2.50
Hdl Handle:
http://hdl.handle.net/2436/3802
Title:
Developing alternative teaching skills through a programme of video analysis and mentoring
Authors:
Hockings, Christine
Abstract:
In 2000, the University of Wolverhampton's Learning and Teaching Strategy funded an innovation project to change a traditionally taught module to a module based on social constructivist principles. The project team found that whilst the changes to the module improved student learning, they had overlooked the demands these alternative methods would make on the teaching skills and expertise of colleagues. The changes not only required lecturers to think differently about how they teach, they also required them to act differently in the classroom e.g. from ‘telling’ to ‘questioning’ behaviour. Getting students to actively engage with each other and negotiate meaning, rather than imparting knowledge, seemed particularly problematic. At times it was all too tempting to revert back to telling students what they ‘should’ know rather than facilitating the generation of students’ own ideas and encouraging a spirit of enquiry. Of course there could be many factors that affect classroom practice, including the teacher’s beliefs about the students and the subject she is teaching. I therefore conjectured that in order to develop appropriate instructional behaviour we would first need to understand and work on the factors affecting classroom behaviour.
Citation:
CELT Learning and Teaching Projects 2001/02
Publisher:
University of Wolverhampton
Issue Date:
2002
URI:
http://hdl.handle.net/2436/3802
Additional Links:
http://www.wlv.ac.uk/celt
Type:
Book chapter
Language:
en
Description:
Report of a CELT project on supporting students through innovation and research
ISBN:
0954211618
Appears in Collections:
Institute for Learning Enhancement (ILE)

Full metadata record

DC FieldValue Language
dc.contributor.authorHockings, Christine-
dc.date.accessioned2006-08-10T09:52:06Z-
dc.date.available2006-08-10T09:52:06Z-
dc.date.issued2002-
dc.identifier.citationCELT Learning and Teaching Projects 2001/02en
dc.identifier.isbn0954211618-
dc.identifier.urihttp://hdl.handle.net/2436/3802-
dc.descriptionReport of a CELT project on supporting students through innovation and researchen
dc.description.abstractIn 2000, the University of Wolverhampton's Learning and Teaching Strategy funded an innovation project to change a traditionally taught module to a module based on social constructivist principles. The project team found that whilst the changes to the module improved student learning, they had overlooked the demands these alternative methods would make on the teaching skills and expertise of colleagues. The changes not only required lecturers to think differently about how they teach, they also required them to act differently in the classroom e.g. from ‘telling’ to ‘questioning’ behaviour. Getting students to actively engage with each other and negotiate meaning, rather than imparting knowledge, seemed particularly problematic. At times it was all too tempting to revert back to telling students what they ‘should’ know rather than facilitating the generation of students’ own ideas and encouraging a spirit of enquiry. Of course there could be many factors that affect classroom practice, including the teacher’s beliefs about the students and the subject she is teaching. I therefore conjectured that in order to develop appropriate instructional behaviour we would first need to understand and work on the factors affecting classroom behaviour.en
dc.format.extent1023163 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.relation.urlhttp://www.wlv.ac.uk/celten
dc.subjectInstructional videoen
dc.subjectTeaching skillsen
dc.subjectMentoringen
dc.subjectStudentsen
dc.subjectHigher educationen
dc.subjectLearningen
dc.subjectClassroom practiceen
dc.subjectTeacher behaviouren
dc.titleDeveloping alternative teaching skills through a programme of video analysis and mentoringen
dc.typeBook chapteren
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