Planning Learning Activities

Marion WebbJanuary 2015

By the end of the session you will be able to

Design a learning activity that is outcomes based

Relate this to level descriptors for teaching at Masters level

Write learning outcomes for a teaching session

Use a framework for planning activities relating to assessment

Learning outcomes

Introductions-to each other and to the session How learning happens Outcomes based education and the principles

of Constructive Alignment (cracking the jargon!)

Reviewing learning outcomes Considering some teaching methods Planning a session-having a go Links to assessment Evaluation and close

Structure of the session

Introduce yourself to the people around you Explain what teaching you are involved in (or will be involved in)

Introductions

Knowledge is experience, everything else is just information’. Albert Einstein

Why learning and not teaching?

Spend a few minutes considering the questions on the handout.

What do we as teachers need to bear in mind in order to make learning happen?

Based on Race P Making Learning Happen http://phil-race.co.uk (accessed 4 February 2014)

Exploring the nature of learning?

practice trial and error having a go repetition experimenting feedback praise confidence

Learning happens through

What do you want your students to learn? ( Learning outcomes)

How are you going to help them to learn it? (Teaching methods and opportunities)

How will you know if they have learnt it?(Assessment methods and assessment criteria)

Constructive Alignment (Biggs)

Broad statements of educational intent

They provide the teacher and student with a guide to the essential purpose of the session or module

Eg “To introduce the basic types of igneous rocks and how they were formed”

“To explore the role of learning outcomes in curriculum development”

Aims

Learning outcomes describe what a student should know, understand or do at the

end of a period of learning (a session, a module, a whole course).

QAA requirement

“ students will be able to…”

Learning outcomes

Learning outcomes

Describe student behaviour-the verb is important!

Indicate the level of learning (see QAA definitions of Masters level learning)

Writing clear learning outcomes

Think of a session you run (or may run). This could be a seminar, a practical class etc...

Write a couple of learning outcomes for this session

Writing learning outcomes

What else do you need to consider when designing a teaching session?

Answers on a post it!

Designing a teaching session

Selection of main topics and sub topics Sequencing Examples Variety –hear/see/do Student engagement Checking understanding Timing Pace Beginnings/middles/endings

In groups consider the session plan pro formas and discuss what information you want to include and format works best for you

Session plans

Produce an outline session plan for a one hour induction session to meet the learning outcome:

“At the end of the session students should be able to identify more than five personal benefits of studying for a Masters at LSHTM”

Designing a teaching session:task

Considering what you now know about making learning happen think of some methods you could use in your teaching

Teaching methods

Here are some........ Ice breakers Pair/share Buzz groups Role play/30 second

theatre Instant posters Post-its Quizzes Presentations Experts and Novices You tube/video clips

Discipline specific: PBL,

Practicals Don’t forget IT! On-

line collaboration, quizzes....see HE Academy

Other considerations Is your teaching session inclusive?

Revisiting the learning outcomes

By the end of the session you will be able to

Design a learning activity that is outcomes based

Relate this to level descriptors for teaching at Masters level

Write learning outcomes for a teaching session

Use a framework for planning activities relating to assessment

Learning outcomes

Questions

Thank you!

Evaluation

Further reading Biggs J and Tang C (2011) Teaching for

Quality Learning at University (4th Edition), Buckingham, OU Press.

Exley, K. and Dennick, R. (2004) Small Group Teaching London. Routledge