Taking Ownership

1
Taking Ownership

• Liz Lakin
• St Martins College
• CDLT 2007

2
Aims

• For students to
• appreciate and take an active role in the
  learning process
• be critical, reflective thinkers able to identify
  gaps in their own K U and to identify how they
  can fill those gaps
• inform their teaching and their pupils learning
• How does this relate to M Level ?
• How does this relate to TDA Draft Standards
• How does this relate to ECM?

3
Context

• Draft standards for classroom teachers
• Q3.5 Trainee and induction Year
• enable learners to
• reflect on their learning
• identify the progress they have made
• identify their emerging learning needs
• become successful independent learners.

4
Fundamental Flaw
possible

• Rests on the premise that students know ...
• where the gaps are
• how to fill them
• what is required
• what depth is required
• how to access reliable and useful information

5
Right answer Culture

• Too often students in school are so assessment
  lead that they seem to have lost the plot with
  regards learning and how to learn
• Knowledge is seen as a product rather than a
  process (Bruner 1966, p.72) something that has
  to be acquired as much as possible for
  regurgitation during the exams

6
Teaching on the 2yr PGCE UG Science Programme

• Biological Principles 2 semesters
• Two cohorts following same course
• Perceived assessment lead nature of course
• Locked in to a terminal exam culture by validation

7
Basic methodology

• Use of Blackboard
• Encouraged the use of effective, reflective
  self-study
• Base level was pitched at A level (based on Snaps
  A level biology course)
• First questionnaire after reading week
• Nov 2006 PGs UGs
• Second after the exams and before the second
  semester
• Jan 2007 PGs only
• Final at the end of semester 2 and the end of
  their first year June 2007 PGs UGs

8
Interim Findings
9
Interim Findings
10
Interim Findings
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So what does it tell us?

• Amount of self-study time
• Use of the material on Blackboard
• Other sources of information
• How they use them
• Revision resources
• Clear specific ILOs and key terms

12
Enhancing Retention ?

• Is it a double-edged sword?
• Will independence of this kind drive the student
  away or will it make them want to study further
  and recognise the value of lifelong learning?