Teaching

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Teaching Learning Case Study

• Mike Blamey
• University of Exeter
• School of Engineering, Computer Science and
  Mathematics
• LTSN -Teaching Award 2003/4

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Why are we doing this?

• The greatest under-utilised assets within Higher
  Education are..

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Our students

• For the most part, we treat them like battery
  hens and then wonder why they are not
  enthusiastic to learn!
• Treat them as free-range !
• I am constantly amazed and delighted by the
  Skills, Knowledge, Experience(s) and even Wisdom
  that are already in the totality of any class,
  when released
• I seek to capitalise on this!

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What is the common link between all the LTSN Case
studies

• Emphasis on
• Student ownership,
• Student participation,
• Radical review of the manner of learning
• Feed-back, feed forward
• Excitement, involvement, enthusiasm
• (all the factors defined in
• What makes a good lecturer essay!)

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Find out what they know, and what they have done

• Have them create a mini-CV
• Give them ONLY a VERY small piece of card on
  which to write it and
• Show them an example.
• Prepare a list of students/staff skills,
  interests, abilities, experience (s) and
  circulate such.
• Encourage - sharing what they already know,
  learning what they lackonly!

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Mini-CV

• Details of other subjects being studied,
• Past qualifications,
• Past work experience(s)/placements- even vacation
  - Mc-Jobs
• Travel, hobbies, sports, interests
• This data-bank becomes part of the class asset
• I can direct students with queries to suitably
  knowledgeable colleagues

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Inter-active learning -the Guru system

• Getting started- Challenge/change culture
• Groups and Leaders- the Coventry Cascade Salford
  Sequence , Exeter Embrace!
• Five groups, each of four students 20
• Six groups, each of five students 30
• Each group chooses a name Newton, Telford,
  Brunel, Nightingale, etc
• Works best in a flat room, with tables, but can
  be done in normal lecture theatre

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Overall concept and operation

• Topic definition- week by week
• Précis work- week by week
• Individual contribution(s) in Guru areas
• Class books- as revision notes.
• Students have ownership of material and an
  interest in ensuring that all learn (take) and
  give (teach).
• I say until everyone has passed the module,
  no-one really has, if we are truly a team!

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Method of operation

• Groups are allocated a Concept to discuss or a
  Task to complete, based upon the example (5
  minute Video, CD clip) - either all the same, or
  if it is a large topic, a small(er) section of
  the whole.
• Groups have 35 minutes to discuss tutors (MJB
  plus others) circulate advising and/or
  stimulating discussion.
• Groups prepare maximum of 2 OHP foils and one
  member presents findings (two minutes per group).
  Different each week.

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These mini-presentations.

• are commented upon by tutor and students As it
  develops, this review function is taken over by
  other student groups, without prompting.
• OHPs are collected/corrected/added to (by tutor)
  if necessary and
• Hard- copied for distribution the following week.
  Working on e-mail version of this!
• See examples

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After the first couple of weeks

• Week 3 One group splits, and individual members
  become the leaders for the other group (hence
  the numbers of students in each) responsible for
  their charges completing the task set!
• Next week, a different group splits.and so on.
  So that during a semester each group member gets
  at least two chances to lead their peers.

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Assessment of Leadership Potential

• The leader has the opportunity to comment on the
  group, and they on the leader!
• This is done on a pro-forma and retained by the
  tutor.
• It is particularly gratifying to note the
  improvement in their efforts during the term.
• Revision material is distributed (and signed for)
  three weeks before the exam.
• NO EXCUSES for students to fail! They do not!