LEARNING TO TEACH: MAKING TEACHER TRAINING ACCESSIBLE AND FUN FOR - - PowerPoint PPT Presentation

‘LEARNING TO TEACH’:

MAKING TEACHER TRAINING ACCESSIBLE AND FUN FOR POSTGRADUATE TUTORS

DR MICHAEL WILLETT & EMMAJANE MILTON COLLEGE OF ARTS, HUMANITIES AND SOCIAL SCIENCES CARDIFF UNIVERSITY

OUTLINE

• Introductions and attitudes towards postgraduate tutors
• Overview of the ‘Learning to Teach’ programme
• Challenges and considerations in expanding programme
• Interactive activity: ‘Quescussion’ (Gedalof, 1997/2005)

ATTITUDES TOWARDS POSTGRADUATE TUTORS

“postgraduate tutors are often identified as a weak link in the university education process”

(Clark, 1998: 121)

• To what extent do you agree with this

statement?

‘LEARNING TO TEACH’ AT CARDIFF

• Master’s-level training programme for Postgraduate Tutors in College of

Arts, Humanities and Social Sciences

• HEA accredited at Associate Fellow (D1) level
• Developed in school of English, Communication and Philosophy in 2008-9,

rolled-out across College in 2017

• Offers robustness, parity and consistency of training for PG Tutors across

Schools

‘LEARNING TO TEACH’ AT CARDIFF

• 2-year programme undertaken alongside PhD studies and teaching duties
• Training in inclusive learning, session design and assessment & feedback is

front-loaded: where possible, tutors complete these workshops before starting teaching (not ideal but currently most practical solution)

• Mandatory for all new tutors in the College who do not already have HEA

status or a teaching qualification (e.g. PGCHE)

‘LEARNING TO TEACH’ AT CARDIFF

• Programme comprises seven training workshops over two years, each focusing
• n a theme related to teaching, learning and assessment in HE
• Delivered in small groups (c.12-20 tutors per session)
• Multiple sessions of each workshop delivered across blocks of 2-4 weeks to

ensure accessibility

• 1x additional repeat session of each workshop offered at end of semester for

late PG tutor recruits

Learning to Teach

Inclusivity, Equality and Diversity (1) Session planning and activity design (1) Assessment and Feedback (2) Questioning skills for active learning (3) Reflective Practice (4) Psychological Theories of Learning (5) “Learning Styles” (+critique); Academic Literacies (6) Preparing HEA application (7)

‘LEARNING TO TEACH’ AT CARDIFF

• Content is an amalgam of different strategies, including…
• Paired/small-group discussion
• Practical tasks, including session planning, problem-solving and reflection
• Group presentations
• Role play
• Interactive demonstrations
• …
• Methods and activities subject to ongoing reflection and evaluation by

programme leader, with new approaches introduced regularly (e.g. 10-minute “tutorial bites” for 2019-20)

CHALLENGES IN EXPANDING PROGRAMME

• What sorts of challenges might you envisage in expanding this kind
• f programme for a more diverse audience of PG tutors?
• Think, pair, share!

CHALLENGES IN EXPANDING PROGRAMME

• Problem 1:

Nature of UG teaching is different in each School in the College…

• English Literature is taught in small-group, discursive seminars
• Archaeology involves extensive lab work/ demonstrations
• In the Business School, tutors support students in working alone to develop

individual analytical and problem-solving skills

• Focusing exclusively on small-group teaching, using predominantly

discussion, was no longer appropriate after the College rollout in 2017

CHALLENGES IN EXPANDING PROGRAMME

• Solution: Find the common ground
• What T&L skills do all tutors in College need, whatever their discipline?
• Basic session planning/adapting sessions to learner needs
• Marking and giving feedback, whether formative, summative or both
• Asking questions
• Actively engaging learners
• Knowing something about how people learn

CHALLENGES IN EXPANDING PROGRAMME

• Problem 2:

Amount of UG teaching is different in each School in the College…

• Tutors in English and History typically teach one cohort of students in each semester for

1-2 years

• Tutors in the Business School typically undertake more intensive teaching, with multiple

cohorts of students in a single semester

• …and not all tutors want to apply for HEA status
• How to ensure that tutors who wish to apply for HEA status through the

programme have sufficient depth and breadth of experience on which to reflect?

