1. Module 2 Day 2 Transforming teaching, training and learning: focus on subject pedagogy

2. Tutorial groups

3. © QIA 2006. All rights reserved3 Tutorial groups  Tutorials at the start of Day 1 and Day 2  Reflections on key concepts from the Induction Module, Module 1 and Module 2 Day 1  Reflections on any activities undertaken so far  Assignments and portfolio-building  Issues and concerns

4. © QIA 2006. All rights reserved4 Tutorial questions  What has gone well since the last session?  What progress have you made in your own learning journey?  How have you helped others progress in their learning?  What else could you do to contribute to the learning of others in this cohort?  In helping others what have you learned that might be of value in your organisation?

5. © QIA 2006. All rights reserved5 Aims and objectives for Module 2  pedagogy and current approaches to teaching and training  barriers to learning and approaches to overcoming these  ways of extending your repertoire of teaching, training and learning strategies  the process of action learning and research The focus of Module 2 – transforming teaching, training and learning – is to look at your own practice and practice pertinent to your subject. In particular:

6. © QIA 2006. All rights reserved6 Overview for Day 2  Tutorial groups  Action learning and action research  Action learning sets  Peer-to-peer learning – learning from other subject areas  Review and reflection

7. Action learning

8. © QIA 2006. All rights reserved8 Reg Revans: action learning  ‘There can be no learning without action and no (sober and deliberate) action without learning’  ‘Learning needs to be equal or greater than the rate of change’  ‘Learning has two elements – traditional instruction and critical reflection’

9. © QIA 2006. All rights reserved9 Reg Revans: action learning L = P + Q Learning = Programmed knowledge + insightful Questioning

10. © QIA 2006. All rights reserved10 Action learning – an extension of collaborative practice that means:  having a focus on what we want to learn eg new ways to approach effective teaching, training and learning  using an actual situation as a way of obtaining this learning eg planning the delivery of a new strategy with a colleague  using this learning to improve and extend professional practice eg using feedback from learners and colleagues to adapt approaches more effectively

11. © QIA 2006. All rights reserved11 The action elements of action learning  Reflecting on the situation and the context eg your own, your colleague’s and your learners’ needs  Analysing them using your understanding of the theory: the techniques of teaching, training and learning; the pedagogy of the approaches and the subject resources  Proposing and implementing ideas for improvement

12. © QIA 2006. All rights reserved12 The learning element of action learning Involves pulling out of the experience lessons about the approach used and how to make use of new knowledge to make you more effective agents of change

13. © QIA 2006. All rights reserved13 Kolb’s Cycle of Learning (1991) Concrete experience Formation of concepts and generalisations Observation and reflection Testing implications of concepts in new situations

14. © QIA 2006. All rights reserved14 Gibbs’ Cycle of Reflection (1988) Description What happened ? Feelings What were you thinking and feeling? Evaluation What was good and bad about the experience? Analysis What sense can you make of the situation? Conclusion What else could you have done? Action plan If it arose again, what else would you do?

15. Action research

16. © QIA 2006. All rights reserved16 Action research: Jean McNiff (1988)  Small scale  Practical/work based  Collaborative  Cyclical

17. © QIA 2006. All rights reserved17 Advantages of action research  It is empowering and has a motivating effect on practitioners  Contributes to the development of a learning community (Harkin and Turner, 2003)

18. © QIA 2006. All rights reserved18 Action research What is the most influential piece of teaching and learning research you have read, heard about or seen others present?  What gave it impact?  What impact did it have on your own practice?  What impact did it have on the practice of others?

19. Action learning sets

20. © QIA 2006. All rights reserved20 Action learning sets are about:  problem solving – working and learning to solve real work-based problems, individually focusing on specific issues  supporting by challenging members of the group in a supportive, democratic environment  respecting and valuing the diversity of opinions and viewpoints offered  ensuring equality of opportunity for all group members

21. © QIA 2006. All rights reserved21 Format of action learning sets  Round robin to start  Group negotiate time slots  Individuals use their time slots to discuss a problem/experience or issue of their choice  Close with a summary of learning

22. © QIA 2006. All rights reserved22 Action learning sets – the process (1) Start with a round robin Each member has 1–2 minutes to speak eg what you hope to get out of the meeting, what is uppermost on your mind… Throughout the meeting, it is crucial that people have an equal share of time and that they feel heard with due respect and attention

