Staffdevelopment course

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Staff-development course

• Copenhagen, 3. April 2006
• Lone Krogh (lkr_at_puc.aau.dk) --

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Themes for my introduction

• Structure thoughts and pedagogy
• The teaching-portfolio
• Some suggestions for a theoretical frame
• Discussions

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Why this course?

• The world is changing (Globalisation)
• DK is a knowledge society
• Focus on competences Employability mobility
  and lifelong learning (the Bologna process)
• Effectiveness (cost-benefit)
• Students diversity (age-culture-gender)
• The academic teacher have to be clever even
  profident in doing research and teaching and
  orther things..
• And internal organizational decision
• Therefore

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The formal basis for Staff-development

• "The institution must ensure that during the
  contracted employment term (the assistant
  professor) is given responsibility for teaching
  activities, and must provide teacher education
  supervision and advising to such an extent that a
  written evaluation of the qualifications can be
  provided upon completion of employment term.
  (Circular on employment structure (Cirkulære om
  stillingsstruktur) for higher education
  institutions under the Danish Ministry of
  Research and Technology, September 2000).

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Objectives During the course the participants
should

• Gain further knowledge of the basic university
  pedagogy and education theory with focus on the
  qualification of abilities to develop, plan,
  design, and analyse various types of educational
  programs
• Gain further knowledge and understanding of
  learning theories with the intent of becoming
  capable of initiating learning processes among a
  variety of students, both individually and in
  groups.
• Become more familiar with a variety of pedagogic
  tools and methods, including ICT supported
  education,
• Develop more abilities to strengthen his/her
  project supervision competencies in relation to
  the initiation and support of student group
  processes.
• Gain further knowledge and understanding of
  evaluation as a developmental and guiding tool
• Gain experiences in working systematically and
  analytically with teaching portfolios.

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Themes

• The roles of the professional university
  teacher
• The field of university pedagogy (the context)
• The students - their learning and competence
  development
• Teaching methods (incl. vejledning)
• Technology based teaching and learning (ICT)
• Problem based project work and supervision
  (vejledning)
• Evaluation of students and teaching
• Supervision and reflection

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Structure

• Course span The course comprises a work load of
  175 work hours 7 ECTS.
• Two modules. Module 1 1. April 2006 1.
  September. Module 2 1. September 2006 1. April
  2007.
• Teaching portfolios (individual)
• Starting point awareness of teaching and
  vejlednings practices
• Literature
• Study groups (reading, discussions and
  reflections)
• Workshops
• Supervision and guidance
• Evaluation-statement from the supervisors
• Course certificate

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Module 1 Theory Teaching and reflections

• Combination of self-study, group- discussions and
  discussions with the PUC-supervisor
• Readings of selected theoretical texts while
  focusing on personnal experiences and
  understandings
• Work with individual teaching portfolio
• In study-groups discusssions of theories and
  T-practice-relationships
• Workshop-participations

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Module 2Theory and Practice (estimated
work-load 75 work hours)

• Focuses on
• practitions within the participants professional
  teaching enviroment and on
• the development of the teaching practice
  (supervision is offered)
• The discussions related to practice concern
  central elements that influence teaching and
  tutoring, such as
• Didactic analyses planning and teaching
• Teaching methods
• Project-work and supervision (vejledning)
• Evaluation and exams
• The role of teachers in different teaching forms
• The students learning processes and learning
  strategies
• The use of pedagogic tools, including ICT

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Readings

• The quality of instruction cannot be raised by
  odd tricks or by technical means alone. What is
  needed is theoretical insight into learning and
  teaching (Engeström, 1994))
• A professionel approach to teaching should be
  seen in the same light as a professional approach
  to law, medicine or engineering (p. 8 in Ramsden
  1996)
• Therefore readings!

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Study-groups

• The readings are discussed in the study-groups
• Suggestions for workprocess
• The articles are distributed among the members of
  the group
• The individual present the studied material to
  the group-members
• The presentations are followed up by discussions
  and reflections related to teaching and
  vejledning practices
• The study groups meet at least 4-5 times during
  Spring and Summer
• The PUC-supervisor will participate in the
  discussions up to three times

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Please!

