The Practice of Praxis
The practice of praxis. Are we asking the right questions? Every year with my students I discuss what is curriculum and how does one create… Read More »The Practice of Praxis
The practice of praxis. Are we asking the right questions? Every year with my students I discuss what is curriculum and how does one create… Read More »The Practice of Praxis
Learning and understanding learning is one of my favourite topics and I love tinkering with how people think and what it means for learning and… Read More »Teaching learning, teaching for learning, or teaching learning through living?
After giving a workshop it was suggested I write an article based on the principles. I have submitted it to present at the 2018 Learning and Teaching Conference at my university. There is not proceedings or publication from it, so I am sharing here. Slides are embedded below the text.
This article examines the concept of constructive alignment in learning (Biggs, 2005) and how integrating reflective practice throughout teaching and learning, encourages deeper learning experiences. Teachers are encouraged to aligning learning outcomes, activities, feedback, and assessment to benefit students as they progress from learning and preparing for assessment to achievement. Recognising and understanding the student perspective is essential to understanding the balance of how taught material, experience, and avenues for application of learned skills can impact student engagement. The principles of student self-efficacy beliefs (Bandura, 1986) and the influence these have on student’s self-regulation of their learning behaviors (Zimmerman, 1998; Schunk & Usher, 2013) is explored. The importance of integrating feedback in accessible ways and providing opportunities for students to develop their agency throughout learning is highlighted and presented alongside practical suggestions for teaching.
Keywords: feedback, assessment, learning design, student agency, reflection
Across higher education there is great variety and diversity in the spaces used for learning, from the indoor traditional lecture hall with one teacher speaking to hundreds of students, to small-group seminar or lab type environments, to one-to-one teaching or tutorial sessions, to the on-site placement learning that takes students into the professional workplace. Each affords different dynamics and possibilities for skills development, interaction, and feedback. The size, shape, and context of teaching and learning spaces impacts how teachers structure content and how students approach learning.Read More »Linking Skills, Feedback, and Assessment to develop Student Agency and Deep Learning
Last week some students and I got together to record an initial hello about goals to a class in California. We are studying psychology of… Read More »Goal: To Connect
I attended #OER17 with many different goals and hopes, but all were surpassed and I came away having learned a most valuable, topical, and poignant lesson about our world and how we interact. I met people. Meeting people is something that we do and teach, or at least teach about, in so many ways. In my Psychology of Learning and Teaching class I even teach about meeting people – the value of social interaction, social context, the self, how children develop, but this day was a landmark revelation for me. I was aware not of teaching through the rear-view mirror of McLuhan but of not realising we are riding bicycles while others are driving on the same road with us. It is challenging to verbalise. This is a personal reflection with pedagogical implications.
This post is a transcript of my speech at the Westminster Higher Education Forum Keynote Seminar: Innovation in curriculum design – internationalisation, employability and inclusivity, December… Read More »Internationalising the curriculum
Join us this week as we talk to a composer, conductor, and then listen to what notable Romantic composers and conductors had to say about… Read More »Romantic composers and conductors: #CClasses
This is session two of three in this round of the Connecting Classes project. What’s happening here is a different sort of teaching where actually… Read More »Romanticism: It’s happening! #CClasses
I am genuinely very very excited for this Friday’s session in my Romanticism lecture. Really. In it we’re joined by three distinguished guests who each bring… Read More »Romanticism comes to life with #cclasses
It’s 3:15 am and I couldn’t sleep because I was thinking about and reflecting on how we learn and what we want to get out of our learning. I am thinking about my Romanticism class that is taking part in the Connecting Classes project. What do we want… Perhaps that is the greatest starting point – to want to get something out of it. In my teaching, in my life, I admit to starting from my own perspective (I suppose in psychology terms each person’s perspective is the ultimate starting point) and then I work out to see how I can understand an experience and best shape it for my fellow learners. What can I use to supplement or enhance? How can it be relevant to that person’s driving passions in music? How can we engage in learning together? How can we amplify each other’s experience?Read More »Reflecting on CClasses: We learn differently