I want to define for myself some of the teaching terms we are using on the course. I am aware that I may define some terms in a very basic way or even incorrectly but I think that if I dont start to get to grips with the terminology for theories, policies and practices and how it relates to my own teaching I am not going to be able to write in a reflective manner that is supported by pedagogic theory. I will try to:
- Briefly define the pedagogic term
- Give an example from my own teaching
- Briefly reflect on each pedagogic term
Active Learning
learning and teaching methods which put the student in charge of their own learning through meaningful activities. The student must actively participate and engage with the activity. A non active learning method might be a student passively listening to an on-line or in person lecture.
An example of Active learning is Dye Lab on-site and on-line inductions. On-line inductions require students to watch a presentations and pass a quiz ……active paticipation. On-site inductions require students to physically dye a fibre with a specific dye. Active participation.
reflection
Some students have commented that the quiz is difficult to pass. I think that this is ok because in a way it makes students want to participate in the induction more, It gives gravitas to the induction. there is a waiting list for dye inductions. Will I loose students who don’t want to wait or find the quiz to hard? I only want commited students. In an increasingly digital design enviroment is dyeing still a credible activity to teach students? yes it is very relevant and the additional skills learnt are vital for a textile designer.
Asynchronous learning
Student centered-learning that uses on-line resources to facilitate sharing outside the constraints of time and place among an electronic network.e.g. blogs, on-line discussion boards
An example of asynchronous learning is dye lab on-line presentation and quiz. Students can watch the presentation and complete the quiz whenever they want to. Another example would be me watching a blackboard collaborate lecture on the Pg Cert course later in the week if I had missed it.
reflection
I think that blended learning is a reality of the world students now live in and is a very positive advance in education. I think that the ideal situation is a blend of teaching styles, live, recorded groups and individual 1-2-1 tutorials.
Synchronous
A learning event in which a group of students are engaging in learning at the same time. Technology allows us to learn together irrespective of where we are in the world. Students who learn together in a synchronous event can develop a sense of community with fellow students.
An example of synchronous learning is when Pg cert course meet for cohort seminars in the collaborate room at a specific time. Or when I talk to groups of students on-line some of whom are in China.
Reflection
In some ways I prefer online presentations whether they are synchronous or asynchronous. one obvious reason is not having to travel into central london but I also feel like I concentrate more when I’m on-line. Is there a loss of community with my classmates when on-line? I dont think so. Infact I think sometimes interactions are easier on-line for me.
Constructive alignment John B Biggs
Constructivism is founded on the idea that by reflecting on our experiences we construct our own understanding of the world we live in. learning is really just adding and adjusting to what we already know to accommodate new experiences and information. Constructive alignment is the idea that teaching activities directly address the intended learning outcomes. The student knows the learning outcomes before teaching takes place.
An example of constructive aligment is unit 1 theories, policies and practices of the Pg cert course. We are asked to reflect in a blog and in case studies on examples of our own teaching practice and evaluate our approach to planning, teaching and assessment. We are given the learning outcomes for the unit before we begin, this is constructive aligment, The ideas and learning methods we discuss are being added to the knowledge and experience we already have.
Reflection
I am concerned that this is a huge concept and I am really only understanding it in the most basic of ways. I think I understand constructive alignment as a student but is it a concept I can say informs my teaching practice? probably not yet. I think that my teaching practice is evolving and for example object based learning is something I want to incorporate into my lesson planning. I think that being observed by my peers and my tutor has been a rewarding process and led me to reflect on how I present and demonstrate ideas and concepts. I plan to write and plan learning outcomes before a session in my role as a teacher and engage with and understand them in my role as a student.