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Teaching Excellence and Transformative Learning by Prof. Nqabomzi Gawe

Teaching excellence involves packaging learning materials to motivate learners, while transformative learning is about critically examining assumptions to change perceptions. Prof. Nqabomzi Gawe discusses inspirational teaching and the importance of knowledge, passion, understanding, and a conducive learning environment in achieving excellence in education.

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Teaching Excellence and Transformative Learning by Prof. Nqabomzi Gawe

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  1. BOTHO UNIVERSITY TEACHING EXCELLENCE AND TRANSFORMATIVE LEARNING TEACHING EXCELLENCE AND TRANSFORMATIVE LEARNING BY BY PROF NQABOMZI GAWE PROF NQABOMZI GAWE (Prof Emeritus, Durban University of Technology and (Prof Emeritus, Durban University of Technology and Teaching and Learning Independent Contractor for University of Zululand) Teaching and Learning Independent Contractor for University of Zululand) 28 February 2015 28 February 2015

  2. DEFINITION OF TERMS DEFINITION OF TERMS 1. 1. The term excellence is a borrowed concept from the performance management jargon which originated from industry. In the corporate world excellence is associated with performance that is outstanding, that goes beyond the required standard or norm. For example, South African Bureau of Standards and ISO 9000 Excellence Excellence: : 2. Teaching Teaching Excellence Excellence: : Based on the definition above, teaching excellence implies the packaging and presentation of learning material in a manner that motivates the learner to learn to the best of his/her ability. However, excellence in the academic milieu should be applied with caution as the development of thought processes cannot be equated to the construction of commodities. .

  3. DEFINITION OF TERMS DEFINITION OF TERMS 3 3. . Transformative Transformative Learning Learning. . “The process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand and feel about our world: changing these structures of habitual expectation to make possible a more inclusive discriminating and integrating perspective, and finally, making choices or otherwise acting upon these new understandings”. Mezirow, J. (1991:167) Transformative Dimension of Adult Learning.

  4. DEFINITION OF TERMS DEFINITION OF TERMS 4. Inspirational Teaching. “ “… …. .Inspirational Inspirational teaching the the sense sense that that it it has … …literature literature on on teaching themes themes: : • Knowledge and passion for the subject, • Understanding learning and knowledge, • Constructive and challenging learning environment and • Students as individuals, partners and colleagues.” teaching is is defined has sustained sustained positive teaching excellence excellence identifies defined as as being positive impact being transformational transformational in in impact on on student student learning identifies four four overarching learning. . overarching Jensen, Adams Strickland (2014)

  5. THE FOUR OVERACHING THEMES THE FOUR OVERACHING THEMES  Knowledge and Passion for the Subject, Knowledge and Passion for the Subject, • The challenge always is to bring learners to a point at which they can own knowledge and use it in their own way. • He/she will find ways to make it accessible to learners so that they may understand, own and apply the new knowledge in their own way. The educator goes further to challenge learners to discover and examine knowledge by throwing in questions and problems to answer and solve. • Excellence in teaching is not achieved by chance. There needs to be thorough planning, a course outline with clear objectives, timelines, references as well as assessment strategies or methods.

  6. THE FOUR OVERACHING THEMES THE FOUR OVERACHING THEMES Knowledge and Passion for the Subject, Knowledge and Passion for the Subject, • Light and Cox, (2001:7) allude to the fact that the move towards professionalism in teaching manifestation of the discourse of excellence. and learning is a natural • But does excellence imply transformation or inspiration? Me thinks not; but professionalism and planning, it definitely does. To a certain extent proper planning achieves compliance.

  7. THE FOUR OVERACHING THEMES THE FOUR OVERACHING THEMES Understanding Learning and Knowledge Understanding Learning and Knowledge • Learners enter the lecture room with a history of academic training and life experience. Therefore, presenting new material does not necessarily guarantee optimal learning given the baggage and however pre- knowledge does not guarantee optimal learning. Learners need to be encouraged and given space to interrogate their existing knowledge and limitations until they find The Aha! Moment!

  8. THE FOUR OVERACHING THEMES THE FOUR OVERACHING THEMES Understanding Learning and Knowledge Understanding Learning and Knowledge • Such discovery is empowering, reassuring and instills in the learner a sense actualization. of achievement and

  9. THE FOUR OVERACHING THEMES THE FOUR OVERACHING THEMES  Constructive and Challenging Learning Environment Constructive and Challenging Learning Environment • Bain, (2004) Moltzen, (2011) Detweiler-Bedell, (2011) and Healey (2011) concur that by giving learners complex problems to solve the educator is assisting them to achieve deeper understanding of concepts The story of Bill Gates and his friends comes to mind. These days platforms like the Blackboard technology, e- learning have opened up learning experiences and learners do not have to wait for the educator to tell them what and how to learn.

  10. THE FOUR OVERACHING THEMES THE FOUR OVERACHING THEMES Students as Individuals, Partners and Colleagues Students as Individuals, Partners and Colleagues • “Teaching needs to adapt and respond to widening access and greater student diversity by focusing on the academic development needs of students rather than operating with a deficit model of student capabilities”. D’Andrea and Gosling, (2004:191).

  11. Students as Individuals, Partners and Colleagues. • “Teaching needs to adapt and respond to widening access and greater student diversity by focusing on the academic development needs of students rather than operating with a deficit model of student capabilities”. D’Andrea and Gosling, (2004:191).

  12. Students as Individuals, Partners and Colleagues. • institution as a learning entity which does not only focus on learners but on educators and other staff members within the institution as well. • There has to be an element of trust among learners, staff and management of the university that the university is operating as a system and everybody is in for the development of learning opportunities and strategies for all. In that way, learning contracts and staff contracts should reflect the commitment of the institution to becoming a learning university and the role players’ buy in.

  13. Conclusion. • In summary, therefore, excellence in teaching and learning should not be technicist but developmental by allowing opportunities for all the players in the system to commit to be part of a learning organization that seeks to transform and inspire those who go through the doors of learning.

  14. REFERENCES REFERENCES 1. D’Andrea, V and Gosling, D (2004) Improving Teaching and Learning in Higher Education. A whole institution approach. UK Open University Press 2. Jensen, K., Adams, J. and Strickland, K. (2014) Inspirational; Teaching: Beyond Excellence and Towards Collaboration for Learning with Sustained Impact. http://jpaap.napier.ac.uk Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education: The Reflective Professional. London : Paul Chapman Publishing. Mezirow, J. (1991). Transformative Dimensions in Adult Learning. San Francisco: Jossey-Bass. 3. 4.

  15. THANK YOU!

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