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Feedback for Activity 1


Phil Marston
p.marston@abdn.ac.uk
Feedback for Activity 1




  “Provide a written rationale which sets
    out what you understand effective
    learning to be, and how you think
       your teaching supports this.”



                                      www.abdn.ac.uk
Feedback for Activity 1
  This was a formative exercise, so no one provided
  the wrong answer.
  As a formative exercise this was an opportunity for
  you to reflect on what effective learning is and your
  role in that.
  It was also an opportunity for us to reflect on what
  we have conveyed.
  There were a range of responses to the exercise
  and we thought it would be useful to provide
  feedback to the group as a whole.


                                                    www.abdn.ac.uk
Feedback for Activity 1
  Our rationale and expectations.
  The purpose of Activity 1 was two fold:
  1st to help you consolidate your understanding of
  the subject matter - education as its own discipline.
  2nd to begin to prepare you for the summative
  exercise (Post-session Activity 4), in which you will
  be required to demonstrate how your own practice
  aligns with the professional standards framework.




                                                    www.abdn.ac.uk
Feedback for Activity 1
  In light of our rationale and of the submissions we
  also realise that perhaps we need to be clearer in
  the wording of our question.


  “With reference to the literature and the programme
    so far, provide a written rationale which sets out
   what you understand effective learning to be, and
      how you think your teaching supports this.”




                                                   www.abdn.ac.uk
Review for Activity 1
  What is Effective Learning?
  Some of you found a useful quote:


  Learning is an activity “which enables the
        learner to draw upon previous
   experience to understand and evaluate
  the present, so as to shape future action
       and formulate new knowledge.”
  Abbott, J. (1994) Learning makes sense: re-creating education for a changing
  future. Letchworth: Education 2000


                                                                           www.abdn.ac.uk
Review for Activity 1
  What is Effective Learning?
  Learning is an activity “which enables the learner to
  draw upon previous experience to understand and
  evaluate the present, so as to shape future action
  and formulate new knowledge.”
  What strikes you as the key features contained in
  this quote?




                                                   www.abdn.ac.uk
Review for Activity 1
  What is Effective Learning?
  What strikes you as the key features contained in
  this quote?
  •   the learner (their actions)
  •   prior experience/knowledge (the past)
  •   the present (knowledge/understanding)
  •   the future (new knowledge/understanding)


  Where do you fit in this picture?

                                                 www.abdn.ac.uk
Review for Activity 1
   What is Effective Learning?
   Some of you mentioned
   Blooms Taxonomy


   Do you think this would be
   a useful measure of the
   effectiveness of learning?




Anderson, LW & Krathwohl DR (eds.) (2001). A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman
                                                                             www.abdn.ac.uk
Review for Activity 1
  Something to watch out for:
  This is a necessarily short course and we have
  picked out literature that we believe provides a brief
  but sound grounding in the vast discipline that is
  education.
  Neither Abbott or Anderson & Krathwohl were on
  the reading list ...
  It is good that many of you went beyond the
  recommended reading, but ...
  Be wary of (critically appraise) what you come
  across in wider reading (e.g. neuroeducation).
                                                    www.abdn.ac.uk
Review for Activity 1
          Neuroeducation - Howard-Jones offers a word of caution




 Howard-Jones, P. (2010) Introducing Neuroeducational Research. Oxon:UK. Routledge

                                                                               www.abdn.ac.uk
Review for Activity 1




        If in doubt ... leave it out




                                       www.abdn.ac.uk
Review for Activity 1
  Other key points to reflect on:
  • Almost everyone mentioned the importance of
    motivation, feedback, knowledge construction
  • Some of you mentioned deep, surface and
    strategic learning
  • recognition of diversity and difference (social,
    cultural, developmental)
  • students taking personal responsibility vs you
    taking responsibility?
  • not one size of learning - not one size of teaching

                                                       www.abdn.ac.uk
Review for Activity 1

Wikipedia often has an account of the basics of theories, with
accounts of where they are disputed and where to go to read
                      at greater depth.




