Teaching for quality student learning
Download as PPT, PDF2 likes1,335 views
The document discusses teaching for quality student learning. It describes how assessment should focus on stimulating productive student learning rather than just judging achievement. Interactive coversheets and learning-oriented assessment frameworks can help engage students with feedback. The document profiles a teacher, Ali Farhoomand, who emphasizes learning strategies, creativity and understanding over content. Farhoomand uses discussion, projects and reflective questions to promote deep learning. While some students prefer exams, others feel Farhoomand's approach improves critical thinking. The document concludes that targeted support through buddying and development can help teachers enhance their practices for student learning.
Teaching for quality student learning
- 1. Teaching for quality student learning October 23, 2019, Shue Yan University Professor David Carless, Faculty of Education, University of Hong Kong The University of Hong Kong
- 2. Overview 1. Brief recap (Assessment & Feedback) 2. Quality learning: focus on the student 3. Learning-oriented assessment 4. Quality learning in practice 5. Ways forward for Teaching & Learning The University of Hong Kong
- 3. Previous Shue Yan seminars March 2018: Assessment Issues & Strategies November 2018: Students generating and using feedback The University of Hong Kong
- 4. Competing assessment functions The University of Hong Kong Judging student achievement Satisfying accountability needs Stimulating productive student learning
- 5. Feedback challenges 1. Too much feedback as telling 2. Lack of student engagement with feedback 3. Lack of strategies for using feedback 4. The way modules/feedback are organized 5. Social-affective dimensions The University of Hong Kong
- 6. Interactive coversheet To start a written feedback dialogue, students complete the following prompt: “I would most like feedback on ….” The University of Hong Kong
- 7. The University of Hong Kong
- 8. Teaching for Quality Learning The University of Hong Kong What the student does
- 9. The University of Hong Kong
- 10. Quality Teaching • High expectations for students • Clear learning goals • Enhancing students’ learning strategies • Collaborative learning environments • Positive relationships & interaction • Flexible modes of learning (Adapted from Gibbs, 2015) … The University of Hong Kong
- 11. Positive classroom dynamics Warm relationships between participants Empathy Generosity Trust The University of Hong Kong
- 12. The University of Hong Kong Importance of grades
- 13. Performance vs. Mastery Goals The University of Hong Kong Performance goals Mastery goals
- 14. Do this to get good grades • Understand expectations • Self-monitor • Work steadily • Seek guidance & feedback The University of Hong Kong
- 15. Learning-oriented assessment Effective student learning as a key aim of all assessment The University of Hong Kong
- 16. The University of Hong Kong Productive assessment task design Students learning to learn Student feedback literacy Learning-oriented assessment framework
- 17. Research process The University of Hong Kong Classroom observations Interviews with teachers & students
- 19. The University of Hong Kong QUALITY LEARNING IN PRACTICE
- 20. The University of Hong Kong Ali Farhoomand Award-winning teacher, Faculty of Business & Economics Creativity & Business Innovation E-business Transformation
- 21. The University of Hong Kong Ali’s philosophy “Shift from teaching content to generating knowledge” Less content, more understanding
- 22. The University of Hong Kong Learning to Learn “I put students at the centre of a dynamic process where they can learn to think, learn to change, and learn to learn”
- 23. The University of Hong Kong Repeated question “What did you learn last week?” “Description is not enough, it is too easy to forget, go deeper … If you understand why, you usually won’t forget”
- 24. Classroom atmosphere “He is very successful in building an interactive learning style” “He challenges us to bring our thinking to a higher level”
- 25. Classroom interaction “His way of interacting is that there is not one right answer, but many good answers. You can raise an idea and we discuss how to improve it. That’s why we speak more”
- 26. Tensions in interactive teaching “Sometimes I am not sure what we are learning because he is talking about philosophical things. I don’t really know what that has to do with the topic of the course”
- 27. The University of Hong Kong LEARNING-ORIENTED ASSESSMENT DESIGN
- 28. Ali’s views on assessment “I don’t believe in exams … they remove the whole process of learning and discovery” “The job of the teacher is to come up with an assessment method different from exams”
- 29. Assessment task design • Case, class and blog discussion (40%) • Individual written case assignments (30%) • Group project (30%) - Oral presentation - Written report 1 week later
- 30. Assessment in harmony with instruction The University of Hong Kong Constructive alignment
- 31. Assessment design principles Assessment tasks should - promote deep approaches to learning - involve some student choice & investment - distribute student time & effort evenly.
- 32. Tensions in assessment design • Reliability vs productive learning • Individual vs group • Judgement vs measurement
- 33. Positive student view “I like the assessment approach because it promotes my critical & analytical thinking skills”
- 34. Contrasting student view “I prefer exams & I tend to get good grades because I know how to prepare for them”
- 35. Teacher X factor Teacher determination to overcome barriers & strive for learning-oriented assessment The University of Hong Kong
- 36. The University of Hong Kong WAYS FORWARD & TEACHER CHANGE
- 37. Under what circumstances and how do teachers in HE enhance their practice? The University of Hong Kong
- 38. Why change? Perceiving a need to modify practices The University of Hong Kong
- 39. Pressure and/or support Having some impetus for change The University of Hong Kong
- 40. Buddying Focused, supportive and offering food for thought on pedagogy The University of Hong Kong
- 41. Targeted development Negotiating one or two focused targets for improvement The University of Hong Kong
- 42. The University of Hong Kong References Biggs, J. & Tang, C. (2011). Teaching for quality learning at university. UK: McGraw-Hill Education. Carless, D. (2015). Excellence in University Assessment: learning from award-winning teachers. London: Routledge. Gibbs, G. (2015). Maximising student learning again. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for teaching & learning in higher education: Enhancing academic practice (4th Edition) (pp.193-208). London: Routledge. Winstone, N. & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.
- 43. THANK YOU The University of Hong Kong