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Rethinking Teaching in Higher Education: A Reasoned Approach for Student Learning Support

This program offers a 30-hour workshop and year-long follow-up groups focusing on theoretical foundations, instructional design, and transformational learning in course development. It emphasizes disciplinary knowledge, learning-centered teaching, and coherent course design elements to enhance teaching effectiveness. Explore the role of technology and engage with colleagues to optimize teaching practices.

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Rethinking Teaching in Higher Education: A Reasoned Approach for Student Learning Support

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  1. Rethinking Teaching in Higher Education:a reasoned approach to the support of student learning Cheryl Amundsen (SFU), Cynthia Weston, Lynn McAlpine (McGill), Phillip Abrami (Concordia)

  2. Teaching Development Process • 30-hour Rethinking Teaching Workshop • Year-long follow-up group • Classroom research studies

  3. Theoretical Foundations of Our Work • Structure of knowledge in the disciplines (Donald 2004; 1997) • Pedagogical reasoning (Shulman 1986,1987; Schwab 1970) • Professional thinking and action (Schon, 1983,1987) • Instructional design (Richley, 1986; Reigeluth, 1999) • Transformational learning (Mezirow, 1991; Cranton, 1996)

  4. Four Underlying Constructs • Disciplinary knowledge linked to teaching actions. • Learning-centred teaching. • Reasoned approach to teaching decisions. • Coherence and alignment of course design elements.

  5. Teaching Development Process • 30-hour Rethinking Teaching Workshops • Year-long follow-up groups • Classroom research studies

  6. Rethinking Teaching WorkshopsWhat Characterizes Them? • Focus is on a complete course. • Design process in the context of the specific subject area. • Discussion and critique with colleagues across disciplines. • Assume the role of both instructor and student in designing courses.

  7. Course Design

  8. First draft - Business

  9. Third Draft - Business

  10. Third Draft - Educational Psychology

  11. Fourth Draft- Educational Psychology

  12. Second draft – Computing Science

  13. Third Draft - Computing Science

  14. Course Design

  15. Format of the Workshop

  16. Why Follow Up Groups? • Support while implementing changes designed in the workshop. • Continuation of sense of teaching community developed during workshop. • Explore teaching related questions.

  17. What about Technology?

  18. The “Layering On” of Technology

  19. Pedagogical Content Knowledge

  20. Instructional Team • Academics with a scholarly interest in teaching development. • Past participants of the workshop and followup groups. • Graduate students.

  21. Studying the Effectiveness

  22. Model of Teaching Expertise

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