Certificate in Learning

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Staff and Departmental Development Unit
Talking about Teaching
Chris Butcher
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Staff and Departmental Development Unit
Talking about Teaching UTF project work in
progress
Chris Butcher
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Peer review of teaching

• micro teaching
• teaching / peer observation
• teaching process recall

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Peer review of teaching

• micro teaching
• teaching / peer observation
• teaching process recall
• video recording

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Peer review of teaching

• micro teaching
• teaching / peer observation
• teaching process recall
• video recording

peer(s) talking about teaching
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(No Transcript)
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• methods
• behaviours
• gestures / actions
• interaction
• structure
• content

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• methods
• behaviours
• gestures / actions
• interaction
• structure
• content

hows whens whats
?
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• methods
• behaviours
• gestures / actions
• interaction
• structure
• content

hows whens whats
?
whys
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• methods
• behaviours
• gestures / actions
• interaction
• structure
• content

hows whens whats
?
theory / practice know that / know how
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T7 Deliver excellent and inspirational learning
teaching
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• more expert
• expert ?
• becoming expert - expertise based on experience
• novice ? advanced beginner ? competent ?
  proficient ? expert
• Dreyfus Dreyfus (1986)
• experienced but not expert
• experts find it difficult to articulate skills
  knowledge
• theory / practice
• nurses / teachers

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• more expert
• expert ?
• becoming expert - expertise based on experience
• novice ? advanced beginner ? competent ?
  proficient ? expert
• Dreyfus Dreyfus (1986)
• experienced but not expert
• experts find it difficult to articulate skills
  knowledge
• theory / practice
• nurses / teachers

What theory (in action) informs the practice of
expert teachers ? What do expert teachers think
about as they are teaching ?
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Siobhan Hugh-Jones psychology Pauline
Kneale geography Michael Manogue dentistry
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Talking about Teaching

• video recording of a class
• CB watched it .... decide questions
• video recording of discussion of class

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Talking about Teaching

• video recording of a class
• CB watched it .... decide questions
• video recording of discussion of class

Stimulated-recall interview
Ethell Meniman (2000) Clarke (1995) Wear
Harris (1994)
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1 What are you doing here? and
why are you doing it ? 2 What are you thinking
about here ? ... and how has that influenced
your actions ? 3 What are the students doing
at this stage ? and
how are you responding to them ? 4 What makes
you decide what you do in a class ? 5 How much
of it is planned how much is automatic ? 6
Earlier you said / did y .... now you are saying/
doing x .... why ?
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(No Transcript)
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When you are there you are very unaware of what
you are doing Use it unconsciously Had not
planned to do that . got a sense of
. Something a little nearer consciousness .
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When you are there you are very unaware of what
you are doing Use it unconsciously Had not
planned to do that . got a sense of
. Something a little nearer consciousness .
The use of lecture notes When I began teaching
. I had to stick with what I had planned even
though my mind wanted to go somewhere else or I
wanted to respond to the group .... .... I had
to learn to trust myself that I could manage the
lecture without them
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How I wanted to be taught ... Role
modelling Direction blatant or subtle
. I know it is good practice to ..... but
..... Framing . context .
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How I wanted to be taught ... Role
modelling Direction blatant or subtle
. I know it is good practice to ..... but
..... Framing . context .
Aware of my limitations
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How I wanted to be taught ... Role
modelling Direction blatant or subtle
. I know it is good practice to ..... but
..... Framing . context .
Aware of my limitations
I . they . WE . are in this together
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5
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building up a better knowledge of ones content
area - what to teach building up practical
experience as a teacher - how to teach building
up a repertoire of teaching strategies - skilful
as a teacher finding out which teaching
strategies do and do not work for the teacher -
effective as a teacher continually increasing
ones understanding of what works and does not
work for students - effective in facilitating
student learning
Åkerlind (2007)
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Åkerlind, G., 2007. Constraints on academics
potential for developing as a teacher. Studies
in Higher Education. 32 (1), p21-37. Dreyfus,
H.L. Dreyfus, S.E. 1986. Mind over Machine
the power of human intuition and expertise in
the era of the computer. New York. Free
Press Ethell, R McMeniman, M. 2000.
Unlocking the knowledge in action of an expert
practitioner. Journal of Teacher Education. 51
(2), Mar / Apr, p87-101. Clarke, A. (1995).
Professional development in practicum settings
Reflective practice under scrutiny. Teaching and
Teacher Education. 11(3), p243-261. Wear, S.
B., Harris, J. C. 1994. Becoming a reflective
teacher The role of stimulated recall. Action
in Teacher Education. 16(2), p45-51.
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Staff and Departmental Development Unit
Talking about Teaching
Chris Butcher