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Facilitator: Professor Christine Hockings Institute for Learning Enhancement

‘In the classroom’ workshop series . Facilitator: Professor Christine Hockings Institute for Learning Enhancement University of Wolverhampton. Top 3 concerns of the department. Dealing with potentially disruptive student behaviour Getting student engagement in large classes

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Facilitator: Professor Christine Hockings Institute for Learning Enhancement

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  1. ‘In the classroom’ workshop series Facilitator: Professor Christine Hockings Institute for Learning Enhancement University of Wolverhampton

  2. Top 3 concerns of the department • Dealing with potentially disruptive student behaviour • Getting student engagement in large classes • Getting students to prepare and participate out of the classroom. Also of concern - • Assisting students to be more analytical and critical • Accommodating differing abilities and learning styles within the class group.

  3. 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

  4. 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

  5. http://player.vimeo.com/video/17599705 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 Getting students engaged in class Create safe spaces Harness students’ knowledge / experience Connect with their lives and interests Coordinate interaction 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 Teacher interview – learner responsibility Teacher interview – knowing students Student interview – knowing students Student view - safe spaces Student interview – relevant to life Harnessing Knowledge & exp Pharmacy – session coordinating interaction

  6. 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. Teacher interview -Developing criticality Gymnastics student interviews,- mixed ability groups Different sets of experience (See full range of clips on www.wlv.ac.uk/LTImodule also ILE How To guides www.wlv.ac.uk/ile)

  7. 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

  8. 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 Promises Resources Support

  9. 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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  11. Session Planning Template

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