Presented by Professor Debbie Murdoch-Eaton.
If you don’t know where you’re going, you’re probably not going to get there. A clear vision of the intended outcomes should drive every aspect of teaching, learning and assessment
Outcomes must be clear because they will determine your teaching methods, and will also direct assessment
Preparing students for their final assessments should be very similar to what they will be doing when they graduate i.e. what the students are focussing on in their final weeks of being a student, should be very much like what they will do in their first jobs
Recent teaching activity (groupwork exercise). Do you:
- Teach what students needed to know
- Teach for assessment
- Give facts
- Consider how you will teach the class?
What sort of learning does your assessment generate?
Miller’s pyramid. What is the level you’re trying to teach at?
3P model of learning:
- Presage – the “raw materials” you start with. Students e.g. background, culture, literacy, motivations, language, experience, expectations, gender i.e. know your learners’ variables. Learning environment / teachers – resources, experience, background, structure i.e. what is the educational climate? What sort of tasks are appropriate for these variables?
- Process of learning – How can this be structured so that it will generate…
- Product – learning outcomes (facts, skills, structure, transferability) relate back to Miller’s pyramid
Another groupwork exercise – Choose 1 competency from a teaching session you are responsible for. Plan how you would ensure that outcome would be met, considering these aspects:
- Student/environment
- Methods of teaching
- Appropriate assessment