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Professor M arcia Devlin (PhD) Dr Jade McKay (PhD) Deakin University

Teaching students from low socioeconomic backgrounds: New pedagogies or just good teaching? Institute of Teaching and Learning conference November 2, 2011. Professor M arcia Devlin (PhD) Dr Jade McKay (PhD) Deakin University. Overview. What the research says

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Professor M arcia Devlin (PhD) Dr Jade McKay (PhD) Deakin University

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  1. Teaching students from low socioeconomic backgrounds: New pedagogies or just good teaching?Institute of Teaching and Learning conferenceNovember 2, 2011 Professor Marcia Devlin (PhD) Dr Jade McKay (PhD) Deakin University

  2. Overview • What the research says • about effective teaching generally • about teaching students from LSES • New pedagogies?

  3. Research on effective teaching • Devlin and Samarawickrema (2010): • No universally accepted definition • Broadly understood as teaching that: • is oriented to and focused on students and their learning; • meets the requirements of the context in which it occurs (Devlin 2007); and • requires a set of particular skills and practices as identified by research (Penny 2003).

  4. Skills and practices of effective teaching “The relationship between the ALTC criteria and the validated dimensions of effective teaching from the peer-reviewed literature appears strong.” (Devlin and Samarawickrema, 2010, p. 118)

  5. Skills and practices of effective teaching (1) Approaches to teaching that influence, motivate and inspire students to learn; (2) Development of curricula and resources that reflect a command of the field; (3) Approaches to assessment and feedback that foster independent learning; (4) Respect and support for the development of students as individuals ALTC, 2011 (RIP) 

  6. Does this research on effective teaching apply to students from low socioeconomic backgrounds? What is different about LSES students…?

  7. Characteristics of LSES students: • Expectations • Aspirations • Levels of preparedness • Confidence • Skills • Time • Family Support • Rates of completion • Priorities • Finances

  8. Effective teaching of LSES students • 2010 study at Deakin University • Interviews with 53 students • addresses in low socioeconomic status postcodes • parents did not go to university • had been ‘successful’ • ‘Success-focussed’ (Devlin 2009) approach used • Asked what and who had helped them succeed

  9. Most frequently mentioned success factors Devlin & O’Shea (2011)

  10. Deakin research on LSES teaching Devlin and O’Shea (under review)

  11. What helps LSES students? • Teachers who are approachable and available to guide student learning (74%) • Teachers who are enthusiastic, dedicated and have rapport with students (51%) • Teachers who use language and examples that students can understand (49%) • Teachers who provide clear expectations in relation to assessment (36%)

  12. Teachers who are approachable and available to guide student learning “Being able to approach my lecturers, that’s probably a major thing. Some lecturers I felt like I couldn’t approach, but the ones I could approach I feel like I was able to get a better reading on what they expected, and that’s been able to help me.” “I think it does come down to how approachable the lecturer is in terms of just their manner as well as their ability to communicate with students, and that students feel at ease just being able to either give them a phone call or to drop them an email .”

  13. Teachers who are enthusiastic, dedicated and have rapport with students “[A lecturer] who actually wants to teach, like they actually care what they are doing, they are not just there for a job.” “[The lecturer’s] style of teaching was so inspiring. He created a voracious appetite for learning in me.”

  14. Teachers who use language and examples that students can understand “[These two lecturers] put everything into language you can understand, even when it’s something that’s quite difficult.” “One particular teacher that we have, when they give a lecture they’re very specific to giving examples that relate to say uni students or undergrad students. Like say going out on a weekend opposed to something sort of boring that you’ll kind of forget about.”

  15. Teachers who provide clear expectations in relation to assessment “I think really clear instructions are always good. I think a marking guideline is very helpful ... And some of [the lecturers] are really good at explaining what they want …” “I think, not just the task itself, but actually information around how to go about the particular task ... [such as] a detailed overview of how the assessment will be structured ... is always helpful…”

  16. What is different? LSES Enthusiastic, dedicated Have rapport with students Approachable Provide clear assessment expectations; Guide student learning + Use accessible language/examples ALTC Approaches motivating and inspiring Respect and support for students Assessment and feedback that foster independent learning

  17. National study (Devlin, Kift, Nelson, Smith, McKay, Ryan & Lyubomirsky) Principles of effective teaching of LSES students: • Values all students; • Encompasses an institution-wide approach that is comprehensive, integrated and coordinated through the curriculum; • Empowers students by making the implicit explicit;* • Incorporates inclusive learning environments and strategies; and • Focuses on student learning outcomes and success. *is this where the main difference lies?

  18. Clever, relevant plug for the website/project: www.lowses.edu.au  www.lowses.edu.au

  19. Does effective teaching of LSES students require new pedagogies, or just more good teaching? Your thoughts?

  20. References/sources ALTC website: http://www.altc.edu.au/ Devlin, M. (2007). An examination of a solution-focused approach to university teaching development. Unpublished doctoral dissertation, The University of Melbourne, Australia. Devlin, M. (2010). Non-traditional student achievement: Theory, policy and practice in Australian higher education. Refereed proceedings of the First Year in Higher Education (FYHE) international conference, Adelaide, June 27-30, 2010. Devlin, M. (2009). Indigenous higher education student equity: Focusing on what works. Australian Journal of Indigenous Education 38, 1-7. Devlin, M., Kift, S., Nelson, K., Smith, L., McKay, J., Ryan, J. & Lybomirsky, A. (2011-2012) Effective teaching and support of students from low socioeconomic status: Resources for Australian higher education. ALTC Strategic Priority Grant.

  21. References/sources Devlin, M. and O’Shea, H. (2011). Directions for Australian higher education institutional policy and practice in supporting students from low socioeconomic backgrounds. Journal of Higher Education Policy and Management 33(5) 529-535. Devlin, M. and O’Shea, H. (under review). Effective university teaching: views of Australian university students from low socioeconomic status backgrounds. Teaching in Higher Education. Devlin, M. and Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research and Development 29(2) 111-124.

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