Download Assisting students to be more analytical and critical

‘In the classroom’ workshop series
Facilitator: Professor Christine
Hockings
Institute for Learning Enhancement
University of Wolverhampton
Top 3 concerns of the department
1. Dealing with potentially disruptive student behaviour
2. Getting student engagement in large classes
3. Getting students to prepare and participate out of the
classroom.
Also of concern 4. Assisting students to be more analytical and critical
5. Accommodating differing abilities and learning styles within
the class group.
Aims & outcomes
Explore these concerns through ‘critical incident’
analysis
Consider alternative strategies for addressing
common problems
Re-think and re-plan the ‘troublesome’ activity or
session
Make 3 lists – Promises, Resources & Support
Discuss evaluation and dissemination
Task 1
Critical incident analysis
(30 – 40 mins)
Decide the concern on which you want to work and move
to the table numbered for that issue
In your group, take turns to recount an incident when this
concern emerged. What happened, what did you do, what
effect did it have, etc.
After each story, as a group, identify the KEY FACTORS
influencing behaviour
As a whole group summarise the common factors in your
stories
Strategies for addressing /avoiding
common classroom problems
Dealing with disruptive student behaviour
Get to know students as individuals
Set ground rules from outset (mobiles)?
Coordinate interaction
Teacher interview – knowing students
Student interview – knowing students
Teacher interview – learner responsibility
Getting students engaged in class
Create safe spaces
Harness students’ knowledge / experience
Connect with their lives and interests
Coordinate interaction
Student view - safe spaces
Harnessing Knowledge & exp
Student interview – relevant to life
Getting them to prepare for class
Remind / reinforce ground rules,
Encourage ‘relational equity’ learner responsibility
Use ‘transactional reading strategies’ in class
See ILE How to get students to read guide
http://www.wlv.ac.uk/Default.aspx?page=27004
Foster peer support networks in class for outside
Pharmacy – session coordinating interaction
Strategies for addressing common
classroom problems
Assisting students to be more analytical and critical
Articulating thinking publically
Unpicking processes -questioning not telling
Debating, questioning and challenging
Student peer & self assessment.
Accommodating differing abilities within the class
Problem based group activities
Peer tutoring
Relational equity / learner responsibility
Mixing or streaming (SW)
Teacher orchestrated collaborative
problem solving in Math.
Different sets of experience
Teacher interview -Developing
criticality
Gymnastics student interviews,mixed ability groups
(See full range of clips on www.wlv.ac.uk/LTImodule also ILE How To guides www.wlv.ac.uk/ile)
Task 2
Re planning the troublesome session
In module teams, re-plan one of the sessions that
caused you concern.
Use the session planning template as a guide.
Use / adapt the ideas that the clips and
discussions triggered.
List the resources and support you would need to
implement this effectively
3 Little Lists
Pink post it notes for Promises
Green for Resources
Yellow for Support
Don’t forget to put your:
Name and the date you expect
to fulfil your promise
References and links
Hockings, C (2011) Hearing voices, creating spaces: the craft of the ‘artisan’ teacher’ in
a mass higher education system. Critical Studies in Higher Education 52 (2) 191-205
Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of
research. York HEA.
Hockings, C., Cooke, S., & Bowl, M. (2010). Learning and teaching in two universities
within the context of increasing student diversity: complexity, contradictions and
challenges. In M. David (Ed.), Improving learning by widening participation. London:
Routledge.
OER module Learning to Teach Inclusively www.wlv.ac.uk/LTImodule
OER Learning to Teaching Inclusively Project website www.wlv.ac.uk/teachinclusively
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Session Planning Template
Module:
Session:
Date
Student Group:
What do you know about your students? Group size, diversity, particular requirements, prior knowledge & experience, etc.
Learning Outcomes By the end of the session you will have:
Time
Topic
Post session evaluation
Tutor activity
Student activity
Resources /
support