                  James Atherton’s website
 http://www.learningandteaching.info/teaching/what_works.htm




                                                        www.abdn.ac.uk
Any questions?




                 www.abdn.ac.uk
Come Here.
Go Anywhere.
    That’s the difference

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Feedback for PGR/ECR Activity 1

  • 1. Feedback for Activity 1 Phil Marston p.marston@abdn.ac.uk
  • 2. Feedback for Activity 1 “Provide a written rationale which sets out what you understand effective learning to be, and how you think your teaching supports this.” www.abdn.ac.uk
  • 3. Feedback for Activity 1 This was a formative exercise, so no one provided the wrong answer. As a formative exercise this was an opportunity for you to reflect on what effective learning is and your role in that. It was also an opportunity for us to reflect on what we have conveyed. There were a range of responses to the exercise and we thought it would be useful to provide feedback to the group as a whole. www.abdn.ac.uk
  • 4. Feedback for Activity 1 Our rationale and expectations. The purpose of Activity 1 was two fold: 1st to help you consolidate your understanding of the subject matter - education as its own discipline. 2nd to begin to prepare you for the summative exercise (Post-session Activity 4), in which you will be required to demonstrate how your own practice aligns with the professional standards framework. www.abdn.ac.uk
  • 5. Feedback for Activity 1 In light of our rationale and of the submissions we also realise that perhaps we need to be clearer in the wording of our question. “With reference to the literature and the programme so far, provide a written rationale which sets out what you understand effective learning to be, and how you think your teaching supports this.” www.abdn.ac.uk
  • 6. Review for Activity 1 What is Effective Learning? Some of you found a useful quote: Learning is an activity “which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge.” Abbott, J. (1994) Learning makes sense: re-creating education for a changing future. Letchworth: Education 2000 www.abdn.ac.uk
  • 7. Review for Activity 1 What is Effective Learning? Learning is an activity “which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge.” What strikes you as the key features contained in this quote? www.abdn.ac.uk
  • 8. Review for Activity 1 What is Effective Learning? What strikes you as the key features contained in this quote? • the learner (their actions) • prior experience/knowledge (the past) • the present (knowledge/understanding) • the future (new knowledge/understanding) Where do you fit in this picture? www.abdn.ac.uk
  • 9. Review for Activity 1 What is Effective Learning? Some of you mentioned Blooms Taxonomy Do you think this would be a useful measure of the effectiveness of learning? Anderson, LW & Krathwohl DR (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman www.abdn.ac.uk
  • 10. Review for Activity 1 Something to watch out for: This is a necessarily short course and we have picked out literature that we believe provides a brief but sound grounding in the vast discipline that is education. Neither Abbott or Anderson & Krathwohl were on the reading list ... It is good that many of you went beyond the recommended reading, but ... Be wary of (critically appraise) what you come across in wider reading (e.g. neuroeducation). www.abdn.ac.uk
  • 11. Review for Activity 1 Neuroeducation - Howard-Jones offers a word of caution Howard-Jones, P. (2010) Introducing Neuroeducational Research. Oxon:UK. Routledge www.abdn.ac.uk
  • 12. Review for Activity 1 If in doubt ... leave it out www.abdn.ac.uk
  • 13. Review for Activity 1 Other key points to reflect on: • Almost everyone mentioned the importance of motivation, feedback, knowledge construction • Some of you mentioned deep, surface and strategic learning • recognition of diversity and difference (social, cultural, developmental) • students taking personal responsibility vs you taking responsibility? • not one size of learning - not one size of teaching www.abdn.ac.uk
  • 14. Review for Activity 1 Wikipedia often has an account of the basics of theories, with accounts of where they are disputed and where to go to read at greater depth. James Atherton’s website http://www.learningandteaching.info/teaching/what_works.htm www.abdn.ac.uk
  • 15. Any questions? www.abdn.ac.uk
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  • 17. Come Here. Go Anywhere. That’s the difference

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