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Angela Harden and Karen Bird MRS Node EPPI Centre, Social Science Research Unit

Teaching in teams: lessons from systematic review training NCRM Training the Trainers Event 4 th June 2007. Angela Harden and Karen Bird MRS Node EPPI Centre, Social Science Research Unit. Outline. Background and context Our approach to team teaching

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Angela Harden and Karen Bird MRS Node EPPI Centre, Social Science Research Unit

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  1. Teaching in teams: lessons from systematic review trainingNCRM Training the Trainers Event4th June 2007 Angela Harden and Karen Bird MRS Node EPPI Centre, Social Science Research Unit

  2. Outline • Background and context • Our approach to team teaching • Critical reflections and lessons learned

  3. Systematic reviews • Summaries that use rigorous and explicit methods to bring together and integrate findings from multiple studies. • Key part of the evidence-informed policy and practice movement. • Methods for reviews are still emerging

  4. Evidence for Policy and Practice Information and Co-ordinating (EPPI) Centre Support for review groups since 2000: Education (25 groups, 70+ reviews), criminology, speech and language, social care Conducting reviews since 1993 e.g. in health promotion, education, social care, employment Methodological work, e.g. Methods for Research Synthesis Project ESRC National Centre for Research Methods Formal links with Cochrane and Campbell Collaborations Short courses and Masters level courses in research synthesis since 2003 MSc in Evidence for Public Policy launched in Oct 2006 On-line libraries of research evidence

  5. Examples of course learning objectives After successful completion of the MSc students should: • have a critical understanding of different methods of accessing and synthesizing research evidence relevant to the full range of research, policy and practice questions • be able to design, plan, conduct and evaluate systematic reviews of research for social policy, and evaluate methods for the communication, interpretation and application of review findings

  6. Teaching in teams* • Traditional teaching models “pedagogical solitude” • Contrasts with collaborative character of much research • Teaching may benefit from collaboration – aid to critique, reflection and development and testing of new ideas • Collaborative practice can foster development of “scholarly teaching practice” • Teamwork: co-operation v collaboration *Based on Benjamin (2000) The scholarship of teaching in teams. Higher Education Research and Development 19: 191-204.

  7. Our team teaching model: the team • 15 tutors (including 3 module leaders) • Multi-disciplinary • Teaching experience ranging from 2-20 years • Teaching experience of different sectors, levels and age groups • Varying levels of specialist research methods knowledge

  8. Team teaching: Our approach • Team development of curriculum and course content • Team delivery of teaching (face to face) • Team development of teaching skills

  9. Team teaching: Our approach Development of curriculum and content • Inputfrom team members to develop a course with wide appeal across disciplines and abilities • Fosters creativity • Responds to new developments in research • Continual revision and development

  10. Team teaching: Our approach Delivery • 2 tutors in each session to provide different experiences and perspectives • Higher student- teacher ratio • Share the workload • Alternate teaching and observing • Provide practical support, e.g. computer problems. • Support and development opportunities for new tutors

  11. Team teaching: Our approach Training for teaching • Peer observation- support and feedback • Debriefing sessions • Specific training sessions to develop skills, e.g. VLE; assessment at M Level • Share experiences

  12. Reflections on our approach • How to train a mixed group • Students bring their own topics and materials to training sessions • Mechanisms for sharing good practice in research methods training.

  13. 1. Teaching and learning within a ‘mixed’ group • Open and explicit dialogue around learning objectives • ….but impossible to meet all learning objectives • Match between tutors and learners: tutors, as well as students are a ‘mixed’ group • ….but dangers re: lack of continuity with tutors and materials

  14. 2. Building on student’s own experiences • ‘Mixed’ students can learn from each other • ….but if too diverse there may be little common ground • ….but more vocal students may dominate • Tutors learn from students to further develop teaching and learning methods and materials and own subject knowledge • …..but more vocal students may have more influence on tutors • Extending teaching team to students = teaching andlearning teams?? • ….but need to strike a balance between student-led and tutor-led learning

  15. 3. Sharing good practice • Teaching in teams is a mechanism for sharing good practice • Writing about our experiences • Teaching in teams as a scholarly activity • ….but lack of time and resources

  16. Conclusion • Our team approach to systematic review training has advantages and disadvantages • Importance of balance between collaboration and cooperation • Recognise the role of scholarship in teaching practice

  17. Questions for discussion • What are your experiences of teaching in teams? • How to maximise collaboration in teaching teams? • How to be a scholarly teaching team? • What’s so special about teaching research methods?

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