• Dates for meetings as soon as pssible and
• Prior to each meeting the group chooses crucial
  theoretical and practical questions that they
  wish to discuss
• The questions should be presented to the
  PUC-supervisor at least two work days before the
  meeting

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Supervision and guidance

• Each participant is assigned two supervisors (a
  PUC-supervisor and a department supervisor)
• The PUC-supervisor is the contact-person
  throughout the course
• The department-supervisor represents the
  participants professional enviroment

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The PUC-supervisor Tasks

• Guidance in connection with readings
• Support to the group discussions
• Support to the individual participant
  (teachingportfolio)
• Supervision during the course-period
• (Supervsion 2-3 times (per participant) and 10
  workhours for study-group support (incl.
  preparation)

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Department-supervisor

• Is expected to attend two group supervisions and
  two lectures.
• Responsible for supervision during module 2
• Supervision and guidance in relation to the
  participants teaching and projects supervision
  (vejledning)
• Responsible for writing the evaluation statement
  together with the PUC-supervisor

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Collegue (peer)supervision

• Supervision in a more symmetric egalitarian
  co-operative relationship and discussions
• The members study theories and provide on-going
  support and supervision to each other

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Workshops in Module 1

• 3. April Introduction workshop by Lone Krogh
• 25. April (27./28. april) Active and Cooperative
  Learning, Dr. Richard M. Felder
• 18. May. Teaching methods and project-supervision.
  Ex. Lecturer M. Kjer Johansen
• 30. May. Innovation, changes and ICT teaching and
  learning. Prof. A. Lorentsen
• 24.-25. August. Alignment and the Development of
  Critical and Creative Thinking. Prof. John Cowan

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Information

• All documents concerning the course are made
  available at
• www.puc.aau.dk/copenhagen2006.
• The documents may be guidelines, programmes for
  workshops, articles, presentations from
  workshops, etc. Participants will be notified by
  e-mail whenever new documents are available.
• We keep in touch by e-mail, so please remember to
  advise the secretary, if you change your e-mail
  address

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Teachingportfolio
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A teaching portfolio?

• Its a collection of materials documenting
  your strenghts and accomplishments as a teacher
• The portfolio is to teaching what lists of
  publications, grants and honors are to research
  and scholarship As such a teaching portfolio is
  an important asset while you are on the job
  market. But more importantly, the teaching
  portfolio is an invaluable tool for on-going
  professional self-development. (Peter Seldin in
  materials from Stanford University, Standford
  CA, Center for Teaching and Learning)

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The Teaching portfolio (fortsat)

• .a portfolio is a growing changing creation, a
  well indexed collection of ressources, a database
  that links claims to achievements with a store of
  evidence. (Baume D. 2001)

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How is it used?

• A tool for facilitating the reflection,
  development and documenattion of a
  qualificationprocess
• A collection of documents
• A tool for evaluation
• For many years used by designers, architects and
  artists
• At certain universities abroad it is used as an
  officiciel documentation of teachingqualifications

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Learnng potentials

• Awareness of how and why and not only of what
  you think about teaching and learning
• Abilities to evaluate your own work
• Understanding of which elements that qualify your
  work

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Teaching philosophy Operationel definition

• A teaching philosophy statement is a systematic
  and critical rationale that focuses on the
  important components defining effective teaching
  and learning in a particular discipline and
  institutional context(Schönwetter D.J. et al
  2002)

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A teaching philosophy statement (Schönwetter
D.J. et al 2002)

• Is systematic, connecting the writers thoughts
  on teaching and learning in a logical fashion.
• Its a complex process of gathering,
  assimilating, analysing, reflecting upon and
  evaluating - and adapting thoughts on effective
  teaching and learning
• Its centre is a critical rationale a
  destinctive set of aims, values, beliefs and
  convictions, that provide an organizing vision of
  the teachers direction and a rationale towards
  which his or her efforts are geared.
• Must have different theoretical perspectives on
  teaching and students learning, including
  personal teaching competences- and style,
  teaching mehods, content structure,
  institutionnal context, students learning styles
  and assessment.
• Needs to be sensitive to contextual factors such
  as the particular discipline in which the
  teaching and learning take place and the
  organizational necessities, students
  experiences/motivation and political climates,
  that characterize the institution.

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Good teaching from the lecturers point of view
(Ramsden, 1996)

• A desire to share your love of the subject with
  students
• An ability to make the material being taught
  stimulating and interesting
• A facility for engaging with student at their
  level of understanding
• A capacity to explain the material plainly
• A commitment to making it absolutely clear what
  has to be understood, at what level- and why
• Showing concern and respect for students
• A commitment to encouraging student independence
• An ability to improvise and adapt to new demands
• Using teaching mehods and academic tasks that
  require students to learn activily, responsibly
  and cooperatively
• Using valid assessment mehods
• A focus on key concepts, and student
  misunderstandings of them rather than on covering
  the ground
• Giving the highest qualitiy feedback on students
  work
• A desire to learn from students and other sources
  about the effects of teaching and how it can be
  improved.

