Excellent teaching and learning Excellent teaching and learning – students background and – students background and

study behaviourstudy behaviour

Teacher Training Teacher Training

course 27.10.09course 27.10.09

Lone KroghLone Krogh

Group diskussionsGroup diskussions

Which are (in our opinion) the most Which are (in our opinion) the most important competences (learning important competences (learning ourtcome) students have to achieve during ourtcome) students have to achieve during university studies (professionally, university studies (professionally, technically, generally and personally)?technically, generally and personally)?

Please, write statements on flipover paperPlease, write statements on flipover paper

What do we have to learn What do we have to learn students?students?

””The kind of learning we are interested in is The kind of learning we are interested in is learning which implies that the learners develop learning which implies that the learners develop capabilities for seeing or experiencing situations capabilities for seeing or experiencing situations or phenomena in certain ways………..Students or phenomena in certain ways………..Students must be prepared for the unknown variation must be prepared for the unknown variation among situations in the future through among situations in the future through experiencing variation in their education, which experiencing variation in their education, which will enable them to discern critical aspects of will enable them to discern critical aspects of novel situationsnovel situations” ” (Bowden og Marton, 1998, s. 24).(Bowden og Marton, 1998, s. 24).

Aims/Objectives Aims/Objectives (ref. Bologna (ref. Bologna declaration)declaration)

1)1) Employability 2) Mobility 3) Lifelong Leaning, devided intoEmployability 2) Mobility 3) Lifelong Leaning, devided into

Intellectual competenciesIntellectual competencies, (analysis and abstract thinking, , (analysis and abstract thinking, knowledge searching attitude, communicative skills and the ability to knowledge searching attitude, communicative skills and the ability to structure personal learning. (Competencies not attached to individual structure personal learning. (Competencies not attached to individual subjects or programmes)).subjects or programmes)).

Professional competenciesProfessional competencies, (special competencies within a specific , (special competencies within a specific subject, knowledge of limited subject, inter-disciplinary competencies, subject, knowledge of limited subject, inter-disciplinary competencies, - competencies related to individual subjects or programmes). - competencies related to individual subjects or programmes).

Practical competenciesPractical competencies, (practical skills, professional ethics and , (practical skills, professional ethics and responsibility. These competencies are explicitly focused on responsibility. These competencies are explicitly focused on managing operational functions). managing operational functions).

(Bologna Expert Monitoring group, 2003)(Bologna Expert Monitoring group, 2003)

A new Qualification frameworkA new Qualification framework

The new QF is being implemented in The new QF is being implemented in Danish accreditation legislationDanish accreditation legislation

Goals are here defined as the Goals are here defined as the learning learning outcomeoutcome, which you may expect new , which you may expect new candidates to have achieved.candidates to have achieved.

Learning outcomeLearning outcome

” ” Learning outcome is statements of what a learner is expected to Learning outcome is statements of what a learner is expected to know, know, understandunderstand and/or able to do at the end of a period of and/or able to do at the end of a period of learninglearning” ” (Bologna Conference in Edinburgh 1-2 July, 2004)(Bologna Conference in Edinburgh 1-2 July, 2004)

Learning outcome statements are typically characterized by use of Learning outcome statements are typically characterized by use of active verbs, which express knowledge, understanding, application, active verbs, which express knowledge, understanding, application, analyses, synthesis and evaluationanalyses, synthesis and evaluation

The learning outcome in the new QF has to The learning outcome in the new QF has to be divided into 3 overall categories:be divided into 3 overall categories:

Key words:Key words: Knowledge:Knowledge: Knowledge, understanding and Knowledge, understanding and

reflectionreflection Skills:Skills: Different type of skills related to Different type of skills related to

workplace occupation, workplace occupation, evaluation of theoretical and practical evaluation of theoretical and practical problems and decision, problems and decision, Communication of subject relevant problems Communication of subject relevant problems and solutionsand solutions

Competences: Competences: Action, collaboration, Action, collaboration, responsibility, learningresponsibility, learning

Still within the framework:Still within the framework: Employability 2) Mobility 3) Lifelong Employability 2) Mobility 3) Lifelong Leaning,Leaning,

A qualification frameworkA qualification framework Is a systematic description of qualification levels and types within a Is a systematic description of qualification levels and types within a

given education system, mainly based on a description of learning given education system, mainly based on a description of learning outcomes. It increases the outcomes. It increases the transparencytransparency and and comparabilitycomparability of of qualifications and may therebyqualifications and may thereby

facilitate credit transfer and mobility on a national and international facilitate credit transfer and mobility on a national and international scale scale

facilitate recognition of foreign qualifications facilitate recognition of foreign qualifications make the degree structures more transparent make the degree structures more transparent improve the basis for educational planning and evaluation.improve the basis for educational planning and evaluation.

