University Teaching: Bridging the Knowledge Gap Dr Peter H. Sneddon

1. University Teaching: Bridging the Knowledge Gap Dr Peter H. Sneddon Institute for Gravitational Research University of Glasgow 2nd August 2005 Dr Peter H. Sneddon

2. CONTENTS • Teaching philosophy • A sample lecture • Improvements • Conclusions Dr Peter H. Sneddon

3. TEACHING PHILOSOPHY (1) Yawning divide Initial Condition – Student’s point of view student Yawning divide Teacher’s Intended Final Condition - lecturer lecturer student • What is the role of a teacher? Dr Peter H. Sneddon

4. TEACHING PHILOSOPHY (2) • How does the student cross this “chasm” or gap? • Will the student have to learn to fly? • How else can you cross a gulf? • Build a bridge Dr Peter H. Sneddon

5. BUILDING THE BRIDGE (1) • Method 1: teacher does the building student lecturer • Result – student arrives at destination, but doesn’t necessarily know how they got there. ??? ?? ? lecturer student Dr Peter H. Sneddon

6. BUILDING THE BRIDGE (2) • Method 2: student does the building student • Result – student arrives at a destination, but not necessarily the right one. student lecturer lecturer Dr Peter H. Sneddon

7. BUILDING THE BRIDGE (3) • Method 3: student does the building under the guidance of the teacher student • Result – student arrives at the correct destination, having played an active participant in the journey. lecturer lecturer student Dr Peter H. Sneddon

8. A TEACHER’S KEY SKILLS • What are a teacher’s key skills? How can they help build that bridge? • Communication • Enthusiasm • Flexibility Dr Peter H. Sneddon

9. EXAMPLE LECTURE(1) • How I arrived at my current lecturing technique • technique is always evolving – learning through experience; both my own and others’ • I use a combination of: • overheads; • blackboards; • “incomplete” hand outs. Dr Peter H. Sneddon

10. EXAMPLE LECTURE(2) • Background information on this lecture: • forms part of the Physics 1Q Electricity and Magnetism course • the P1Q course “[aims] to give students a good basic understanding of the main physics topics and an introduction to the methods of experimental physics” • this particular section comes from the section on “Current, Resistance and EMF” • the AIM of this section of the course was “to understand the factors governing current flow in conductors” • the Intended Learning Outcomes are: “understand the terms electromotive force and internal resistance of an energy source” and “calculate the power dissipation in the circuit and know that it is a maximum when Rext = r” Dr Peter H. Sneddon

11. IMPROVEMENTS (1) • Greater use of virtual learning environments • e.g. Moodle (Modular Object-Oriented Dynamic Learning Environment) • Use of Classroom Assessment Techniques to develop classroom “feedback loops” e.g. • Background knowledge probe • The Minute Paper • The Muddiest Point • [taken from Angelo and Cross’ “Classroom Assessment Techniques: A Handbook for College Teachers”] Dr Peter H. Sneddon

12. IMPROVEMENTS(2) • Greater integration between laboratories and lectures • Widen awareness of latest teaching innovations • courses (e.g. NLTP) • seminars • Interact with other SUPA institutions • Heighten awareness of research for First Year students • First year mentors/tutors – “put a face on the department” Dr Peter H. Sneddon

13. CONCLUSIONS • A good teacher lays the foundations by which a student goes from “ignorance” to “understanding”. • A good teacher needs to be a good communicator, capable of conveying their subject with great enthusiasm so as to instill that enthusiasm in their students. • A good teacher must be flexible – no two students, let alone classes, are the same. • Any teaching facility must evolve and adapt to their changing discipline – both in content and in method of conveying that content Dr Peter H. Sneddon

14. University Teaching: Bridging the Knowledge Gap Thank you. Dr Peter H. Sneddon