Welcome toTransition into HE – Learning to Learn Whilst everyone arrives, please use a smart device/laptop to access https://padlet.com/jo_miller/idealy1 and add your thoughts to the Padlet wall.
Supporting Transition into Year 1 Learning to Learn in Higher Education – more than just a set of study skills…………..
overview Concerns about Y1 students – academically, motivationally etc Widening participation? Retention? Expectations – students, staff Learner identity Learning, Teaching and Y1 curriculum
Ideal Y1? Review and briefly discuss padlet wall responses
Real Y1? Add to diagram, compare to ideal
Expectations of students • Comments from previous data collected • Previous experiences • How they have been ‘successful’ previously – impact of this on HE learning and expectations? • Strengths • Concerns • Expectations of HE • – linked to Ideal Y1 • - Linked to Real Y1 • Process/outcome driven
Value of Y1 ‘Year 1 doesn’t count’ – really?? Challenge – previous experiences have developed them to be outcome-driven which manifests in a number of ways (e.g. what do I need to do to pass the assignment, only engaging with facts and not understanding and application ) Learning in HE - Outcome or process driven? Only ‘doesn’t count’ in terms of outcome-driven perspective - final mark awarded (outcome). In which case, how can we complain about students following this if we are doing this ourselves? Vital in successfully transitioning into learning to learn in HE (process) and, therefore, impact on final achievement (outcome).
Learning to Learn – an initial approach • ITE prog • Early focus, first 3 weeks of module focuses on students’ own learning and effective ways of working. • Addresses expectations, roles and responsibilities in learning in HE. • Creative, independence, study groups and peer support, active engagement and attendance, (all process) • Engagement with assessment (outcome) • Impact? • On engagement • On retention • On academic success
Next steps? How do your modules/programmes support transition into learning in HE? How could they support transition into learning in HE?
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