23. © QIA 2006. All rights reserved23 Action learning sets – the process (2) Negotiate time slots Agree an equal amount of time for each member (leave at least 20 minutes at the close of the session for summaries and action planning) Each member has responsibility for managing their own time slot but the group may wish to appoint a time keeper to help with the process of time keeping

24. © QIA 2006. All rights reserved24 Action learning sets – the process (3) Individual time slots Each member has their full time slot to share critical reflections on the topic of their choice. They may ask for feedback, advice, or other responses from other members Think carefully about what you want to say and what you want to get back from the set

25. © QIA 2006. All rights reserved25 Action learning sets As a set member you should:  listen openly and without prejudice  question positively to increase understanding and generate options for action  support each other  act as a ‘critical friend’, challenging the problem owner in a supportive way

26. © QIA 2006. All rights reserved26 Action learning sets – the process (4) The summary of learning  Round robin – each member has a further 2 minutes to reflect on their learning from this process  Determine any key issues for next meeting  Agree any changes to process for next meeting Try to be clear, specific and encouraging about any goals or commitments that are being put forward by group members

27. © QIA 2006. All rights reserved27 Forming your own action learning sets  You now have approximately 20 minutes to form your own action learning sets  Your facilitators will leave the room to allow the group to complete this task but will return to review the process

28. Subject workshops

29. © QIA 2006. All rights reserved29 Subject workshops Based on your experiences from the module tasks and the lessons learned from your action learning sets:  develop your teaching, training and learning strategy using the subject-specific resources to identify either an existing or complementary extension to this strategy  plan the next steps in your research cycle for discussion with the colleague you have been working with

30. Preparing for the module assignment task

31. © QIA 2006. All rights reserved31 Module 2 assignment task (Level 4) Refer to pages 49–51 of Participant Handbook Task 1  Choose one teaching, training and learning strategy that is relatively new to you and can be appropriately adapted for your learners  Invite a colleague to plan the experimentation of the strategy with you and together evaluate feedback on the use of the strategy from your learners

32. © QIA 2006. All rights reserved32 Module 2 assignment task (Level 4) Refer to pages 49–51 of Participant Handbook Task 1 (continued)  Write a 1500 word report that:  gives a rationale for the choice of strategy and the underpinning pedagogy of the approach  analyses the process of collaborative research into teaching, training and learning and the impact on self, colleague and learners  demonstrates critical reflection on the learning that has taken place

33. © QIA 2006. All rights reserved33 Module 2 assignment task (Level 4) Refer to pages 49–51 of Participant Handbook Task 2  Complete the portfolio-building tasks and add to your learning log together with evidence of planning and evaluation

34. © QIA 2006. All rights reserved34 Module 2 assignment task (Level 7) Refer to pages 67–69 of Participant Handbook Task 1  Choose one teaching, training and learning strategy that is relatively new to you and can be appropriately adapted for your learners  Invite a colleague to plan the experimentation of the strategy with you and together evaluate feedback on the use of the strategy from your learners

35. © QIA 2006. All rights reserved35 Module 2 assignment task (Level 7) Refer to pages 67–69 of Participant Handbook Task 1 (continued)  Write a 2000 word report that:  gives a rationale for the choice of strategy and the underpinning pedagogy of the approach  analyses the process of collaborative research into teaching, training and learning and the impact on self, colleague and learners  demonstrates critical reflection on the learning that has taken place

36. © QIA 2006. All rights reserved36 Module 2 assignment task (Level 7) Refer to pages 67–69 of Participant Handbook Task 1 (continued)  demonstrates critical professional reflection on theoretical perspectives on pedagogy, andragogy and/or heutagogy Task 2  Complete the portfolio-building tasks and add to your learning log together with evidence of planning and evaluation

37. Evaluation

38. © QIA 2006. All rights reserved38 Kolb’s Cycle of Learning (1991) Concrete experience Formation of concepts and generalisations Observation and reflection Testing implications of concepts in new situations

39. © QIA 2006. All rights reserved39 How deep was your learning? Shallow Deep Profound

40. © QIA 2006. All rights reserved40 Anderson and Krathwohl (2001) Understanding Remembering Applying Analysing Evaluating Creating Bloom’s Taxonomy for the Cognitive Domain (1956) Comprehension Knowledge Application Analysis Synthesis Evaluation

41. Module 3 Region: Date: Venue: