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‘It’s not what we do, it’s how we do it’

‘It’s not what we do, it’s how we do it’. Warren Harrison Teesside University. Context. Specialist private education provider P roblem -based, experiential learning in groups Studio-based, 9am-5pm Pass/fail model (Cert Ed). Overview of findings.

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‘It’s not what we do, it’s how we do it’

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  1. ‘It’s not what we do, it’s how we do it’ Warren Harrison Teesside University

  2. Context Specialist private education provider Problem-based, experiential learning in groups Studio-based, 9am-5pm Pass/fail model (Cert Ed)

  3. Overview of findings Focus upon learning, not teaching (PBL) ‘More real’ A pedagogy of uncertainty Induction/enculturation Learner as teacher Self-leading & self/peer reflection

  4. Self learning: ‘I think the self awareness, it gives you such self esteem, and therefore with that you’re able to approach with confidence and do things for yourself’. (H3)

  5. Self learning: • ‘I feel the same [referring to H10], I think I used to rely on other people to give me advice a lot , now from some of the methods they’ve taught us I feel like I can do that myself’. (H2)

  6. Induction/enculturation: ‘…and so I reckon that if we had the Hyper Island Way Week at uni, it would have been so much better and like just understanding the methods of feedback and stuff like that’ (H5)

  7. ‘The inductions at university were just so shallow in terms of learning about each other, I mean, you have all of this simulated bonding, you have the same conversation with the same person; that is just sort of behaviour, there are transactions that we have, but Hyper cut through all that’ (H3, member checking session)

  8. ‘…a lot more emphasis on us as individuals here, whereas at university it was we were students, this is what you will do as students, the syllabus, this is what you will learn. Whereas here they take everyone individually and make you look at yourself and how you learn and what you specifically want to get out of it.’ (H9)

  9. Reflection – a tool, not a task ‘And now all through these projects we’ve tried to keep that idea of reflection and feedback, and there has been no one over your shoulder saying it, it’s more just in me. And I know that in the last project that if we hadn’t done a reflection for a few days I was very aware myself, that Oh God, I’ve really got to do that tomorrow, it was like a priority, there was no teacher there…or I didn’t fill out a form or document it’ (H6)

  10. Peer learning: ‘if you’re not in then you are not learning yourself, but that you are preventing other people from learning because if you’re not there to maybe speak and up and say something that is maybe totally different to what everyone else thinks then they are not learning from you; so that they cannot bounce off you, so it was very much that everyone is meant to be there as a team.’ (H2)

  11. Reflections Interventions linked to methods? Enculturation Are we using PBL effectively – how do we know? ‘learning to learn’ or ‘learning to do’? Reflection as a tool, not a task? Process or product, concept or artefact?

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