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Teacher Training for Professional Competence

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Title: Teacher Training for Professional Competence


1
Teacher Training for Professional Competence
  • Medellin, Colombia, November 2005

2
LearningLab DTU
  • Major tasks
  • Teacher-training courses
  • Support teaching-development projects
  • Staff
  • 8 persons permanent
  • 5 projects

3
Teacher training in Denmark
  • 1994 Requirement for training of university
    teachers
  • 1999 Mandatory training for new teachers at DTU
  • 2005 First full professors appointed at DTU on
    basis of teaching

4
Structure of presentation
  1. Teaching for competences
  2. Teacher training for Teaching
    for competences

content
form
5
1. Teaching for competences
  • There is no best way to teach
  • This does not mean that all teaching is good
  • This means that you have to find your own way of
    teaching in a given situation
  • The question is how?

6
Teaching analysis
How to teach
What to learn
How to learn
7
Teaching analysis
8
What to learn
9
What to learn
10
What to learn
11
General competences
  • learning
  • teamwork
  • communication
  • etc.

12
Engineering competences
  • analyse complex problems
  • reduce to solvable problem
  • estimate outcome
  • handle high uncertainty
  • design creative solution
  • evaluate solutions
  • meet expectations
  • respect professional ethics

13
Engineering competences
  • analyse complex problems
  • reduce to solvable problem
  • estimate outcome
  • handle high uncertainty
  • design creative solution
  • evaluate solutions
  • meet expectations
  • respect professional ethics

14
How to learn
15
How to learn
16
How to learn
17
How to learn
18
Learning approaches
  • Surface learning
  • Seeks to meet the assessment demands by
    reproduction and rote memorising
  • Deep learning
  • Tries to understand ideas and seek meaning
  • ?Conceptual understanding

19
Learning basics
  • Learning is an active psychological process that
    takes place in the layer between known and
    unknown
  • You have to work
  • You cannot transfer understanding
  • You have to be motivated
  • You need a starting point

based on empirical research
20
Learning process model
  • Activity 1 Data collection
  • Empirical process ? tacit contextual knowledge

Double-loop feedback
Activity 2 Reorganisation Rational process ?
explicit general understanding
21
How to teach
22
Implications to teaching
  1. from learning approaches
  2. from learning basics
  3. from learning process model
  4. form general competences
  5. from engineering competences

23
Implications to teaching
  1. from learning approaches
  2. from learning basics
  3. from learning process model
  4. form general competences
  5. from engineering competences

24
Implications to teaching
  1. from learning approaches
  2. from learning basics
  3. from learning process model
  4. form general competences
  5. from engineering competences

25
a. from learning approaches
  • Deep learning approach
  • assessment ? learning focus
  • time to absorption
  • curriculum overloading ? core elements

26
b. from learning basics
  • You have to work
  • auditorium ? laboratory
  • You cannot transfer understanding
  • deductive ? inductive teaching
  • You have to be motivated
  • teacher control ? student influence
  • You need a starting point
  • abstract ? contextual teaching

de-learning
27
c. from learning process model
  • Double-loop feedback
  • Feedback is important
  • Make sure to get through both loops
  • Loop 1
  • Student controlled physical activity
  • Loop 2
  • Teacher facilitated mental activity

28
e. from generic competences
  • Learning skills
  • independent work
  • Teamwork skills
  • group work
  • Communication skills
  • doing presentations

29
f. from eng. competences
  • Analyse, reduce, solve complex problems
  • Use ill-defined open problems
  • Estimate, handle uncertainty, evaluate
  • Practice a lot to train technical skills
  • Meet expectations and respect ethics
  • Train attitude with real-world problems
  • Be creative
  • Do not at all use simple textbook drills

30
What a teacher does
  • A teacher
  • facilitate student learning (Teaching)
  • evaluate student learning (Assessing)
  • and to do this a teacher
  • structure student learning (Planning)
  • Grading

