Welcome to ghpe 14

Welcome
Teaching and Learning in Higher
Education, 2014
Cormac McGrath & Linda Barman

Students are lazy, in fact, we all are!
Cormac McGrath Unit for Medical Education (UME) 21/03/2014

The aim of this course is to
•  enhance professional competence as university
teacher
•  Stimulate to reflective practice when teaching
•  Develop your pedagogical repertoire

Learning Outcomes:
§  Analyze teaching situations and discuss your own
teaching role in the specific situation.
§  Apply theories and research on teaching and learning to
the planning of a teaching occasion (TO). Justify choices
for design in accordance with principles of teaching and
learning.
§  Demonstrate an understanding of the principles of
outcome based education and how these influence the
planning of your own teaching.
§  Demonstrate understanding of how to facilitate student
learning in different teaching situations
§  Be able to use educational concepts and principles in
discussions of teaching and learning in Higher Education

Central agents in a pedagogical encounter
Student
Teacher
lecturer
Course
director
Patient
Programme
Knowledge
à Student
à Teacher
à lecturer
à Course director
à Patient
à The programme/discipline
à Knowledge
à Co students
à Everything else

We will focus on the following
themes:
•  The professional teacher
•  Student learning
•  Planning teaching
•  Teaching forms/contexts and strategies

Course philosophy
•  Experiental learning
•  Reflective practice
•  Active and collaborative
learning
•  Modelling of best practice
•  Didactical considerations
•  Shared experience
CONCRETE
EXPERIENCE
ABSTRACT
CONCEPTUALISATION
ACTIVE
EXPERIMENTATION
REFLECTIVE
OBSERVATION

Ø  How do we create a collective dynamic
environment that is conducive to learning?

Assessment of course
•  Teaching Occasion Plan
including peer evaluation (for some)
•  Execution of Critical Friend Task
•  Participation in the course work

You find more information in the Course
Outline and Ping Pong
§  Pingpong
§  Learning outcomes
Assessment and Tasks
§  References
§  Survey (course evaluation)
§  Login: ki:email address
§  For help with pingpong contact:
Elisabet/Lyktan
§  (work in progress)

Schedule

Critical Friend
§  Visit a colleagues teaching occasion
§  Read & consider Dahlgren’s article
§  Decide on feedback criteria
§  Document your feedback
§  Discuss with your colleague
§  Present your thoughts & reflections May 9th

Introductions
Name:
Where from:
Department:
Favourite food, gadget, place, X
(choose one):

Coffee break!

Expectations,
Hopes &
Fears

History of approaches to teaching
§  60’s:”Teachers were born, not made” (Gaff, 1976)
§  70’s:Teaching is about transferring knowledge or modelling students
§  80-talet: ”The guide on the side” (Brookfield, 1990)
§  90-talet: Teaching is about establishing a supportive relation to
facilitate learning
§  2000-talet: Collaborative Learning? --- Scholarship of
Teaching and Learning
§  The future: teacher as researcher?

§  What characteristics would we like KI students
to leave undergraduate education with?
§  How can we as individual (teachers) help the
students get there?

Writing activity
§  What is difficult in teaching?
§  What challenges do you have you encountered?
§  When students don’t learn your subject what is it they don’t
learn?
à Content-wise
à Skills-wise
à Attitudes-wise

Why do we have seasons?
21/03/2014Cormac McGrath Unit for Medical Education (UME)

Why do we have seasons?

Constructivism (Vosniadou et al)
§  Naive
§  Synthetic
§  Scientific
3-6
7-9
10-12
Cormac McGrathBasic Course in Education, Centre for Medical Education

§  http://www.learner.org/resources/series28.html

What is reflection?
§  To critically examine my
actions
§  To give and receive feedback
§  To keep the distance to
myself
§  To question my own methods
Cormac McGrath Unit for Medical Education (UME)
21/03/2014

REFLECTION – OF WHAT?
§  Content
§  Method of teaching?
§  Will my students learn?
§  What is important for them to learn?
§  How will they learn?

CONCLUSIONS
§  Reflection is not simple
§  By developing students’ ability to reflect we sometimes annoy
them (you too).
§  Reflective Practice require collaboration and feedback
§  How do you create teaching practice consisting of reflective
practitioners?

Student Interview
§  What does a student do to learn?
§  What is the purpose of higher-education?
§  What characterises a good teacher?
§  What determines your choice of study strategy?

Welcome to ghpe 14

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Welcome to ghpe 14