2. intended learning outcomes
By the end of this theme, you will have had the
opportunity to:
• discuss Good Teaching in HE
• identify specific aspects of quality assurance
and quality enhancement in HE linked to
teaching
• explore how to evaluate practice and what
Good Teaching means in your own context
2
3. ”They [Teachers] should not feel compelled to
adopt a persona that is unnatural or seems to go
against the grain of his or her personality” (Light
et al 2009:124)
4. Good practice activity (part 1)
What does good practice look
like for teaching in HE?
Discuss and create a poster in
small groups.
(10 mins)
Compare your posters against the the
UK PSF and the MMU Learning,
Teaching and Assessment Strategy
(10 mins)
4
6. Three main theories of
teaching in HE
Theory 1: Teaching as telling, transmission or delivery PASSIVE
students are passive recipients of the wisdom of a single
speaker – all problems reside outside the lecturer
Theory 2: Teaching as organising or facilitating student
activity - ACTIVE
students are active – problems shared
Theory 3: Teaching as making learning possible – SELFDIRECTED
teaching is cooperative learning to help students change their
understanding. It focuses on critical barriers to student
learning (Threshold Concepts – Meyer and Land, 2003)
Learning is applying and modifying one’s own ideas; it is
something the student does, rather than something that is
done to the student. Teaching is speculative and reflective,
teaching activities are context-related, uncertain and
continuously improvable.
Chris
(Ramsden, 2003, 108-112)
8. The Dimensions of the UK Professional
Standards Framework
Areas of Activity (WHAT)
• Design and plan
• Teach/support
• Assess/give feedback
• Develop effective
learning environments
and approaches to
student
support/guidance
• Engage in CPD
incorporating research,
scholarship and
evaluation of
professional practices
Core Knowledge (HOW)
• Subject
• Appropriate methods of
teaching and learning
• How students learn
• Use and value
appropriate learning
technologies
• Methods for evaluating
effectiveness of
teaching
• Quality assurance and
quality enhancement
Professional Values
(WHY)
• Respect individual
learners and learning
communities
• Promote participation
and equality of
opportunities
• Use evidence-informed
approaches and the
outcomes from
research, scholarship
and CPD
• Acknowledge the wider
context in which HE
operates recognising
implications for
professional practice
8
9. The Descriptors of the UK Professional
Standards Framework
9
D1
D2
D3
D4
Associate Fellow
Fellow
Senior Fellow
Principal Fellow
• early career
researchers with some
teaching
• staff new to teaching
including part-time
staff
• staff supporting
academic provision
(learning
technologists, library
staff
• demonstrators,
technicians with some
teaching
responsibilities
• experienced staff new
to teaching or with
limited teaching
portfolio
• Early career academics
in full teaching role
• Academic related,
support staff with
substantive teaching
responsibilities
• Staff with teachingonly responsibilities,
including within workbased settings
• Experienced staff who
demonstrate impact
and influence through
leading, managing
organising
programmes,
subjects/disciplinary
areas
• Experienced subject
mentors and staff
supporting those new
to teaching
• Experienced staff with
departmental and/or
wider teaching and
learning support
advisory
responsibilities
• Highly
experiences/senior
staff with wideranging
academic/academicrelated strategic
leadership
responsibilities linked
to teaching and
supporting learning
• Staff responsible for
institutional strategic
leadership and policymaking in teaching
and learning
• Staff who have
strategic impact and
influence in relation to
teaching and learning
that extends beyond
their own institution
12. Good practice activity (part 2)
Compare your posters
against the UK PSF and
the MMU Learning,
Teaching and
Assessment Strategy
(10 mins)
12
13. 7 principles of good practice in
undergraduate education
Effective teaching in higher
education
5E’s of an excellent
University Teacher
•
1.
2.
1.
2.
3.
4.
5.
•
•
•
•
•
•
Encourages contacts
between students and
faculty.
Develops reciprocity and
cooperation among
students.
Uses active learning
techniques.
Gives prompt feedback.
Emphasizes time on task.
Communicates high
expectations.
Respects diverse talents
and ways of learning.
Interest and explanation
Concern and respect for
students and student learning
3. Appropriate assessment and
feedback
4. Clear goals and intellectual
challenge
5. Independence, control and
engagement
6. Learning from students
(Ramsden, 2008)
education
experience
enthusiasm
ease
eccentricity
Gibson, J. (2009) The five ‘Es’
of an excellent teacher, The
Clinical Teacher, Volume 6,
Issue 1, pp. 3–5.
(Chickering & Gamson, 1987)
issue: they measure
satisfaction NOT
engagement
14.
15. source: Jeff Dunn: The 8 Characteristics Of A 21st Century Teacher
http://edudemic.com/2013/04/the-8-characteristics-of-a-21st-century-teacher/
23. tutor has teaching qualification
active learning
class size: 1 tutor 20 students
students: time on task
tutor full-time
tutor load: 1 class
collaborative and social learning
tutors as
reflective
practitioners
clear and high
expectations
programme
teams to work
together
Quality: What really matters?
quick feedback
for learning
social relationships
programme team
students using feedback
learning hours matter
focus on formative
assessment
intellectual challenge
peer assessment
‘close contact’ student tutor
interactions and relationship
for educational gains
students as partners
positive research environment
Prof. Graham Gibbs
24. Gibbs, G (2010) Dimensions of quality, York:
The Higher Education Academy, pp. 19-37
Gibbs, G (2012) Implications of ‘Dimensions
of quality’ in a market environment, York:
The Higher Education Academy
Prof. Graham Gibbs
28. scenarios: [1, 2] [3, 4]
• Task 1 (10min): Work in groups of 4. Critique,
debate, suggest solutions
• Task 2 (10min): Share your thoughts with
another group
29. scenario 1
“I employ teacher-focused methods
when I deliver lectures to large
groups of students. With a large
group of students, it is difficult to
be interactive.”
30. scenario 2
“I have minimised lecture material in my
courses and maximised individual and group
research projects, group problem-solving, and
in-class discussions. Although I don’t cover as
much material this way, the students learn and
retain this material better. Also, standard
lecture format is not the way that we learn
after university. Instead, we are expected to
read for ourselves and get the information that
way. Thus, I feel my teaching approach better
prepares students for life after university.”
31. “The lecture delivers the necessary
core knowledge and content that
the student needs to succeed.”
32. “Though I need sometimes to lecture
and may even enjoy doing it, lecturing
all the time simply bores me: I usually
know what I am going to say, and I
have heard it all before. But dialogical
methods of teaching help keep me
alive. Forces to listen, respond, and
improvise. I am more likely to hear
something unexpected and insightful
from myself as well as others.” (Palmer,
2007, 25)
33. References
Chickering, A. W. & Gamson, Z. F. (1987) "Seven principles for good practice in undergraduate
education" American Association of Higher Education Bulletin vol.39 no.7 pp.3-7
Light,G., Cox, R. and Calkins. S (2009) Learning and Teaching in Higher Education, The Reflective
Professional, London: Sage Publications.
Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to
ways of thinking and practising, In: Rust, C. (ed.), Improving Student Learning - Theory and
Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp
412-424.
Palmer, P. J. (2007) The Courage to Teach. Exploring the Inner Landscape of a Teacher’s Life, San
Francisco: Jossey-Bass.
Race, P. (2009) In at the deep-end: starting to teach in higher education, Leeds Metropolitan
University
Ramsden, P (2003) Learning to teach in Higher Education, Oxon: RoutledgeFalmer.