31
What a teacher does
32
How to plan
  • The MIdwiFE model
  • Motivate learning
  • Initiate learning
  • Relate to student knowledge
  • work
  • Facilitate learning
  • Evaluate learning

33
How to plan
loop 1
loop 2
work
work
Spiral learning
34
How to facilitate
  • Test
  • Focus on core elements
  • Student influence
  • Varied activities
  • Open ill-defined authentic problems
  • Group work
  • Peer teaching
  • Test
  • no grading

35
How to assess
  • Assessment objectives
  • competences
  • Requirements to assessment
  • educational
  • practical
  • formal

Support learning Use few resources External
requirements
36
2. Teacher training
  • DTU strategy
  • Focus on student learning
  • Conceptual change
  • Professionalize
  • Private ? Team
  • Action research
  • Self reflection on teaching
  • - In contrast to
  • Behavioural change
  • Formal teaching abilities
  • Focus on teacher performance

You can argue why you do as you do
Get a language
Doing experiments in your own course
37
DTU organisation
supervisor
pedagogical consultants
Learning communities
38
Structure
Pedagogical consultants
Assistant Prof. supervisors
PhD supervisors
Assistant Professors
PhD students
39
Rules for Assistant Professors
  • Supervision
  • Educational 3-year plan
  • Relevant teaching duties
  • UDTU
  • Teaching portfolio
  • Statement about teaching abilities

250 hours total work
40
Competence learning objectives
  • After UDTU you will be able to
  • set up learning objectives identify core
    elements
  • test students pre-knowledge learning outcome
  • plan a teaching sequence with suitable teaching
    assessment activities
  • use feedback as a learning and teaching tool

41
UDTU activities
  • Assignments
  • Preparations for activities at the seminars
  • Seminars
  • Short theoretical introductions
  • Good-practice examples
  • Activity and group work
  • Project
  • Based on the participants own teaching

42
Module 1 Learning Teaching
  • Pre-assignment 1
  • Preparation for teaching exercises
  • 3-day seminar
  • Learning basics
  • Giving a lesson
  • Teaching exercises

43
Module 2 Planning Assess
  • Pre-assignment 2
  • Learning objects and core elements for a course
  • 2½-day seminar
  • Learning objectives Core elements
  • Micro macro planning
  • Assessment
  • Work on their course in groups

44
Module 3 Feedback Doc
  • Pre-assignment 3
  • Reflective essay on learning teaching
  • Foundation for peer-coaching exercises
  • 2½-day seminar
  • Test of student
  • Peer coaching
  • Evaluation by student
  • Teaching portfolio
  • Group work Tutoring

45
Module 4 Project
  • Action research
  • Plan and implement teaching with focus on student
    learning incl. feedback via
  • tests
  • peer coaching
  • student evaluation

Methods tools from Modules 2 3
46
Test of the students
  1. Before teaching to test background and
    pre-knowledge
  2. After teaching to test learning outcome
    (conceptual understanding)

47
Peer coaching
  • In groups of 4
  • Includes
  • Structured discussion with colleague before
    lesson
  • Colleague attending lesson
  • Structured discussion with colleague after lesson
  • Each group is assigned a pedagogical consultant

48
Evaluation by the students
  • The participant describe intentions
  • The students fill in a special questionnaire (the
    MEQ)
  • The teacher reflects on the correlation between
  • intentions
  • student evaluation
  • own experiences

Only reflections are important
49
Answers to Project assignment
  • 1/3 into the course
  • Pre-test
  • Describe course plan
  • Argue for chosen methods
  • After the course
  • Evaluation by the students
  • Post-test
  • Reflections

50
And in the end.
Happy young teachers with teacher-training
diplomas
51
Teacher-training homepages
  • LearningLab DTU
  • www.llab.dtu.dk
  • Danish Engineering Education network
  • www.ipn.dk
  • Active Learning in Engineering Education
  • www.ale-net.org
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