Presentation to Heads of Computing Dec 2009
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The HMIE report on computing in Scotland's colleges from 2009 highlights various findings from visits to ten colleges, focusing on teaching practices, learner experiences, and assessment methods. Key issues include the need for effective engagement in teaching, the importance of collaborative learning, and the effective use of formative assessments to enhance learner outcomes. Recommendations emphasize enhancing support for learners, promoting reflective practices, and improving teaching methodologies to align with contemporary learning expectations.
Presentation to Heads of Computing Dec 2009
- 1. HMIE Aspect Report Computing in Scotland’s Colleges 2009
- 2. Fieldwork Fieldwork teams: HMI + Computing AA 10 colleges visited twice (Nov/March) for 1 day Conversations with teaching staff, course leaders, curriculum managers Observation of lessons (~10 per college) Contact with partner HEIs Consideration of PI trends Conversations with learners
- 3. Conversations College portfolio (scope) Context for local programme design Vendor qualifications PI analysis (retention & student outcomes) Good practice in learning & teaching Course teams self-evaluation & QI/QE Leadership for learning & staff CPD Learners experiences (academic, support)
- 4. Programmes – some issues Student perceptions of computing vs ICT FE programme names vs contents FE programmes and repetition of application software elements
- 5. Learning & Teaching – some issues Learning process Learner independence vs team working Teaching for effective learning Vendor-dictated approaches (restrictive) Insufficient use of collaborative approaches Limitations of computer labs
- 6. Teaching for effective learning Deep vs surface learning characterisation Use of assessment for learning AiFL Habits of great teachers Key behaviours Active learning Through cooperative working
- 7. Deep vs Surface Deep Surface An intention to understand material for oneself An intention simply to reproduce parts of the content Vigorous and critical interaction with knowledge content Ideas and information accepted passively Relating ideas to one's previous knowledge and experience Concentrating only on what is required for assessment Discovering and using organizing principles to integrate ideas Not reflecting on purpose or strategies Relating evidence to conclusions Memorising facts and procedures routinely Examining the logic of arguments Failing to distinguish guiding principles or patterns
- 8. AiFL - principles Assessment for learning should : be part of effective planning of teaching and learning focus on how students learn be recognised as central to classroom practice be regarded as a key professional skill for teachers be sensitive and constructive as assessment has an emotional impact take account of the importance of learner motivation promote commitment to learning goals and a shared understanding of the criteria by which they are assessed develop learners' capacity for self-assessment so that they can become reflective and self-managing recognise the full range of achievements of all learners; and Learners should receive constructive guidance about how to improve
- 9. Ken Bain – “What the best college teachers do” Create a natural critical learning environment Get students' attention and keep it. Start with the students rather than the discipline Seek commitments Help students learn outside of class Engage students in disciplinary thinking Create diverse learning experiences. “ Students who have grown up `digital’ expect to be involved in active, social learning situations in which they participate in the creation of knowledge rather than passively absorbing information.”
- 10. Active Learning is: ‘ learning by doing‘; involving students more actively in the learning process; helping them develop independent learning, critical thinking and stronger analytical skills; a learner centred approach to teaching. Teaching methods can include: Discussion and debate; role-play exercises or small group work; practical examples and real life case studies; guiding students towards reflection
- 11. Teaching staff are highly effective when they: • make learning intentions clear to learners at the start of lessons; • create opportunities to promote small group work and teamwork; and • make effective use of formative assessment to judge the success of their teaching approaches before moving on to the next topic.
- 12. Teaching staff are not effective when they: • give overlong presentations; • do not engage all members of the class in discussion and debate; • organise their teaching around what is to be assessed, rather than what is to be learned; • place too much reliance on independent learner work through a workbook; • present insufficient challenge to learners; and • are too passive in supporting learners.
- 13. Teaching of programming “ the nature of learners’ programming experiences should be appropriate to the stage of their learning.” Developing programming skills should be fun for learners and teaching staff. At the introductory level, forms, events and browser pages are appropriate contexts for skills development.
- 14. Teaching of programming Theory should underpin practice. Analysis and design are important steps that must not be omitted. Sequence, selection and iteration are no longer sufficient to encompass the full gamut of programming constructs. Practical activities should be based on problem solving in the real world. Modular programming techniques promote group work and collaborative activities
- 15. Guidance and support Teaching and other staff provide good support to learners in their vocational studies. Almost all teaching staff respond effectively to individual learners’ needs in the classroom They provide effective guidance and assistance to enable learners to overcome gaps in their understanding or to develop their practical skills. Staff in all colleges identify this aspect of their engagement with learners as vital to success .
- 16. Guidance and Support – some issues Many learners, and more than a few teaching staff, do not value PLPs or their approach sufficiently to encourage reflection by learners on their progress. As a result, their effectiveness is limited for those who do not value them. Many younger learners do not value timetabled guidance classes
- 17. Guidance and support – good practice Adam Smith College Scaffolding classes (SCQF Level 4-6) Ayr College Personal learning and development workers (PLDWs)
- 18. Assessment Assessment for learning Technology enhanced assessment low use Assessment for certification Effective & well-established moderation SOLAR – patchy use Timely submission of assignments Overall burden at HN level
- 19. Progression – some positives Articulation to Degree Year 2 (SCQF Level 8) Articulation to Degree Year 3 (SCQF Level 9) Agreements with HEIs Formal Informal Job opportunities
- 20. Quality enhancement Course team reviews & self-evaluation Use of PI data to target improvement Accessing the learner voice Quality of learning and teaching Peer review of classroom teaching (not enough) Leadership for learning (not well understood)
- 21. Recommendations Programmes (3) Learning & Teaching (4) Outcomes & Impact (5) Enhancement through self-evaluation and internal review (1)
- 22. Recommendations in detail Ron Dillin’s session after lunch will look at recommendations in detail ..
- 23. Questions Now it’s your turn! But remember.. Lunch is at 12:30!