WP3
European Curriculum Design TOOLKIT
Pedagogy and
T+L Strategies
Pedagogy – T+L
Strategies - FOUR: How can I teach and How do I assess?
Any subject can be taught,
learned and assessed in multiple
different ways. Much of your teaching strategy will depend on the type of
subject you are teaching, the size of your class and the time and resources you
have been allocated to teach that subject or class. In planning any study
programme, module or lesson, the teacher (professor or lecturer) must be fair,
pragmatic and realistic. As professionals we must have realistic and reasonable
expectations of what our students can learn in the time and with the resources
we’ve been allocated. We must also be realistic about how we’ll feedback to the
students as they learn (formative feedback) and when they’ve completed our
module (summative feedback).
At early stages of any study
programme, it’s quite normal that our emphasis may well be on the TEACHING of
our subject or discipline. Your students will be expected to learn a lot of
basics, many of which will be completely new to them.
At the later stages of any study
programme, our emphasis may switch more from teaching to LEARNING. We may
expect our students to assemble the more basic knowledge we’ve given them in
order to construct their own individual learning in a more self-directed and
sophisticated way. At the later stages of their learning, we should expect our
students to combine learning from different subjects, disciplines, concepts, in
order to create new synergies. At Master level, we would expect our students to
make a contribution to new knowledge.
Ideally, our students learning
should progress through levels of complexity, starting with simple Knowledge, through Comprehension, to Application,
to Analysis, to Self-Evaluation in order to reach the
highest level of learning Synthesis and
Creation.
Teaching and learning activities
can include lectures, lab work, assignments, research projects, practical
projects, comprehension (readings, viewing (of movies etc)), self-directed
student work, online educational resources.
Assessment activities can
include exam, test, quiz, submission of a paper or essay, a presentation, a
project submission, oral submission, a group project submission.
End Exercise –pick
a class you have successfully taught for years. How do you teach your class
(what type of teaching activities do you use)? How do your students learn? How
do you assess your class?
Take five minutes to devise
three to five NEW ways of teaching and assessing your class.
UCD Large Class Teaching - Tips
from an Old Pro UCDTLT0036
2 page document with some
excellent guidance on pitch, clarity, pace and engagement
UCD Surviving Group Work – Ten
Tips for Students
One-page document on how students
should organise themselves for group learning
AISHE New Model of Problem Based
Learning - Terry Barrett 2017
This is a full 240 page pdf book
An Introduction to Enquiry/Problem-based Learning
AISHE An Introduction to Problem
Based Learning
Authors: Delaney,
Y., Farrell, A., Hack, C.J.,
Lawlor, B., McLoone, S.C., Meehan, A.,
Phillips, D.T. and Richardson, I (2015)
An Introduction to Enquiry/
Problem-based
Learning, Maynooth: Facilitate
and the All Ireland Society for
Higher Education (AISHE)
A relatively short (28 page)
introduction to PBL
7 Steps - Plymouth University -
Flipped Classroom
2 page introduction to Flipped
Classrooms
7 Steps - Plymouth University -
Inclusive Teaching and Learning
Excellent 2 page introduction to
Inclusive Teaching and Learning
NEXT DESTIN TOOLKIT PEDAGOGIES FIVE: https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_7.html
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