Information about the hew Qualification framework can be found here:Information about the hew Qualification framework can be found here: http://http://www.udiverden.dk/Default.aspx?IDwww.udiverden.dk/Default.aspx?ID=3792=3792

TaxonomyTaxonomy (Bloom, 1956/Anderson & Krathwohl, 2000)(Bloom, 1956/Anderson & Krathwohl, 2000)

CompetenceCompetence Skills DemonstratedSkills Demonstrated1. Remember1. Remember Rote learning. Recalling and recognizing Rote learning. Recalling and recognizing

knowledge from memory, when used to produce knowledge from memory, when used to produce definnitions, facts or recite or retrieve materialdefinnitions, facts or recite or retrieve material

2. Understanding2. Understanding Constructing meaning from different types of Constructing meaning from different types of functions (written or graphic) messages activities functions (written or graphic) messages activities like interpreting, exemplifying, classifying, like interpreting, exemplifying, classifying, summarizing, comparing, explainingsummarizing, comparing, explaining

3. Applying3. Applying Carrying out or using a procedure through Carrying out or using a procedure through executing or implementingexecuting or implementing

4. Analyzing4. Analyzing Mental actions incl.the function of differentiating, Mental actions incl.the function of differentiating, organizing, attributing and being able to organizing, attributing and being able to distinguish between componentsdistinguish between components

5. Evaluating5. Evaluating Making judgements based on criteria and Making judgements based on criteria and standards thorugh checking and critiquingstandards thorugh checking and critiquing

6. Creating6. Creating Reorganizing elements into a new pattern or Reorganizing elements into a new pattern or structure through generating, planning or structure through generating, planning or producing. (synthesize parts into someeting new)producing. (synthesize parts into someeting new)

Deep Deep LearningLearning

SurfaceSurfacelearninglearning

SOLO-taxonomy (Strucured Observed SOLO-taxonomy (Strucured Observed Learning Outcome) Learning Outcome) (Biggs, 2003)(Biggs, 2003)

Prestrucural:Misses points

Unistructural

Multistructural:

Unistructural:

Extended abstract:

Simple naming, identifying, rote-learning, referring, summarizing a.s.o.

Disorganized collection of items (shopping-list), ’Knowledge-telling’

Relationel: Analysing, integration of data. Understanding how to applythe concept to a familiar data set or to a problem

Apply, transfer, relate, question and go beyond existing principles, reflect scientifically, theorise, gene-ralise, set up hypothesis, critizise known theory a.s.o.

Dimensions of students Dimensions of students learning/competence developmentlearning/competence development Level of knowledge andLevel of knowledge and abilitiesabilities(Bloom or SOLO)(Bloom or SOLO)

X

Learning goals/Com-petence goals

Content

Learning goals (examples):When the course/seminar/project a.s.o. is ended it is expected that the student • is acquanted with//has knowledge about – and masters …….,can• understand, explain and make use of basic methods and results….• identify and precisely understand.• argue deeply• analyse and evaluate • demonstrate the ability to use • Formulate…..• Carry out•A.s.o.

Insp. Rump, 2007

Group discussionGroup discussion

Try to characterize your students – what Try to characterize your students – what do you know about them, how is their do you know about them, how is their study behaviour?study behaviour?

Please, write statements on Flipover paperPlease, write statements on Flipover paper

StudentsStudents

Who are the students?Who are the students?Studens have very diverse background and motivationsStudens have very diverse background and motivations

Very much motivated (20 %)Very much motivated (20 %) Moderate motivated (30-40%)Moderate motivated (30-40%) The ”minimalists” (40-50%)The ”minimalists” (40-50%)

Challenges: Among the minimalists we find an unknown group of Challenges: Among the minimalists we find an unknown group of ”late bloomers””late bloomers”

(Lauvås, 2004)(Lauvås, 2004)

Different learning strategiesDifferent learning strategiesDeepDeep approach to learning approach to learning

Focus on understandingFocus on understanding Demonstration of the Demonstration of the

relationship between relationship between connections and the wholeconnections and the whole

Connections beyond the Connections beyond the immediate subject areaimmediate subject area

Generalisation and transfer of Generalisation and transfer of the principles from the the principles from the specific to the abstractspecific to the abstract

(Biggs, 2007)(Biggs, 2007)

