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Life-wide Learning: ‘ What matters to me as a teacher ’. I am still an active teacher, of Critical thinking (undergraduates in Taiwan) Personal development planning (postgraduates in Edinburgh) Critical incident analysis (undergraduates in Edinburgh).

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Life wide learning what matters to me as a teacher l.jpg

Life-wide Learning: ‘What matters to me as a teacher’

I am still an active teacher,

of

Critical thinking (undergraduates in Taiwan)

Personal development planning (postgraduates in Edinburgh)

Critical incident analysis (undergraduates in Edinburgh)


Life wide learning what has mattered to me as a learner l.jpg

Life-wide Learning: ‘What has mattered to me as a learner’

I am still learning

I started being trained as a reviewer of papers for a journal only last month

I am presently enquiring and learning about the nature of my virtual relationships with people I never meet, face-to-face


As a rogerian teacher i value l.jpg
As a Rogerian teacher, I value:

The purposeful

self-managed, self-directed, self-evaluated

development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes


As a rogerian teacher i value5 l.jpg
As a Rogerian teacher, I value:

Thepurposeful

self-managed, self-directed, self-evaluated

development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes


As a rogerian teacher i value6 l.jpg
As a Rogerian teacher, I value:

The purposeful

self-managed, self-directed, self-evaluated

and socially constructed development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes


As a rogerian teacher i value7 l.jpg
As a Rogerian teacher, I value:

The purposeful

self-managed, self-directed, self-evaluated

and socially constructed development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes


As a rogerian teacher i value8 l.jpg
As a Rogerian teacher, I value:

The purposeful

self-managed, self-directed, self-evaluated

and socially constructed development

of higher level

cognitiveand interpersonal

abilities

with intended

and unintended

learning outcomes


As a rogerian teacher i value9 l.jpg
As a Rogerian teacher, I value:

The purposeful

self-managed, self-directed, self-evaluated

and socially constructed development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes


As a rogerian teacher i value10 l.jpg
As a Rogerian teacher, I value:

The purposeful

self-managed, self-directed, self-evaluated

and socially constructed development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes


As a rogerian teacher i value11 l.jpg
As a Rogerian teacher, I value:

The purposeful

self-managed, self-directed and self-evaluated

and socially constructed development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes


As a rogerian teacher i value12 l.jpg
As a Rogerian teacher, I value:

The purposeful

self-managed, self-directed and self-evaluated

and socially constructed development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes


Slide13 l.jpg

WHY?

Why does all of that matter to me as a teacher?

Because it matters to me as a learner


Since the year i left school i have l.jpg
Since the year I left school, I have:

  • Set new targets for the year ahead

  • Planned to achieve them

  • Reviewed progress in the year just past

  • Concentrated on the whole me, not just the world's values

  • Relied extensively on learning from and with peers and others

  • Concentrated on transferable abilities

  • Cared more about my own judgements than the world's

  • Been reasonably successful – and contented


Slide15 l.jpg

How does that fit with our values?

Image: 'elephant talk' http://www.flickr.com/photos/[email protected]/325235488


As a learner do you value l.jpg
As a learner, do you value:

the purposeful

self-managed, self-directed and self-evaluated

and socially constructed development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes?


As a rogerian teacher i promote l.jpg
As a Rogerian teacher, I promote:

The purposeful

self-managed, self-directed and self-evaluated

and socially constructed development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes



Edinburgh napier msc hrm cipd component l.jpg
Edinburgh Napier MSC(HRM) - CIPD “component”

  • Self-chosen generic aims and objectives – professional, academic and personal

  • Planning to self-direct

  • Identifying and using criteria for judgement of progress

  • Collecting data accordingly

  • Monitoring

  • Giving and receiving formative peer support

  • Assembling self-judgement

  • Presenting for audit – not assessment


Slide22 l.jpg

Specific : What do I want/need to be able to do?

Measurable?: How will this learning or development will be judged?

Achievable : How will I achieve this and what resources or support will I need?

Relevance and ‘added value’ : What will be its use to me personally and professionally? What differences do I plan to make to my organisation/customers?

Time restricted : Target dates for review and completion?

SMART Learning Objectives

Challenges?


Slide23 l.jpg

Heading

S_

C_

A_

L_

E_

Performance

Making a judgement




As a rogerian teacher i promote26 l.jpg
As a Rogerian teacher, I promote:

The purposeful

self-managed, self-directed and self-evaluated

and socially constructed development

of higher level

cognitive and interpersonal

abilities

with intended

and unintended

learning outcomes


Socio constructivist learning l.jpg

Socio-constructivist learning

Just means that:

We learn more, and better, in interaction with others


Slide28 l.jpg

External inputs?

Experience

Actively

Experiment

Reflect

Socio-constructivism

Generalise


Learning needs l.jpg
Learning Needs…...

  • Are held in different ways

  • So students may have to be prepared to deal in different ways with their needs

    - with assistance from members of their learning community, and others


Our learning needs can be like l.jpg
Our learning needs can be like ...

………fish, in a fish-ladder


Slide31 l.jpg

Need = frankly declared

Outcome known: proceed directly

“Just listen to me, and then help me”


Slide32 l.jpg

Need = known, but feels awkward

Privacy!

Let me declare my need unobtrusively


Slide33 l.jpg

Need = undefined

Explore options

Help me to find out what my need is!


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Need = unperceived

Challenge!

Be open to feedback, and mismatches


We should be prepared to deal with needs differently l.jpg
We should be prepared to deal with needs differently

declare

seek privacy

explore

listen!

- in our self-managed development


Others greatly assist us by offering l.jpg
Others greatly assist us by offering:

answers

security

suggestions

frankness



Four guiding principles for me l.jpg

Four guiding principles for me worth pursuing?

Help students to learn as professionals do

Only ask students to do what I have found useful

Only advocate to colleagues a well-proven approach

Learning and teaching depends upon relationships


One very last story l.jpg

One very last story worth pursuing?

(I promise)


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What are you taking away? worth pursuing?

Any new wee ideas?


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