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Rethinking Teaching in Higher Education: a reasoned approach to the support of student learning. Cheryl Amundsen (SFU), Cynthia Weston, Lynn McAlpine (McGill), Phillip Abrami (Concordia). Teaching Development Process. 30-hour Rethinking Teaching Workshop Year-long follow-up group
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Rethinking Teaching in Higher Education:a reasoned approach to the support of student learning Cheryl Amundsen (SFU), Cynthia Weston, Lynn McAlpine (McGill), Phillip Abrami (Concordia)
Teaching Development Process • 30-hour Rethinking Teaching Workshop • Year-long follow-up group • Classroom research studies
Theoretical Foundations of Our Work • Structure of knowledge in the disciplines (Donald 2004; 1997) • Pedagogical reasoning (Shulman 1986,1987; Schwab 1970) • Professional thinking and action (Schon, 1983,1987) • Instructional design (Richley, 1986; Reigeluth, 1999) • Transformational learning (Mezirow, 1991; Cranton, 1996)
Four Underlying Constructs • Disciplinary knowledge linked to teaching actions. • Learning-centred teaching. • Reasoned approach to teaching decisions. • Coherence and alignment of course design elements.
Teaching Development Process • 30-hour Rethinking Teaching Workshops • Year-long follow-up groups • Classroom research studies
Rethinking Teaching WorkshopsWhat Characterizes Them? • Focus is on a complete course. • Design process in the context of the specific subject area. • Discussion and critique with colleagues across disciplines. • Assume the role of both instructor and student in designing courses.
Why Follow Up Groups? • Support while implementing changes designed in the workshop. • Continuation of sense of teaching community developed during workshop. • Explore teaching related questions.
Instructional Team • Academics with a scholarly interest in teaching development. • Past participants of the workshop and followup groups. • Graduate students.