Introduction to teaching in Higher Education. Slides on planning and running sessions for the First Steps course at Oxford Brookes University

1. PLANNING & RUNNING SESSIONS

2. OUTCOME
 Design and deliver a session that uses a variety of
teaching techniques

3. OUTLINE
Using resources / being creative
Getting Engagement
Group work
Questions

4. WHAT MAKES A GOOD LECTURER?
“Enthusiasm, approachable, understand the
learning perspective of students, give their time
after lectures, open-minded, motivated, engage in
a process of sharing, passion.”
Rieutort-Louis (2009) What Makes a Good Lecturer? Academy Exchange
Issue 8

5. REMEMBER: GOOD PRACTICE
• encourage student-tutor contact
• encourage student-student co-operation
• encourage active learning
• give prompt feedback
• emphasise time on task
• have and communicate high expectations
• respect diverse talents and ways of
learning
(Chickering & Gamson, 1987)

6. USING RESOURCES: SOME EXAMPLES
 Chemical engineering lecture using a home-made
model to demonstrate key principles
 http://www.nottingham.ac.uk/pesl/resources/large
group/demonstr677/
 Being creative in lectures (from a PgCert
participant)http://www.youtube.com/watch?v=H51C
MP9rScs
 Example from Biology
 http://www.nottingham.ac.uk/pesl/resources/large
group/demonstr559/

7. BEING CREATIVE
 In pairs, think about how you could use an item that
you have on you or is in the room for your teaching.
 Which concept could they help illustrate?
 Prepare to teach the concept using the resource
(max 1 minute)
 What other simple resources do you have at home
that you could use in your teaching?

8. GETTING ENGAGEMENT

9. GETTING ENGAGEMENT: ACTIVITY
Quizzes
Short writing activity
Short reading activity (e.g. read an article)
Debate / student presentations (prepared in
advance for a particular session)
 Write own exam question based on material
presented earlier in lecture. (1 minute paper)
Pair discussion, Buzz groups, Snowballing,
syndicate groups.

10. LEARNING IN GROUPS
Theories on how to foster collaboration suggest that
secrets to success include:
1. Encouraging your students to explore how they work in
a group
2. Helping your students to improve how they work in a
group by knowing their strengths and weaknesses
3. Being clear about your main aim for group work
4. Being clear about the procedures for group work

11. LEARNING IN GROUPS: WHY?
 Students are required to be proactive
 Prepares students for collaborative working in their future
professions
 Group teaching in which students collaborate to solve
problems can be more efficient than lecture formats, e.g.
Problem Based Learning

12. ADVANTAGES & CHALLENGES
 In groups, discuss and produce a „poster‟ on the
advantages and challenges of group work.

13. LEARNING IN GROUPS: ADVANTAGES

14. LEARNING IN GROUPS: CHALLENGES
See Jaques, D. (2003) „Teaching in small groups.‟ BMJ 326 (1):
492-4

15. SUMMARY: PLANNING & STRUCTURING A
SESSION
 Think: What learning are you trying to stimulate? What
added value is there in your presence?
 Do: Break the session up with into sections, provide
opportunity for student –lecturer & student – student
interaction, be explicit.
 Remember: what are you doing? What are
students doing?

16. SUMMARY: SIX POWERFUL FORCES IN
EDUCATION
 Activity
 Expectations
 Cooperation
 Interaction
 Diversity
 Responsibility
Chickering and Gamson (1987) "Seven principles for good practice in undergraduate education"
American Association of Higher Education Bulletin vol.39 no.7 pp.3-7

17. PRACTICAL CONCERNS
 In groups, discuss any examples of situations you have
faced in teaching or any concerns you have.
 What advice can you give each other?