SurfaceSurface approach to learning approach to learning

Focus on demandsFocus on demands Try to rememberTry to remember Acquiring pieces of unconnected Acquiring pieces of unconnected

informationinformation No organization – no overall No organization – no overall

sensesense Simple and obvious connectionsSimple and obvious connections The significance of connections The significance of connections

is not demonstrated (a number is not demonstrated (a number of connections)of connections)

The significance of the The significance of the relationship between relationship between connections is not demonstratedconnections is not demonstrated

SusanSusan Is academically committed, bright, interested in her studies Is academically committed, bright, interested in her studies

and wants to do welland wants to do well Has clear academic career plansHas clear academic career plans What she learns is important to her. (She goes about learing What she learns is important to her. (She goes about learing

in a more traditional academic way)in a more traditional academic way) Comes to the lectures with sound, relevant background Comes to the lectures with sound, relevant background

knovledge and possible some questions, she wants answered knovledge and possible some questions, she wants answered – or it may not be the answer she is looking for, and she – or it may not be the answer she is looking for, and she speculates, wondering why it isn’tspeculates, wondering why it isn’t

Students like Susan virtually teach themselves, with little Students like Susan virtually teach themselves, with little help from teachershelp from teachers

RobertRobert Is at university in order to obtain a qualification for a decent job Is at university in order to obtain a qualification for a decent job He is not studying in the area of his first choice He is not studying in the area of his first choice He is less committed than SusanHe is less committed than Susan He comes to the lecure with few questionsHe comes to the lecure with few questions He wants to put in just sufficient effort to passHe wants to put in just sufficient effort to pass Robert hears the lecturer saying the same words as Susan, but he Robert hears the lecturer saying the same words as Susan, but he

does not se a keystone, - just another brick to be recorded in his does not se a keystone, - just another brick to be recorded in his lecture noteslecture notes

He belives that if he can record enough of these bricks, and He belives that if he can record enough of these bricks, and remember them on cue, he will keep out of trouble on examn.remember them on cue, he will keep out of trouble on examn.

We are told that there ar many Roberts!We are told that there ar many Roberts!

JohnnyJohnny

Study orientedStudy oriented Strategic Strategic Goal-oriented (the most necessary things)Goal-oriented (the most necessary things) Focussed on examsFocussed on exams Strategic-minimalistic Strategic-minimalistic

(Pettersen, 2005)(Pettersen, 2005)

http://www.youtube.com/watch?http://www.youtube.com/watch?v=dGCJ46vyR9ov=dGCJ46vyR9o

YouTube video: A vision for students todayYouTube video: A vision for students today: : a short video a short video summarizing some of the most important characteristics of summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, a.s.o. goals, hopes, dreams, what their lives will be like, a.s.o.

Michael Wesch is Professor of Cultural Anthropology at Michael Wesch is Professor of Cultural Anthropology at Kansas State University, among other things head of the Kansas State University, among other things head of the project Digital Ethnography with intensions:project Digital Ethnography with intensions:““to exploring and extending the possibilities of digital to exploring and extending the possibilities of digital ethnographyethnography.”.”See some of the groups YouTube videos for instance. “Web See some of the groups YouTube videos for instance. “Web

2.0 … The Machine is Us/ing Us“, der […]2.0 … The Machine is Us/ing Us“, der […]

How can we plan and conduct How can we plan and conduct ’excellent and effective’ teaching? – ’excellent and effective’ teaching? –

possibilites and challengespossibilites and challenges

To be continued……..To be continued……..

Group discussionGroup discussion Now please, suggest some examples on/or principles for excellent Now please, suggest some examples on/or principles for excellent

and relevant teaching and lesson plans, which take into and relevant teaching and lesson plans, which take into consideration and meet some of the ’formal demands’ for students consideration and meet some of the ’formal demands’ for students learning outcome within different areas and at the same time meet learning outcome within different areas and at the same time meet students diversity. – what do you have to consider in the planning students diversity. – what do you have to consider in the planning and which would be the best methods and enviroments to support and which would be the best methods and enviroments to support students in their learning processes?students in their learning processes?

Please, write suggestions on the flipover-paperPlease, write suggestions on the flipover-paper

Some kind of evidence for good Some kind of evidence for good teaching and learning enviromentsteaching and learning enviroments

Well defined and clear structure for teachingWell defined and clear structure for teaching EnoughEnough time time for learningfor learning Learning supported working climateLearning supported working climate Clearness and transparency in terms of content Clearness and transparency in terms of content Meaningful communicationMeaningful communication Variety of teaching methodsVariety of teaching methods Individuality (students individual learning needs)Individuality (students individual learning needs) Intelligent trainingIntelligent training Transparency in expectations to the studentsTransparency in expectations to the students Stimulating learning environmentsStimulating learning environments

(Meyer, 2005 p. 17 f)(Meyer, 2005 p. 17 f)

Excellent teaching from the teachers’ and Excellent teaching from the teachers’ and students’ point of view . students’ point of view . The teacher. The teacher. (Ramsden, 1996 p. (Ramsden, 1996 p.

