1 / 16

PDP as an integral part of the curriculum

PDP as an integral part of the curriculum. Warren Houghton. School of Engineering and Computer Science, University of Exeter. Why is PDP important ?. It is about students becoming autonomous, independent, thinking for themselves the real purpose of HE

neveah
Download Presentation

PDP as an integral part of the curriculum

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PDP as an integral part of the curriculum Warren Houghton School of Engineering and Computer Science, University of Exeter

  2. Why is PDP important ? • It is about students becoming autonomous, independent, thinking for themselves • the real purpose of HE • It enables students to articulate what they can do

  3. Experience Plan Reflect Theorise Reflection - the Kolb cycle

  4. The process of PDP takes practice • a lot of practice • everyone has to work out their own way of doing it • students need something to practice on • their academic learning, • PDP should have a profound effect on this learning

  5. PDP: • is not a bolt on extra • it is an integral part of learning in HE • it must be addressed by all academic teaching staff

  6. Academic staff • view PDP in qualitatively different ways and • many are not convinced that PDP has value • Why?

  7. Academic staff • teach according to whatever their “theory of learning and teaching” is, even if this is not articulated • don’t change this “theory of learning and teaching” easily • don’t necessarily agree • that they need to think deeply about student learning • that they can learn much from educational theory/theorists

  8. Ways of thinking about teaching Biggs (1 to 3) plus 4 Focus on: 1. what the student is 2. what the teacher does 3. what the student does 4. how the student can manage what the student does (PDP)

  9. Ways of thinking about Generic Graduate Attributes Barrie (1 to 4): 1. Necessary basic PRECURSOR skills but irrelevant as they are a prerequisite for university entry 2. Useful skills that COMPLEMENT or round out disciplinary learning 3. These are the abilities that let students TRANSLATE, make use of or apply disciplinary knowledge in the world 4. They are the abilities that infuse and ENABLE university learning and knowledge

  10. 1. What student is 2. What teacher does 3. What student does 4. How student manages learning 1. PRECURSOR, irrelevant 2. Useful COMPLEMENT 3. TRANSLATE learning 4. ENABLE university learning Biggs - teaching(plus) Barrie - attributes (skills+)

  11. Why should teachers be “reflective practitioners” • to constantly develop their own teaching • to co-ordinate different aspects of their teaching - take an overview - strategic thinking • to understand their own practice so that they can explain it to students • to “model” the process for students • show them that it is valued • show them how it can be done • students won’t engage in reflective practice if their teachers don’t

  12. How can students manage their own learning? Teachers must : • have theories of learning • not just “bags of skills” (see Ramsden) STUDENTS need • study “skills” • AND • learning about learning • theories of learning • tools for metacognition / reflection / self management

  13. Conclusion - PDP: • should be an integral part of the academic experience • requires teachers who are reflective practitioners • should have a profound impact on learning • can be used as a tool for curriculum development

  14. Teacher as provider of tools for reflection on learning Student acquiring tools for reflection on learning Teacher as reflective practitioner Teacher as learning tutor Student discussing own learning Student engaged in PDP Teacher as subject tutor Student learning through subject related dialogue Teacher as creator of subject learning environment Student working within created learning environment A Reflective Framework

  15. Teacher as creator of subject learning environment Student working within created learning environment The “created learning environment” must be designed so that students canmanage their own learning within it. • It must offer: • real choices for students to make • resources to support different choices • information required to make choices (ILOs etc.) • assessment outcomes clearly linked to choices (i.e. aligned assessment) Student engaged in PDP

  16. Teacher as provider of tools for reflection on learning Student learning about learning Teacher as reflective practitioner Teacher as learning tutor Student discussing own learning Student engaged in PDP Teacher as subject tutor Student learning through subject related dialogue Teacher as creator of subject learning environment Student working within created learning environment A dialogue about learning is essential: PDP as a bolt on extra

More Related