1. Diversity and Difference? Focusing on Similarity through ‘Approaches to Learning’ Monica McLean and Keith Trigwell University of Oxford

2. Aim of presentation To investigate how current research on student learning might apply to this topic To focus on similarities in relation to student learning, rather than differences To investigate what it might take to help all students engage with learning To describe the limitations of this approach

3. Teachers’ experience of teaching Students’ perceptions of environment Approach to learning Outcomes of learning Model of student learning

4. Teachers’ experience of teaching Students’ perceptions of environment Approach to learning Outcomes of learning Model of student learning Conceptual change/student-focused Information transfer/teacher-focused

5. Teachers’ experience of teaching Students’ perceptions of environment Approach to learning Outcomes of learning Model of student learning Teaching Workload Goals & standards Assessment

6. Teachers’ experience of teaching Students’ perceptions of environment Approach to learning Outcomes of learning Model of student learning Deep approach Surface approach

7. Teachers’ experience of teaching Students’ perceptions of environment Approach to learning Outcomes of learning Model of student learning Degree result Subject result Satisfaction

8. Context variable scales and items Deep Surface Good teaching scale.43-.34 Clear goals and standards scale.11* -.33 Appropriate workload scale.24 -.69 Appropriate assessment scale.25 -.35 Correlations N=2317-2329 Trigwell and Ashwin, 2003

9. Relations between teaching and outcomes of learning

10. Relations between workload and outcomes of learning

11. Teaching experience items Deep Surface My tutors motivate me to do my best work.26 -.29 My tutors put a lot of time into comment- ing (orally and/or in writing) on my work.26-.23 My tutors work hard to make their subjects interesting.28-.28 My tutors are extremely good at explaining things.24-.29 My tutors normally give me helpful feed- back on my progress.18-.20 My tutors make a real effort to understand difficulties I may be having with my work.19 -.22 Correlations

12. Variable Inform. Transm. Concept. Change Teacher-focus Student-focus (ITTF) (CCSF) Surface Approach (SA).37** -.46** Deep Approach (DA) -.14.34* N = 55 Trigwell, Ramsden, Prosser, Martin (1998) Approaches to teaching & learning

13. Summary Relational research consistently shows relations between context, approach and outcomes Changing students’ perceptions of their environment may lead to more inclusive engagement with learning Changing teachers’ approach to teaching may lead to more inclusive engagement with learning

14. Approaches to L&T and Difference Problems: misunderstandings criticism (1): ignores difference »postmodern preferences »‘more likely’ relations »phenomenography’s focus on individual experience » general pedagogic principles »

15. General Pedagogic Principles Focus on similarities Criteria for a general theory (Bruner and Simon) 1.Convincing 2.Relevant 3.Practical 4.Connects teaching and learning 5.Relates to social ‘urgencies’

16. Social-cultural considerations: syntheses Phenomenography chooses Synthesis with complementary theories, for example: Radical Discipline-specific ‘Criticality’ Identity formation Developing critical rationale

17. Conclusion Approaches to L &T provides general principles and a handle on practice More is to be done