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Trends in Teaching

Trends in Teaching. Lynne FRANCIS Educational Development Officer Royal Holloway, University of London lynne.francis@rhul.ac.uk “To remain static in the changed and changing higher education circumstance is to court disaster or, at least, gradual decay” Evans and Nation (2000) .

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Trends in Teaching

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  1. Trends in Teaching Lynne FRANCIS Educational Development Officer Royal Holloway, University of London lynne.francis@rhul.ac.uk “To remain static in the changed and changing higher education circumstance is to court disaster or, at least, gradual decay” Evans and Nation (2000)

  2. Government policy 1997 Dearing Report on Higher Education 2001 Special Educational Needs and Disability Act (SENDA) 2002 White Paper on the Future of HE 2004 Higher Education Act (intro of student fees) 2010 Equality Act protects 9 characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex and sexual orientation. 2010 The Browne Report 2012 Up to £9,000 student fees

  3. Massification of tertiary education “The massification of higher education provision is a global phenomenon (Scott, 1995, 1998). ... It has brought about huge changes in the teaching and learning environment of university life. .... massification has brought into sharp focus a range of issues connected with the management of student learning.”(Macfarlane, 2004:9-10) “45% of people between the ages of 18 and 30 enter an HEI, up from 39% a decade ago”. (Browne Report 2010)

  4. Widening participation “Our work currently focuses on:  • building on the progress already made to increase the participation in HE of students from more disadvantaged communities • ensuring that social background does not inhibit access to, and success within, HE” (HEFCE)

  5. Student diversity “The challenges for today’s teachers in higher education are multidimensional. In addition to teaching their academic subjects, ....they also have to engage with a student body that is diverse in demographic background (for example, age, gender, ethnicity and disability) and mode of engagement (full-time, part-time or at a distance).” (Yorke, 2013: vi) “University students are no longer a small, socially homogenous elite who are necessarily ‘in love’ with their subject.” (Macfarlane, 2004: 10)

  6. Pedagogic theory “With striking consistency, studies show that innovative, active, collaborative, and constructivist instructional approaches shape learning more powerfully, in some forms by substantial margins, than do conventional lecture-discussion and text-based approaches” (Pascarella & Terenzini 2005, p646)

  7. Assessment “University teachers still assess too much (Race, 2010) and continue to adopt ways of measuring students’ achievement that were used when a smaller proportion of the population participated in higher education. For students, there can seem to be so much assessment that they become excessively strategic in their learning – giving time only to those things that will ‘count’ towards their degrees.” (Brown & Race, 2013)

  8. Feedback “..ensure that feedback is not only received, but is attended to, so that students act on it to change their future learning and performance.” (Gibbs, 2010)

  9. Why Interdisciplinarity? “ ...as we increasingly find ourselves in an age of globalisation, uncertainty, risk and speed, the large pressing scientific, social and economic problems of our times – climate change, sustainability, terrorism, financial crisis, health, ageing populations – seem to demand more than one disciplinary lens to bring them more clearly into view.” (Land, 2013:52)

  10. InterdisipliaritY: What’s involved? “It is imperative that teaching crosses disciplines, to better allow students to master threshold concepts : interdisciplinary teaching and learning requires a sometimes troubling conceptual integration of different perspectives, a letting go of a previous stance, an ontological shift, and acquisition of a new shared discourse” (Land, ibid)

  11. Technology enhanced learning & teaching “More than 1,000 years of formal university learning and teaching does not change quickly, or without a struggle. But we are starting to see some key tech trends engaging staff and students – and therein lies the secret to change!” (Salmon, 2012)

  12. Employability “The meaning of "employability" seems to change depending on who is using it.” (Winter, 2013)

  13. Employers on Employability “When employers say "employability" they mean "usefulness", and employability skills are the abilities that make someone quickly productive in their work tasks and decrease the necessity of spending money on training and development.”

  14. University Managers on Employability “When university managers say it, they mean "offloadability", and employability skills are behaviours likely to reduce a student's chances of showing up in unemployment statistics.”

  15. Students on Employability “ When students talk about employability the employer and institutional elements are present, but there are other elements too:Sustainability - I want to have some sense of security in my employmentAppropriateness - I want to be able to secure roles that meet my needs and expectationsAutonomy - I want to be in a position where I can choose.”

  16. What do teachers say? What are your thoughts on the meaning of employability and how does this impact upon course design, teaching approach, assessment methods, and your learners’ ?

  17. Over to You • Please form 6 or 7 groups • I’ll give you a particular current trend to discuss within your group. If you finish before other groups, identify and discuss any additional trends influencing teaching trends in your discipline. • Consider the impact of the trend/issue on your teaching and your students’ learning. What are the challenges and how do/can you respond? • Make use of the flipchart paper and pens to record key discussion points ready for whole group discussion

  18. Final Thoughts “To remain static in the changed and changing higher education circumstance is to court disaster or, at least, gradual decay” Evans and Nation (2000) Responding innovatively to the sector’s winds of change keeps our disciplines, our interests and minds, and those of our learners fresh, vibrant and fertile for new, exciting lines of enquiry!

  19. http://benhard735u5.wordpress.com/2011/06/16/communicative-approach-technique/http://benhard735u5.wordpress.com/2011/06/16/communicative-approach-technique/

  20. http://www.slideshare.net/irangv/grammar-translation-method-correctahttp://www.slideshare.net/irangv/grammar-translation-method-correcta

  21. http://uk.search.yahoo.com/search?ourmark=1&ei=utf-8&fr=nectar-tb-v2&slv8-&type=61465&p=images+for+realia&vm=rhttp://uk.search.yahoo.com/search?ourmark=1&ei=utf-8&fr=nectar-tb-v2&slv8-&type=61465&p=images+for+realia&vm=r

  22. http://uk.search.yahoo.com/search?ourmark=1&ei=utf-8&fr=nectar-tb-v2&slv8-&type=61465&p=images+for+student+diversity&vm=rhttp://uk.search.yahoo.com/search?ourmark=1&ei=utf-8&fr=nectar-tb-v2&slv8-&type=61465&p=images+for+student+diversity&vm=r

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