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Electrical Engineering and Electronics Away Day 3 Oct 2012

This presentation from the Electrical Engineering and Electronics Away Day on October 3, 2012, explores effective teaching strategies for addressing mixed abilities in classrooms. Key topics include the language challenges faced by international students and the math weaknesses of UK students. It emphasizes two main strategies: Flexible delivery, including online access to lectures, and Peer learning through structured group work. Considerations for successful implementation of these strategies are discussed, focusing on student engagement, monitoring group dynamics, and the distinction between collaborative learning and collusion.

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Electrical Engineering and Electronics Away Day 3 Oct 2012

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  1. Electrical Engineering and Electronics Away Day 3 Oct 2012 Teaching mixed abilities Education Development Division Janet Strivens, Stuart McGugan, Dan Roberts

  2. What ‘mixed abilities’? Most obvious: • Language problems of international/Chinese students • Maths weaknesses of UK students But all classes are ‘mixed ability’: • Some students take longer to grasp an idea • Some may have missed a specific prior topic • Some may be ill, distracted…….

  3. Two common strategies Flexible delivery: • Make lectures available online • Encourage students to access recorded lectures on the same topic from other institutions • Add links/further resources to recorded lectures Peer learning: • Make use of formal groupwork with pre-selected groups • Encourage informal peer-group learning

  4. Flexible delivery – what to consider • Will students attend lectures? • Will students feel neglected? • How easy is it to record a lecture and put into VITAL? • Will students pick up misapprehensions? • Can opportunities be built in for students to check their own understanding? • What does the evidence say?

  5. Peer learning – what to consider • How much briefing do students need to work successfully in groups (and who does this and when?) • How can groups be monitored to check they are functioning well? • Do students understand the difference between collaborative learning and collusion? Do staff? Who explains this? When? • What does the evidence say?

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