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Robert Ready New to Teaching Residential: Social Sciences Wrexham, 24-25 July 2012

Being an Educator: Planning, designing and delivering the curriculum through teaching that puts the student learning experience at the centre. Robert Ready New to Teaching Residential: Social Sciences Wrexham, 24-25 July 2012. The context – general considerations.

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Robert Ready New to Teaching Residential: Social Sciences Wrexham, 24-25 July 2012

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  1. Being an Educator:Planning, designing and delivering the curriculum through teaching that puts the student learning experience at the centre. Robert Ready New to Teaching Residential: Social Sciences Wrexham, 24-25 July 2012

  2. The context – general considerations • Sector changing rapidly: all institutions face challenges • Disciplines will ‘find their feet’ on this new terrain • If the ‘student learning experience’ wasn’t the key driver before, it is now! • What has been ‘bolted on’, now becomes ‘central’: employability, skills, student success, student satisfaction, value for money, flexibility, service.

  3. The context – specific considerations What you teach: ‘from strength’………………….…………….… ‘out of comfort zone’ Once you know what you will be teaching: ‘content freedom’…………………….…….… ‘content prescription’ How you work (in and out of the classroom): ‘alone’……………….……………………….………………’in a team’ Approach to teaching: ‘free to choose’………………………………….…….… ‘prescribed’ Use of institutional learning systems: ‘Haphazard’…………………….…….…….… ‘obligatory/systematic’

  4. ‘Student centred’ – an elastic phrase • It can describe: • An attitude (institutional, departmental, individual) • An ‘individual’ approach to teaching • A range of progressive pedagogical approaches • An explicit, holistic view of university learning • ‘Student engagement’: the new clarion call

  5. Student centred – what do students say? • Fair • Transparent • Well organised and reliable • Interesting • Supportive • Flexible • Bonding • Developing ‘as a person’ • It matters and I matter

  6. Your turn… • Working alone • Make a statement about your approach to teaching (eg ‘I will always strive to….’) • Working in pairs • Share your statements • Test the statements for adequacy in light of the points made in my presentation • Add to and edit your statements to your own satisfaction • Working together • We will look at some statements and discuss • We will display all statements (with your permission)

  7. references • Ramsden, P. (2003) Learning to Teach in Higher Education, 2nd Edition, Routledge. • Knight, P. (2002) Being a Teacher in Higher Education, Open University Press. • Marr, L. & Forsyth, R. (2010) Identity Crisis: Working in Higher Education in the 21st Century, TrenthamBooks.

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