Lara Tookey Teaching & Learning Symposium 24 th Sept 2013

1. Lara Tookey Teaching & Learning Symposium 24th Sept 2013

2. Overview

3. Nominated by FTBE Learning & Teaching committee – TBE’s top-rated lecturer on USU’s Rate My Course. • Why?  • In summary, it’s about getting the basics right!

4. Industry (Construction) Education 1987+ Quantity Surveying, Project Management, Property Valuations, Facilities Management, Property Developer, Landlord 1991+ Master Maths University of Cape Town Singapore Institute of Management Glasgow Caledonian University Unitec Institute of Technology

5. How I view ‘these people’. Students Learners Defines a hierarchy & status. Being at the mercy of a class, tutor, institution. Training & authority. Seek knowledge; solicit professional development & being open-minded. Participating in a class. Tutelage & aficionado.

7. Summary of what makes their learning enjoyable

9. “She’s a bit scary.” • “… all they said was that in your first lecture with us you were quite full on – different to the other lecturers, and not what they had expected. However, the student is full of praise for your enthusiasm and ‘go-gettem’ attitude that they find refreshing.” • A bit of humour • A lively environment

11. “Engaging the students works well, keeps me attentive and helps me understand the course material better”. • “…make boring subjects not so boring in the way it is taught!” • “You are enthusiastic and yet laid-back. Your lecturing style is engaging and interactive. You “don’t just read from the slides!”. Your approach is relaxed “yet the tiger comes out when it needs to!” • A bit of humour • A lively environment

12. A bit of humour & a lively environment • The most critical element in creating a successful learning community is the mood of the class. • Laughter is a key to keeping this mood light and productive. • A dose of silliness goes a long way toward keeping learners engaged. They make the minutes tick by with less tedium, and hopefully maybe even some anticipation.

13. Write an instruction for putting on a jacket.

14. Moments of wonder • “… the bits I remember fondly are the bits I should not remember… but mostly I remember the bits that are not standard.” • “… I like the way the information is presented… it makes me want to learn more.” • “The course was excellent and I find it hard to believe just how much I learned about a subject that I thought I knew a lot about.”

15. Moments of wonder • Are you inspired by what you are teaching? • Does it make you want to go out and learn more? • Instances of surprise and enlightenment, even if brief, can make all the difference in motivating a learner to question.

16. Understanding of their world • “… engaging in conversation with Lara, walking around asking students if we need any assistance…” • “I remember being borderline, it did not bring out the best in me….. The system is not a great fit for me.”

17. Scroll of doom

18. Nature of assessments

19. Mutual trust & respect • “If a lecturer respects their students (by preparing well) students will ‘give back’ – they appreciate it very much.” • “Why can Lara have well behaved students where all other lectures are disrupted. Lecturers should be brave enough to control disruptive students.” • “You treat students as adults and this creates mutual respect.”

20. Mutual trust & respect • If students don't trust that we as teachers are going to keep our word, treat them with decency, and give them the benefit of the doubt, then they will tune out everything else we try to communicate. • It is also about being human!!

21. “..I never liked anything that involved economics till she started teaching me. I loved the paper and am curious if I can do extra studies in it.” • “.. the industry we are in, is exactly the way Lara teaches & in some ways this will or does prepare use for the real world. It is nice to have or experience a refreshingly different approach to teaching at Unitec.” • Expertise

22. Expertise • A genuine educator needs a reflexive, virtuoso mastery of the content, so they can then focus on the complicated business of information delivery. • Your prowess should be evident and even taken for granted, so the learners can feel safe. • Novices can know they won't be led astray or put to the mercy of someone bluffing through sessions in exchange for a paycheck.

23. “….. brings no doubt to what is expected in all assessments.” • “I think the lecturer is trying to get us to think outside the box and explore…but with a paper like this I would rather get the basics right.” • ‘..there is no ‘fluff’ from her which is such a refreshing change from the other lecturers.” • Clear goals

25. Structure and Direction

26. “I love the tutorial time we had in class, it allowed me to clear up any questions I had. I think it is a brilliant way of learning.” • “Your comprehensivefeedback is exemplary.” • Feedback

27. Feedback • Authentic feedback is perhaps the most difficult thing to give and, therefore, the rarest dynamic in learning. • Authentic feedback takes time. • Authentic feedback is one-to-one, honest, actionable input about what went well, what didn't, and what steps can be taken to go forward.

28. “… you have taken one of my weakest subjects and made it one of the best …” • “Just want to give you an update… thought of your wise words as I sat up to 1 or 2 in the morning….. That class was total preparation.” • “Thanks for the discussion today, you were a great help and very inspiring in fact.” • Mentorship

29. Mentorship • Mentorship means partnership. • A mentor's role is one part confidante and another part older sibling. • It involves the sharing of wisdom and the patience of listening.

30. Something to take away…. • Think about the positive. Use this to enhance what you do, not the negative. • Do what works for you. • Enjoy what you do.

31. Thank you.