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MA Academic Practice | HEPP7001

Foundations of Academic Practice

Key ideas onteaching to support learning in higher education

12th January, Carlisle; 13th January, Lancaster

Caroline Marcangelo, Programme LeaderSimon Allan, Module Tutor

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Underpinning approaches

Taking a scholarly approach to support teaching for effective learning

Theoretical approaches that underpin this programme design and content

Frameworks to underpin your own practice Critical reflection on how the programme

models these approaches to learning

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These ideas include ….

Phenomenography & Social Constructivism Constructive Alignment Situated Learning Deep & Surface approaches to learning Threshold Concepts Troublesome Knowledge

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Phenomenography

This term was coined by Marton following his work with Saljo (1984) looking at student approaches to learning

the learners perspective defines what is learnt and the way [s]he sees the world and the teachers role is to alter that perspective of the way the learner sees the world

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Social Constructivism

Originates with Piaget and Vygotsky Emphasises the students’ construction of meaning and

knowledge through what they ‘do’ Focus is on student activity rather than teacher activity As we learn our conceptions of phenomena change Acquisition of information in itself does not bring about the

change, but the way we structure that information and think with it does

Biggs. J & Tang, C (2007) Teaching for quality learning at university. (3rd Ed.) Maidenhead, OU PressEntwhistle, N (2009) Teaching for Understanding at University: deep approaches and distinctive ways of

thinking. London, Palgrave Macmillan

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Activity 1

With a partner

Briefly discuss these two philosophies underpinning learning, and how your approach to ‘teaching for student learning’ may relate to the principles – jot down a couple of examples from your experience as a teacher or a learner ….

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Diagram of Constructive AlignmentDiagram of Constructive Alignment

Learning outcomes

Expressed as verbs that the students have to enact

verbs chosen to reflect level

Teaching/ learning activities

teacher, self or peer controlled as best suits context

Assessment tasks

evaluate how well outcomes are demonstrated

Chapter 4 in Biggs, J & Tan, C. (2007) Teaching for quality learning at University (3rd Ed) OU Press; http://www.youtube.com/watch?v=iMZA80XpP6Y is also useful

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Deep and Surface learning

Constructive alignment is highly influential in helping students to adopt a deep approach to their learning

As a reminder the following slides summarise what is meant by these terms ‘deep’ and ‘surface’ learning ….

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Surface Learning

Students focus their attention on the details and information in a lecture or text. They try to memorise individual details in the form they appear in the lecture or text or to list the features of the situation. They do not focus on overall meaning or consider challenging the concepts and discourse. It is of little use to students once they have completed their assessments as it is quickly forgotten and not integrated with their other learning.

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Deep Learning

Students focus their attention on the overall meaning or message in a lecture, text or situation. They attempt to relate ideas together and construct their own meaning, possibly in relation to their own experience. ‘Facts’ are learnt in the context of meaning and can therefore be challenged through discussion and experience. It is more easily retained as it encourages a broader understanding of the context and means something to the student. Deep learning involves integrating new ideas with existing learning.

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Activity 2

With a different partner

discuss what may influence the students’ approaches to adopting a surface or deeper approach to learning and how you in your teaching role can manage this

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You may have included

Deep Motivational context Student activities

appropriate to level Student interaction A well-structured knowledge

base to enable building up new knowledge

Teaching to elicit responses Emphasis on principles and

depth of understanding

Surface Excessive content Excessive workload Lack of background student

knowledge Assessment that

encourages or tolerates memorisation

Large classes Teacher-focus

.

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Situated Learning

Influenced by Vygotsky & BrunerAll learning is context specificCommunities of practice, sharing

common values, goals, practices, standards

Professional knowing: fluid, mobile, nuanced

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Threshold Concepts

Areas of learning that involve conceptual change rather than incremental adding of knowledge – transformative in terms of understanding of the subject (e.g. care for student health professionals, assessment for learning for trainee teachers)

The ‘aha’ moment – seeing the world differently Irreversible – it cannot be ‘unlearned’ Integrative – Acquisition of threshold concepts

illuminate the underlying inter-relatedness of other aspects of the subject

Land, R., Meyer, J.H.F. & Smith, J. (eds) (2008) Threshold Concepts within the disciplines. Rotterdam, Sense Publishers

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Troublesome Knowledge

Conceptually difficult (threshold concepts) Ritual – meaningless and routine Inert – difficult to transfer into meaningful

situations Foreign – too far removed from what is known Tacit – deeply embedded and difficult to

articulate

Perkins, D (2007) Theories of difficulty. In N. Entwistle & P Tomlinson (eds) Student learning and university teaching. Leicester: British Psychological Society

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Pulling these ideas together

At your tables

Recap on the principles and ideas we have discussed this morning and then

Construct a ‘mind map’ of how they interact, and some of the teaching and learning activities you have experienced that exemplify the ideas.

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Standing back and looking in

How have the methods we have used so far in this workshop been congruent with these various theories and principles?– Building up knowledge– Creating links, looking for

relevance to contexts– Social interaction to explore

and clarify concepts – Modelling practice