the british model of teaching & learning ~ how not what
TRANSCRIPT
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The British Model of Teaching & Learning ~ How Not What
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Purposes
To discuss why the Learn How to Think Not What to Think approach is so important
To explain what this approach means in practice
To encourage you to make the transition to How Not What in your teaching
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How Not What
This epitomises the British approach to teaching and learning
Tell someone what the answer is and they can answer the same question again
Tell them how to answer the question and they can apply this to other similar questions.
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Learn how to think...not what to think
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O brave new world...
How Not What is fundamentally about our graduates
So let's start by thinking about the sort of world that our graduates will inhabit - and influence
We know that one thing that won't change is...
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...that has such people in it
For this sort of world...
...what sort of graduates do we want to produce at the BUE?
Please talk with a few neighbours and generate three or four words to describe these graduates.
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We want BUE Graduates to be..
Critical thinkers Analytical Reflective Problem solvers Creative Self aware Motivated Flexible &
adaptable
Resourceful Independent Risk takers Entrepreneurial Leaders Team players Proficient English
speakers Life long learners
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Why 'How Not What'? The world will need How Not What people
How Not What is BUE's unique selling point
How Not What will make our graduates more employable
Your discipline needs How Not What students for the future
How Not What is more fun for the teacher
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Teaching for How Not What
It's not easy!
It involves students as well as staff
It's an ongoing process
It will be different at different stages in their time at BUE
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Fundamentals
What How
One-way Multi-way
Received wisdom Contested knowledge
Passivity Active engagement
Memorisation Processing
Giving you the answer
Giving you the tools
Telling Helping
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How people learn
How do you learn?
Please think of a time when you were learning well
What made it good?
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How people learn 2
I hear and I forget
I see and I remember
I do and I understand
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My framework
Design Assist Deliver Assess Comments on the first three Assess in a separate session Your ideas are most welcome
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Design ~ A MORAL approach
An iterative optimisation process. If you don’t assess it then students
won’t see it as important.
An iterative optimisation process. If you don’t assess it then students won’t see
it as important.
Methods Teaching techniquesOutcomes ILO’sResources Facilities, equipment, etcAssessment
Techniques of assessment
Learners Students’ characteristics
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Characteristics of good design
Variety ~ different learning styles
Relevance ~ ...that is perceived
Engagement ~ often via activity
Empathy ~ the dangers of expertise
Interest ~ for both you and them
...?
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After BloomCreate
Evaluate
Analyse
Apply
Understand
Remember What
How
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Mastery & developmental tasks
Bloom’s Taxonomy is a spectrum of task difficulty. It goes from easy tasks such as recalling knowledge to harder tasks such as evaluating an argument.
A mix of developmental and mastery tasks is required to ensure that weak students achieve some success while the able are stretched.
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Mastery Tasks
Mastery’ tasks have the following characteristics:
they are easy, typically involving only knowledge and comprehension
they are not dependent on prior learning they can be attained in a short time they involve lower order skills such as recall
and understanding, etc
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Example mastery tasks
Recognise and name the main constituents of a simple cell.
Copy and label a diagram of a hydroelectric power station
Find the cost of sending a fax in this country and abroad.
Express one figure as a percentage of another using (A/B) X 100.
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Developmental Tasks
The characteristics of developmental tasks are that: they are more difficult
they are highly dependent of prior learning
students can’t get 100%
development is slow and requires considerable effort
they involve higher order skills such as evaluation, synthesis, etc
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Example developmental tasks
Write a clear, scientifically argued laboratory report.
Evaluate the importance of full to high employment in western societies.
How did the early life of Harold Macmillan influence his political thinking?
Survey leisure time opportunities in your nearest city, and report on your findings.
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Assisting for How Not What
How not what is new for many students You can't expect them to change how they
learn without help But first… If you really want to change the way
students learn, change the way you __________ them.
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Personal Tutors Show that you think
it’s important ~ positive messages from you are crucial
TAs have a key role in helping students
Discuss how people in your discipline think
Model your discipline’s processes
Provide typologies of problems
Refer to assessments in your teaching
Give feedback on assessment
Assistance advice
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Delivering for How Not What In groups of three, for three minutes… Will one of you please explain something
from your area of professional expertise to the other two
But please – and this may be hard – do it in as un-engaging a way as possible
Then discuss the experience
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Delivering for How Not What 2
A lot of How Not What is about your relationship with your students
Your role is to diminish dependency
Telling Helping
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Students don't know how to behave ~ unless you tell them very clearly
Students may not have seen this sort of teaching before ~ so explain your reasons and expectations
Students may not see the benefit ~ so link your teaching to the assessment
Students may be fearful of appearing stupid ~ so reduce the risk and raise the reward
Delivery dangers – and tips
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Students will want to know the limits, so…
Be very clear about what you want them to do
Be friendly …and firm Address inappropriate
behaviour early …maybe just by
moving your position
Say thank you Don't put students
down Don't target
individuals in large groups
Gather group ideas Look for humour Link to current
events
Risks and rewards
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Offer options for them to choose from ~ they can vote
If a student responds to a question don’t punish them further by getting into a dialogue with them!
Don’t let your irritation show – unless you really want it to
Explain why they need to understand
Link what you’re saying to the assessment.
Risks and rewards 2
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Your delivery
Please talk to a few neighbours and help each other to think of at least one way of making your own delivery more How Not What.
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Finally
Please talk to a neighbour so that each of you shares one of your moves towards HNW in your teaching.