Core II) Option in X Core I

What? (And why?)

 A question about the outcomes What? (And why?)

 A question about the outcomes  Many universities claim: critical thinking, communication, teamwork, … What? (And why?)

 A question about the outcomes  Many universities claim: critical thinking, communication, teamwork, …  More specific What? (And why?)

 A question about the outcomes  Many universities claim: critical thinking, communication, teamwork, …  More specific  More ambitious What? (And why?)

 A question about the outcomes  Many universities claim: critical thinking, communication, teamwork, …  More specific  More ambitious  More credible What? (And why?)

How? (And why?)

 A question about the work How? (And why?)

 A question about the work  Why am I doing what I’m doing now? How? (And why?)

 A question about the work  Why am I doing what I’m doing now?  Not tradition How? (And why?)

 A question about the work  Why am I doing what I’m doing now?  Not tradition  Not fad How? (And why?)

 A question about the work  Why am I doing what I’m doing now?  Not tradition  Not fad  But because your work has been designed as a whole, to take you up the learning ladder How? (And why?)

 A question about the work  Why am I doing what I’m doing now?  Not tradition  Not fad  But because your work has been designed as a whole, to take you up the learning ladder  (And we’re continuing to innovate to make the design better) How? (And why?)

The York Pedagogy: What, how and why? y ? Reconsidering assessment in the light of PLOs Michael Bate Department of Mathematics

Some Themes Consistency: Formative coursework comes in a regular pattern and builds to a summative task Quality: Feedback comes quickly after hand in, comes from the marker, in a small group session Coherence: Every assessment has a point, and helps students navigate through the programme Thinking at programme level helps

Some Ideas Regular patterns of work with obvious engagement of staff help students to engage Small groups work, but take more time; make sure they really deliver value “Formal formative” work: we’re trying some pass/fail components in Stage 1 You must ensure that everyone “buys in”

The York Pedagogy: What, how and why? y ? Mapping expected progression for programme coherence Claire Hughes Department of Environment

Mapping expected progression for programme coherence Claire Hughes Lecturer, Environment Department Interleaving Retrieval Coherence Balance Progression EFEFCTIVE LEARNING

‘We will explain how the outcomes are achieved progressively over the course of the programme through student work, assessment and feedback’ ‘Assessment and feedback will be coordinated at programme level, to ensure that the nature, pattern and volume of feedback …….supports progressive development ….’ 1. Progression mapping 2. Programme-level coordination of assessment

1. Progression mapping Mapping discipline specific skills and knowledge Year 1Year 2 Year 3 1 = explicitly taught 2 = opportunity for practice 3 = assumed Incoming first year: A-level skills and knowledge Successful graduate: Programme specs QAA Employability skills

An example of a skills map for Research Skills in the Environment Department: 1 = explicitly taught 2 = opportunity for practice 3 = assumed

2. Programme-level coordination of assessment Skills-based, progression-mapping marking criteria YEAR 1 YEAR 2 YEAR 3 1 ST 2 (i)2 (ii) Year 1 Year 2 Year 3 Level of attainment

The York Pedagogy: What, how and why? y ? Questions?