Tuesday, 7 May 2019


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



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