Connecting teachers and students

1
Connecting teachers and students
learning through PDP Warren Houghton, University
of Exeter LTSN Eng. David Hay, University of
Surrey Norman Jackson, University of Surrey
LTSN joint CRA-LTSN experiential
and experimental seminar
2
Proposition 1 One of
the barriers to the introduction of PDP is
that many HE teachers dont believe that PDP
will improve students learning and achievement
How might we persuade them?
a) encouraging teachers to try it out with
their students and providing the
knowledge, support and resources to
enable them to do it b) providing good
research evidence that it works c)
demonstrating that the learning processes and
actions that underlie PDP are embedded in
their own teaching practices.
3
Proposition 2 If
PDP is to be implemented successfully we need
to encourage HE teachers to adopt perceptions
and conceptions of teaching and learning that
are commensurate with the model of learning
that PDP is intended to promote.
Proposition 3
Most teachers have little knowledge of the
educational theories that underlie teaching
and learning.
4
Scholarship of Professional Teaching Practice
(Keith Trigwell)
AWARENESS Conceptions Disciplinary
Knowledge Transdisciplinary Knowledge (teaching
learning)
PRACTICE Teaching Evaluation Reflection Commun
ication Learning
OUTCOMES Student learning Affective Documentati
on Teacher Learning
Blue aspects that are a particular focus for
the seminar
5
3 mins sketch your current conception of
PDP
6
engage in teaching
simulate a learning process that will help us
understand how PDP promotes learning.
record teaching process
evaluate the utility of the approach
Process
reflect on the process using conceptual tools
to aid understanding
evaluate impact on own learning
7
Connecting student teacher learning
TEACHERS 1) prepare for teaching 2) create a
contextualised process for learning 3) promote
learning 4) review what they do intuitively or
explicitly 5) learn through work process
WHAT THE STUDENT DOES
WHAT THE TEACHER DOES
PLAN
PLAN
DO RECORD
DO
LEARN FROM EXPERIENCE
LEARN FROM EXPERIENCE
REVIEW/ EVALUATE
REVIEW/ EVALUATE
8
Modelling our process as a PDP process
Seminar process Teaching or other work
process Personal account of teaching Use of
reflective tools OUTCOMES new conceptions, change
s in beliefs and ways of thinking and behaving
PDP learning cycle plan do record
reviewevaluate use new knowledge plan do
record review/evaluate
9
We can help teachers to develop new conceptual
knowledge by embedding the knowledge in
practical tools
Constructive alignment
what the teacher does to promote learning
what students do to learn
Alignment' what the teachers do to create a
learning environment to support the learning
activities appropriate to achieving the desired
learning outcomes (eg attaining deeper levels of
understanding).
Constructive' what learners and teachers do to
construct meaning through relevant learning
activities.
10
Recording device that is based on the principle
of constructive alignment Personal Accounts of
Teaching What the teacher did context
motivations for learning what was done to
learn? what system was created to learn? What
the students did what types of learning how
was learning promoted what were the results
11
SEMINAR STRUCTURE AM David Visualisation of
concepts through concept maps Lunch
12.40-1.15 PM Norman and Warren Using
conceptual tools to help us reflect on our
teaching and advance our learning. Review /
revise initial concept maps Evaluation Finish
15.45