Emma King and Christine Smith

1. Introduction to Academic and Professional Practice for Postgraduate Students who Teach (PGA Part 1) Emma King and Christine Smith

2. Learning outcomes for PGA Part 1 By the end of the session, participants will…. • Have a greater understanding of their role and responsibilities as tutors • Understand the basic principles of learning, and key issues of teaching in a HE context • Be able to apply relevant principles of learning and teaching when planning sessions • Be conversant with the teaching techniques appropriate to their context (such as seminar, tutorial, laboratory class, problem class) • Understand the role of assessment in student learning • Be able to adopt a strategy to monitor and review their own practice

3. Outline for the day 9.30 Welcome and introductions 9.35 Taking Stock 10.05 Starting to teach 10.15 Student Learning 11.00 Working with small groups Lunch 1.00 Planning a session 1.30 Dealing with challenges in small groups 2.15 Assessment and feedback 2.30 Reviewing teaching 2.50 Summary of key issues 3.00 What next? Close

4. Taking stock • Previous learning experiences • Forthcoming teaching delights • Forthcoming teaching challenges

5. Starting to teach Tutor B Students A C Learning Adapted from: ATHERTON J S (2005) Learning and Teaching:  Learning and teaching system   [On-line] UK: Available: http://www.learningandteaching.info/learning/learntea.htm  Accessed: 15 August 2006

6. How do we learn? • Think about something that you can do well • How did you get good at it? • Why did you get good at it? • Think about this in the light of the Taking Stock activity results

7. Kolb’s Learning Cycle Activist DO Pragmatist Reflector PLAN OBSERVE THINK Theorist

8. wanting/ needing doing digesting feedback Race's 'Ripples on a pond' model of learning

9. An extension of Race’s model Developing knowledge relating to a particular module or course Writing assignments including presenting reasoned arguments Use of technology to support learning Research skills e.g. using the Library or online resources

10. An extension of Race’s model Research PGA Introduction to Academic and Professional Practice Teaching activities

11. Summary • People learn in different ways • Motivations and prior experiences can affect the way people approach learning • Learning approaches and preferences are not ‘fixed’ • You tend to teach in the way you were taught • You tend to teach in a way that reflects the way you learn • Tutors should plan teaching in a way that accommodates students with varied learning approaches

12. Facilitator?

13. Facilitator • Creates the space for students to learn for themselves • Maintains control • Flexible • Varies skills to suit situation

14. Brainstorming Problem solving Role play Circular questioning Line-ups Cross-overs Syndicates Fishbowls Note-takers Pyramids Poster tours Case studies Rounds Debates Buzz groups Reading Peer assessment Presentations Ideas for activities and encouraging discussion

15. Creating the environment • Furniture • Ground rules • Outline aims, structure and intended outcomes • Clarify the agenda • Set clear tasks/activities • Have clear outputs for tasks/discussions • Assign roles to students • Sit ‘outside’ the discussions • Leave the room

16. Organising groups • Self formed • Tutor formed • Grouping by seating arrangement • Numbering heads • Arrange by e.g. birth date • Randomly • Alphabetical • Using numbered/coloured sheets (OP)

17. Asking Questions… Characteristics of a ‘good’ question: • Building students’ confidence • Checking their understanding • Helping students think more deeply/in a more complex way about an issue/problem • Encouraging student independence • Allowing time to think • Probing/following up • Re-focussing discussion • Encouraging discussion/debate

18. Answering Questions • Balance between providing an answer and reflecting the question back • Encouraging students to think for themselves: “Is this right?” “Where do I start?” “What’s the best way of approaching this?” How to respond to a question when you don’t know the answer

19. Planning a session Based on the activities and discussions today: What do you need to think about when planning a session?

21. Managing difficult situations • Thinking about possible scenarios when working with small groups • Identify a problem which might occur which concerns you

22. Feedback • This is a poor piece of work and you will need to re-submit it. • Well done. This is a really good piece of work. • This is a strong piece of work. The essay is well structured, your point is well-argued and supported with reference to the literature. However, you need to broaden the range of texts you refer to and ensure you have a consistent format for referencing.

23. If you’re going to be marking… • Make sure you’re fully briefed beforehand by an experienced member of staff • You should have a copy of the assessment criteria, instructions given to students and any other relevant information/materials (e.g. module guide) • Make sure that your marking is checked or moderated by an experienced member of staff See the policy for postgraduates who teach!

24. Feedback on your teaching Gather feedback Interpret feedback Make changes Agree/decide on action Adapted from Hounsell (1999)

25. Useful Resources • Colleagues • Higher Education Academy (HEA) • HEA Subject Centres • Learning and Development Centre Website • Graduate Skills Programme • Staff Development Collection (library) • Learning and Development Centre team

26. What now? • Do nothing! • Do set reading and complete reflection on Part 1 to receive a formal letter of attendance • Progress to PGA Part 2 (starting in January 2009) to work towards formal accreditation for your teaching

27. PGA Part 2 • Postgraduate Award Introduction to Academic and Professional Practice (PGA IAPP) • 30 masters credits • Attend 2 half-day workshops • Small group meetings/drop-in sessions • Compile a portfolio of evidence: teaching observations, student feedback (to and from), session plans, 2 longer pieces of writing about your practice

28. For further support/information • PGA Website: http://www2.warwick.ac.uk/services/ldc/development/pga/ Email: pga@warwick.ac.uk Emma King Christine Smith Jayne Hunt (Admin support) Learning and Development Centre 2nd floor, University House