1. Nicole Kipar Centre for Academic Leadership & Development

2. Nicole Kipar M.A., FHEA, FSEDA Programme Director Postgraduate Certificate in Academic Practice (PGCAP)

3. Contact: n.kipar@hw.ac.uk 1.06 Postgraduate Centre 0131 451 8129

4. What is Learning and Teaching?

5. Activity: Approaches to Teaching 'Surface' and 'Deep' approaches to learning Interactive Lecturing Change-Up Activities Examples Learning Styles Theories: Visual, Auditory, Kinaesthetic Learners Kolb's Experiential Learning Cycle/Learning Styles Questionnaire

6. Approaches to Teaching Activity

7. Which case study best captures your current approach to teaching? (even if you would like to change it?) Which best captures the teachers that taught you? And the approach of colleagues in your discipline?

8. Approaches to Learning

9. 3 Approaches to Learning Teaching as telling or transmission - knowledge driven, problems in learning are due to weak students Teaching as organising student activity – focus on techniques and active learning rather than knowledge Teaching as making learning possible - “we can improve our teaching by studying our students’ learning…learning should be about changing the ways in which learners understand the world about them” (Ramsden: 4)

10. Teaching Influences Learning ‘lecturer transmission’ approach allows weaker students to learn in a surface way

11. “The aim of teaching is simple: it is to make student learning possible. Teaching always involves attempts to alter students’ understanding, so that they begin to conceptualize phenomena and ideas in the way scientists, mathematicians, historians, physicians, or other subject experts conceptualize them – in the way, that is to say, that we want them to understand them.” (Ramsden: 5) Do you agree?

12. ‘Surface’ and ‘Deep’ Students’ ‘approach to learning’ is not fixed, it depends on their intention for their learning Influenced by the approach to teaching But student learning is complex – we can’t assume students will learn what we intend

13. Surface Learning - reproducing Intention - to cope with content and tasks set  Studying without reflecting on either purpose or strategy  Treating the course as unrelated bits of knowledge  Finding difficulty in making sense of new ideas presented  Memorising facts and procedures routinely  Not personally involved in the task

14. List three ways of teaching that you think might encourage a surface approach to learning

15. Teaching for Surface Learning  Content overload  Too much transmission-style lecturing  Too little active engagement  Unclear goals and standards  Not building in feedback for understanding – focus on exam preparation  Anxiety caused by excessive competition

16. Deep Learning – transformation Intention - to understand, to extract personal meaning  Being actively interested in the course content  Relating ideas to previous knowledge and experience  Looking for patterns and underlying principles  Checking evidence and relating it to conclusions  Relating concepts to everyday experience  Examining logic and argument cautiously and critically  Defined tasks as actively making sense

17. List three ways of teaching that you think might encourage a deep approach to learning

18. Teaching for Deep Learning  Focus on understanding of core concepts not content  Foster independence and control over learning  Embed active learning (see “interactive teaching”)  Balance intellectual challenge with clear goals  Concern and respect for students and learning

19. ‘Strategic learning’ – organizing Intention - to excel on assessed work  Being alert to assessment requirements and criteria  Gearing work to the perceived preferences of lecturers  Putting consistent effort into studying  Finding the right conditions and materials for studying  Managing time/effort effectively to maximise grades

20. Teaching large groups: facilitating active learning

21. History of (Western) Lectures 12 th century Sorbonne 14 th century

22. 16 th century 17 th century

23. 19 th century Early 20 th century

24. 20 th century (Glasgow university 1974) 21 st century

25. Danger!

26. Attention span during a lecture

27. Interruptions can reset attention

31. Mix it Up! Interactive Lecturing Engaging students in actively doing something Not just sitting/ listening/ receiving Learning more meaningful, deeper

32. Change-Up Activities Examples

33. Fill in a Matrix

34. Gapped handouts, for example: Complete the plotting of a graph Complete the labelling of a diagram Incomplete calculations the student must finish Complete a flow chart for a process Skeletal notes: the bare bones of a session (key statement, a definition, a diagram) with gaps/spaces and omissions to be completed by the student Worksheets: questions, problems that the student must answer or solve

35. Short Discussion/Peer Instruction Pose a question Students discuss with neighbor Share with class Explain the correct answer

36. Exam Style Questions Why was the oil found at a relatively high level for the region?

37. 1 Minute Paper Use post-it notes Advise students to write no more than 1 minute Ask questions such as: “What is the most significant thing you learned today?” or “What question do you have from the reading for today?” Can be used at any time, especially at the end of a lecture

38.  Introduction to Learning Styles  VAK: Visual, Auditory, Kinaesthetic  Honey & Mumford Learning Styles Inventory  The Kolb Learning Cycle  Experiential Learning

39. VAK: Visual-Auditory- Kinaesthetic Learning Auditory learners often talk to themselves. They often do better talking to a colleague or a recorder and hearing what was said. Learners who are visual-linguistic like to learn through written language, such as reading and writing tasks. They pay better attention to lectures if they watch them and do better with charts, demonstrations, videos, and other visual materials. Kinesthetic learners do best while touching and moving. They tend to lose concentration if there is no external stimulation or movement. They may want to take notes for the sake of moving their hands, draw pictures, diagrams, or doodle.

40. Kolb’s Experiential Learning Cycle, 1984

41. What is the ‘big idea’ for you? Post-it Activity 1 minute paper

42. For next time: Learning Styles questionnaires