CHALLENGES IN EXPANDING PROGRAMME

• Solution: Two pathways through the course
• Basic training pathway
• for tutors who do not want to apply for D1
• for tutors who only teach one regular class for one semester, or less

(e.g. teaching 2 weekly seminars but only for 3 weeks and no more)

• Full pathway
• for tutors who want to apply for D1 and
• who teach one regular class in multiple semesters, or
• who teach multiple regular classes for one full semester

CHALLENGES IN EXPANDING PROGRAMME

Basic training pathway

(Essential practical skills in delivering teaching)

Full pathway

• Approx. % tutors

following this pathway 30 70

Workshop attendance

1, 2, 3, 4 (Year 1) 1, 2, 3, 4, 5, 6, 7 (Years 1 and 2) Training provided

• Equality, Diversity and Inclusion
• Designing sessions
• Assessment and Feedback
• Reflecting on practice
• Equality, Diversity and Inclusion
• Designing sessions
• Assessment and Feedback
• Reflecting on practice
• Pedagogical and Psychological theories of learning
• Teaching portfolios/D1 application

Focus on inclusion and Universal Design threaded throughout curriculum and training workshops

Eligible to apply for D1 through programme? No* *Eligible to apply for D1 if further teaching undertaken subsequently and Year 2 completed *Support available for direct HEA application Yes Reflective portfolio required? No Yes (forms D1 application)

ACTIVITY: QUESCUSSION

• Quescussion (Gedalof, 1997/2005): discussion led entirely by questions
• 4 basic rules:
• Every contribution must be in the form of a question
• Learners should all take equal turns to speak
• Statements made into questions with a tag are not allowed

(e.g. ‘this is the only interpretation isn’t it?’)

• Nothing offensive allowed

(e.g. ‘isn’t that something only a fool would ask?’)

• An experiment…

SAMPLE ACTIVITY: QUESCUSSION

• What would you like

to ask an all-knowing being about this piece of text?

QUESCUSSION IS VERSATILE

• It is transferable: It works for any subject
• It is participatory: It involves all learners equally
• It is engaging: This method is new and different for many learners
• It is student-centric: It involves learners in the content and direction of

the session, and encourages independent learning

• It fosters criticality: It helps learners to gain confidence in asking

questions, and begin learning the sorts of questions they need to ask of texts/artefacts/arguments

QUESCUSSION IS VERSATILE

• It is particularly useful in the Humanities and Social Sciences, where we

may not be able to answer every question, or where there may not be a single “correct” answer to a question

• This is a ‘threshold concept’ (Meyer and Land, 2006) that many students

in Humanities and Social Sciences often struggle to grasp

• Thus using Quescussion in 1st/2nd year UG classes can aid the often-

difficult transition into Higher Education

QUESTIONS?

• Any questions?
• Feel free to contact us if you have further questions!
• Michael: WillettMD@cardiff.ac.uk
• Emmajane: MiltonE@cardiff.ac.uk

REFERENCES

• Clark, S. (1998) ‘Tutor Development: Finding a language for teaching’. In

Angélil-Carter, S. (ed.) Access to Success: Academic Literacy in Higher

• Education. Cape Town: University of Cape Town Press.
• Gedalof, A. J. (2005) “Question-and Discussion-Based Exercises”. In

Gedalof, A. J., Teaching Poetry: A Handbook of Exercises for Large and Small Classes. New York and London: W W Norton & Company, Inc.

• Meyer, J. H. F. and Land, R. (2003) ‘Threshold concepts and troublesome

knowledge (1): linkages to ways of thinking and practising’. In Rust, C. (ed.) Improving Student Learning – ten years on. Oxford: OCSLD.

• Shapcott, J. (2011) ‘Procedure’. In Shapcott, J., Of Mutability. London: Faber

and Faber.