University teaching methods - a western perspective

5. University teaching methods- a western perspective Dr Robert ShawCentre for Teacher Development Seminar Guangdong University of Foreign Studies 21 March 2013

6. Agenda • My approach to teaching • Western university education • How I teach • The way ahead

7. 1. My approach to teaching

8. CurriculumWhat you teach EvaluationHow you assess PedagogyHow you teach

9. TextbookWhat you teach ExaminationHow you assess TeacherHow you teach Student perspective

10. CurriculumWhat you teach Confused thinking about Knowledge / understanding / skills Theory / practice

11. CurriculumWhat you teach Justification of a curriculum Philosophical (nature of knowledge) Sociological (relationship to society) Psychological (student needs) Who decides the curriculum? Hierarchies of curriculum control

13. CurriculumWhat you teach Vocational education China follows the West’s mistakes

14. CurriculumWhat you teach Operations & Production Management Badminton Not university subjects: Practical skills Apprentices (students) & mentors (teachers)

15. What do you believe about teaching – learning? The teacher must decide pedagogy Teach individuals not classes Complementary modes of delivery Knowledge / understanding / skills PedagogyHow you teach

18. Benjamin Bloom Cognitive (thinking) skills

21. Creativity Higher levels in Bloom’s taxonomy of cognitive skills John Cleese video

22. The Rhythmic Claims of Freedom and Discipline Three stages in learning a subject / topic Romance (freedom) Precision (discipline) Generalization / use (freedom) The role of the teacher in the learning process Establish the discipline Define the curriculum Set standards Give freedom Let the student learn Build confidence A N Whitehead

23. EvaluationHow you assess Examinations are evil

24. Evaluation drives student learning Weighting of course objectives Assess at all of Bloom’s levels EvaluationHow you assess Examinations are evil

25. 2. Western university education

26. Major trends in university education Neoliberalism The university as a business Students as customers Credentials not wisdom Absurd specialisations Poor teacher practices Distance education is cheaper

27. Major trends in university education Scholars relate to scholars Professional organisations vital Unity of professional teachers Open journals The range of institutions

28. Academic societies Organise conferences Publish your articles Support people

29. 3. How I teach

30. Course objectives Course website Email Lectures Tutorials Use of external resources Library facilities Online marking Student dishonesty 3. How I teach

31. Course objectives Be clear about the course objectives Keep repeating them during the course Show how the assessment relates to the objectives

32. Your professor has two roles • To help you: • To learn important things about management globally. • To acquire some of the skills that managers need. • To be your examiner: • To set tasks for you which adhere to the objectives of the course. • To assess your knowledge and understanding as demonstrated in tests. • To grade (mark) your work and give you credit for the skills you can display.

33. You have to learn two things • About management globally. You must know and understand: • The important concepts that managers use to describe their work. • The debates about management (the keys issues). • How to enquire into management. You must demonstrate research skills: • Ask questions • Obtain information • Draw conclusions • Communicate your ideas

34. Your abilities • You knowabout something when you remember it. • You understand something when you can make use of what you remember. • You demonstrateresearch and communication skills. You demonstrate your skills in: • Weekly emails to your professor • Your glossary • Your research paper

35. Course assessment

36. Course website Organise everything The gains come the second time round

41. Email Personalise / individualise Motivation Method to achieve research projects & essays

42. Your email to your professor • These are professional business communications. • Please place “MGP”, class number, and your student number in the subject line. • If you do not have a reply to your email within one day, send the email again or contact your Class Monitor. • You will gain a mark based on: • Clarity (logical flow, full sentences, no abbreviations) • Tone (formal but friendly) • Content (the quality of your ideas) • Timeliness (as required)

43. Why the email • To practice business communications. • To provide your professor with information on your needs and progress. • To help you spread the work out through the 17 weeks. • To provide you with information on your progress and ideas. Particularly as you prepare your research report.

44. Task for the week 1. Tasks for the week are always due the day before the next session (you have until mid-night). 2. Your performance in the tasks contributes towards your final mark. It is assessment item 5 , Communications. 3. Send an e-mail to your professor (shaw@porirua.net). In the Subject line put: MGP, your class number and your student number. 4. In that e-mail: (a) introduce yourself (about 100 words, include your English and Chinese names), (b) write about your career ambitions, say what job you want in five years time (about 100 words), and (c) attach a photograph of yourself.

45. Lectures mp3 Chinese discussions Follow ppt or website Defines the curriculum

46. The desks speak