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Did the ‘Hat’ Fit ?

Did the ‘Hat’ Fit ?. Paul Wright School of Maritime & Coastal Studies Faculty of Technology Southampton Institute. Not participating or achieving. 3. 2. Participating, but not yet achieving. 1. Participating and achieving. What is the ‘Mexican Hat Approach’ (MHA)?.

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Did the ‘Hat’ Fit ?

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  1. Did the ‘Hat’ Fit ? Paul Wright School of Maritime & Coastal Studies Faculty of Technology Southampton Institute

  2. Not participating or achieving 3 2 Participating, but not yet achieving 1 Participating and achieving What is the ‘Mexican Hat Approach’ (MHA)? • Learning intervention designed to identify students levels of engagement and participation (Robinson & Udall, 2004) • Requires a ‘recording process’ • Development of model focussed upon ‘learning conversations’

  3. What does a MHA class look like? Unit Outcomes Session Outcomes Learning Context Preparation Artefact Self Assessment Reflection and Conversation

  4. What does a MHA class look like? Unit Outcomes Session Outcomes Learning Context Preparation Artefact Self Assessment Reflection and Conversation

  5. Findings: General Information • Attendance increased from last year (ran at 90% for the majority of weeks) • Evidence of preparation • Engagement, i.e. making ‘meaning’ from the information, was visible, but variable • Some student dissatisfaction with workload • Clear sense that activities helped with summative assessment

  6. Findings: Learning Perceptions • Tested perceptions of clear goals, expectations and standards • Hypothesised relationship to ‘deep learning’ (Prosser & Trigwell, 1999) • Tested activity-based sessions with different tutors, and the same tutor delivering AB sessions and lectures • Statistically significant difference between contexts, with AB sessions giving more positive results • Statistically insignificant difference between tutors

  7. Findings: Focus Groups

  8. Future Work • Relating summative assessment grades with self assessment scores • Improving the learning experience: • Class reporter • Six Week Synthesis • Removing the link between ‘doing’ task and demonstrating outcome • Improve conversation and facilitation • Investigating issues of ‘power’ and their impact upon independent learning

  9. Conclusion • MHA process has shown benefits • It helps less with Level 3 students • Sessions that are based around activities and outcomes appear to improve engagement • It’s not who, it’s HOW • There are still barriers to independent learning

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