86-87)86-87)

The teacher: The teacher: Has a desire to share his/her love of the subject with the students,Has a desire to share his/her love of the subject with the students, Has abilities to make the material being taught stimulating and interesting,Has abilities to make the material being taught stimulating and interesting, Has facilities for engaging with students at their level of understanding,Has facilities for engaging with students at their level of understanding, Has a capacity to explain absolutely clear what has to be understood, at Has a capacity to explain absolutely clear what has to be understood, at

what level, and why,what level, and why, Shows concern and respect for students,Shows concern and respect for students, Feels committed to encourage student independence,Feels committed to encourage student independence, Has abilities to improvise and adapt to new demands,Has abilities to improvise and adapt to new demands, Uses teaching methods and academic tasks that require students to learn Uses teaching methods and academic tasks that require students to learn

thoughtfully, responsibly and cooperatively,thoughtfully, responsibly and cooperatively, Uses valid assessment methods,Uses valid assessment methods, Focuses on key concepts, and students’ misunderstandings of them, rather Focuses on key concepts, and students’ misunderstandings of them, rather

than on covering the ground,than on covering the ground, Give the highest-quality feedback on students work,Give the highest-quality feedback on students work, Has a desire to learn from students and other sources about the effects on Has a desire to learn from students and other sources about the effects on

teaching and how it can be improved.teaching and how it can be improved.

Study programmes are to develop study-activities Study programmes are to develop study-activities which support the students in their learning processes which support the students in their learning processes

towards the objectives and goals for the sudiestowards the objectives and goals for the sudies

” ” A good teaching system A good teaching system allignsalligns teaching methods teaching methods and assessment to the learning activities stated in and assessment to the learning activities stated in the objectives, so that all aspects of this system act the objectives, so that all aspects of this system act in accord to support appropriate learningin accord to support appropriate learning””

Biggs, 2007Biggs, 2007

The didactics: Constrsuctive The didactics: Constrsuctive alignment alignment

(inspired by Biggs 2003)(inspired by Biggs 2003)

Students’ background and diversityMotivationExperiences

Study contextRegulationsRequired –competenciesStudents’ freedom of choiceStudy enviromentsExam regulations

Study- and learning activities

Problem-oriented project-work in groups

(or individually)Problem-solving

Courses etc. Students’ freedom of choices – students

perception of knowledge and skills

Learning outcomeHigher order skills and knowledge(analytical, methodological, transferable skills, and inter-disciplinarity etc.)

Process ProductPresage

Stratetic Johnny

Research-based teaching?Research-based teaching? Ideal:Ideal: You work together with the students and discuss the basis of the You work together with the students and discuss the basis of the

subjects – not just educational books and theoriessubjects – not just educational books and theories Basic activities, related to the subject and its methods are being Basic activities, related to the subject and its methods are being

practicised – not only mentionedpracticised – not only mentioned Students are invited to participate in the community of professional Students are invited to participate in the community of professional

researchers and teachersresearchers and teachers Students are being guided in working and writing academicallyStudents are being guided in working and writing academically Students are involved in authentic research projectsStudents are involved in authentic research projects The professional academic community (the university) is in contact The professional academic community (the university) is in contact

with academic practioners outside the universitywith academic practioners outside the university The teachers are researchersThe teachers are researchers

(T. K. Jensen, (T. K. Jensen, 2006) 2006)

Læringens 3 dimensioner

BrainworkKnowledge, understandingSkills, qualifications

Feelings/emotions/motivation

Collaboration with other students, teachers andsurroundings

Content Motive power

Inter-action

The theory and practice of teaching and learning: Didaktik - The theory and practice of teaching and learning: Didaktik - A frame for analysing, planning and teaching: AlignmentA frame for analysing, planning and teaching: Alignment

Students/ Learners

Aims/objectives

Teacher/supervisor

ContextContext

National andInternationalPolitics (Bologna)StakeholderinerestsEconomyLawOrganizationTraditions Valuesa.s.o.