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Model
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The teaching portfolios

• The workingportfolio (the private)
• The feedback-portfolio (from supervisors and
  collegues)
• The presentationportfolio (the public) for
  instance when you are going for a new job

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The process in working with the portfolio

• Descriptions evaluation - reflections
• Arguments reflections
• Readings reflections
• Learning
• Documentation
• Learning
• The draft of teaching portfolio must be submitted
  to the two supervisors and Lone K. no later than
  31. August 2006
• Beginning of September 2006 participants meet
  with the supervisors to discuss the portfolio and
  plan the meetings and observations during module 2

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Making the portfolio

• 1. Acceptance (adapting the idea)
• 2. Review (success/problems)
• 3. Self-evaluation
• 4. Personal pedagogic plan of action (what do I
  want to improve?)
• The portfolio and the p-plan has to be developed
  throughout the entire programme and makes up the
  basis for the written statement at the end of the
  course.
• Volume 5-10 pages (excl. appendicies)

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A. Teaching experiences

• A.1. Present teaching and supervision
  experiences
• A.2. Teaching methods that you wish to improve
  on using
• A.3. Your strengths and weaknesses in teaching
• A.4. Self-evaluation of the relationship
  between your experiences and the demands
  within teaching in near future

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B. Relationship between research and teaching

• B.1. Background and field of research interests
• B.2. Actual teaching areas and related
  activities
• B.3. Assessment of the correlation between
  teaching and research activities

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C. The Institutional framework for teaching
(opportunities and challenges)

• C.1. Traditions and academic points of view
  within your research area
• C.2. Target groups for your teaching
• C.3. Organisational framework for teaching
  (professional, social, political or economic
  conditions)
• C.4. Physical and practical framework (rooms,
  equipment, laboratories, etc.)
• C.5. Assessment of opportunities and
  challenges within teaching and supervision

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D. Teaching and supervision and your personality
as a teacher

• D.1. Your philosophy of teaching and your
  personality as a teacher reflections on good
  teaching, and desires for your practice
• D.2. Role as a teacher, and relations to
  students
• D.3. Strenghts and weaknesses in your mode of
  teaching
• D.4. Desires for changes in mode of teaching

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Pedagogic plan of action

• Includes an agreement on
• The kind of teaching/vejledning that should be
  observed
• How often and at what exact hours these
  observations should occur
• Which pedagogic propblems the participant wants
  to discuss, and the teaching skills on which
  he/she wishes to fous and work with

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The presentationportfolio (example The
Humanities, AAU)

• Content
• Materials that are relevant but illustrates the
  teachers experiences and competences within the
  theory and practice of teaching and learning
• Examples!

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How to understand teaching and learning?
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The theory of teaching and learning DidaktikA
frame for analysing Alignment
Context
Context
National and International Politics Economy Law Or
ganization Traditions Values a.s.o.
Subjects (IT)
Qualifications/ Abilities
Academic competences Subject-related
competences Practical competences
Aims/objectives(IT)
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Learning is (Engeström, 1994)

• Cognitive tools, both internal methods and
  external instruments.
• Participation, collaboration and dialogue in
  communities of practice.
• Criticism of the given as well as innovation and
  realisation of new ideas and forms of practice.

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Three sources that might affect learning outcome
(Biggs, 2003 Trigwell and Prosser 1996)

• Learning is a function of individual differences
  between students
• Learning is a function of teaching
• Learning is the result of students
  learning-focused activities which are engaged by
  students as a result both of their perceptions
  and inputs, and of the total teaching context

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Susan

• Is academidally committed, bright, interested in
  her studies and wants to do well.
• Has clear academic or career plans-
• What she learns is important to her. She goes
  about learing in an academic way.
• Comes to the lectures with sound, relevant
  background knovledge and possible some question,
  she wants answering or it may not be the answer
  she is looking for, and she speculates, wondering
  why it isnt.
• Students like Susan virtually teach themselves,
  with little help from us

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Robert

• Is at university not out of a driving curiosity
  about a particular project or a burning ambition
  to excel in a particular profession, but to
  obtain a qualification for at decent job.
• He is not studying in the area of this first
  choice.
• He is less committed than Susan, possible not as
  bright, adacemically speaking, and has a less
  developed background of relevant knowledge
• He comes to the lecure with few questions.
• He wants to put in sufficient effort to pass
• Robert hear the lecturer say the same words ans
  Susan, but he doesnt se a keystone, just another
  brick to be recorded in his lecture notes.
• He belives that if he can record enough of these
  bricks, and can remember them on cue, hell keep
  out of trouble on examn
• There ar many Roberter!

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Blooms taxonomy (deep approach surface
approach)