Topics (syllabus)

Evaluationassessment

Methods/supervision

(IT)

ContextContext

Aims/objectives

Subjects/disciplines

Knowledge Skills

Competences

AalborgPBL model

Research based

teaching

Evaluation/assessment - 3 integrated Evaluation/assessment - 3 integrated functionsfunctions

1.1. The The summativesummative function: assessment of function: assessment of students learning outcome students learning outcome

2.2. The The formativeformative function: feedback to students function: feedback to students about their strengths and weaknesses about their strengths and weaknesses (feedback)(feedback)

3.3. Students evaluation of teaching and the Students evaluation of teaching and the educational system. Goal: to improve practice educational system. Goal: to improve practice (also (also formativeformative))

NBNB: Summative evaluation must have : Summative evaluation must have formative functionsformative functions

Evaluation/assessment of students Evaluation/assessment of students have a much greater have a much greater influence on how and what students learn than any other influence on how and what students learn than any other

single factorsingle factor   3 critical points:3 critical points:

The validity of exams are generally low (it often does not measure learning The validity of exams are generally low (it often does not measure learning outcome such as understanding and relevant competence development)outcome such as understanding and relevant competence development)

Tests and exams have very strong controling effect on study activities (not Tests and exams have very strong controling effect on study activities (not in a way that the students learn leading subject related concepts, principles in a way that the students learn leading subject related concepts, principles a.s.o – but rather learn to solve predictable assignments) a.s.o – but rather learn to solve predictable assignments)

Exams often keep students in a passive roleExams often keep students in a passive role

Ref. Lauvås and Jakobsen, 2002) and (Sadler, 2005), Ref. Lauvås and Jakobsen, 2002) and (Sadler, 2005), (Boud,1988), (Gibbs,1999), (Cowan, 2003).(Boud,1988), (Gibbs,1999), (Cowan, 2003).

““If we want to encourage them (the students) to If we want to encourage them (the students) to take a deep rather than a surface approach to take a deep rather than a surface approach to the development of ……..skills, we need to the development of ……..skills, we need to design practical assignments intelligently. We design practical assignments intelligently. We need to think not just about the assessment need to think not just about the assessment criteria but also about weighting, timing, agency criteria but also about weighting, timing, agency and ‘fitness for purpose’, with imaginative and ‘fitness for purpose’, with imaginative consideration of methods and approaches that consideration of methods and approaches that can challenge students, be inclusive and suit the can challenge students, be inclusive and suit the topic, context, cohort and leveltopic, context, cohort and level” ” (Boud in Pickford and Brown, (Boud in Pickford and Brown, 2006)2006)

Some advices for assessment in Some advices for assessment in higher educationhigher education

Link assessment to learning (alignment)Link assessment to learning (alignment) Never assess without giving comments to students about how they might Never assess without giving comments to students about how they might

improveimprove Learn from your students mistakes. Use assessment to discover their Learn from your students mistakes. Use assessment to discover their

misunderstandings, then modify teaching to address themmisunderstandings, then modify teaching to address them Deploy a variety of assessment methodsDeploy a variety of assessment methods Try to get students participating in the assessment process, through;Try to get students participating in the assessment process, through;

aa. Discussions of appropiate methods and how the methods relate to the . Discussions of appropiate methods and how the methods relate to the (course) goals(course) goalsbb. Joint staff-student design of assessment questions and negotiation of . Joint staff-student design of assessment questions and negotiation of criteria for success and failurecriteria for success and failurecc. Self- and peer assessment activities. Self- and peer assessment activitiesdd. Offering students responsible choices among different methods . Offering students responsible choices among different methods

Focus on validiy (what you are measuring important?) and then reliability Focus on validiy (what you are measuring important?) and then reliability (is your test consistent?)(is your test consistent?)

Do everything in your power to lessen the anxiety raised by assessmentsDo everything in your power to lessen the anxiety raised by assessments (Ramsden, 1996, s. 204-205)(Ramsden, 1996, s. 204-205)

Formative evaluation of teaching is a Formative evaluation of teaching is a tooltool for the teacher to be wiser about the for the teacher to be wiser about the teaching and then afterwards improving itteaching and then afterwards improving it

But But

nevernever ask the students directly if they are ask the students directly if they are satisfiedsatisfied with the teaching without asking with the teaching without asking them about their own work-rate?them about their own work-rate?

People learnPeople learn 10% of what they read10% of what they read 20% of what they hear20% of what they hear 30% of what they see30% of what they see 50% of what they see and hear50% of what they see and hear 70% of what they talk over with others70% of what they talk over with others 80% of what they use and do in real life80% of what they use and do in real life 95% of what they teach someone else95% of what they teach someone else

William Glasser, quoted by Association for Supervision and Curriculum William Glasser, quoted by Association for Supervision and Curriculum Department, Guide 1988.Department, Guide 1988.

Different teaching and learning Different teaching and learning situationssituations