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    Developing alternative teaching skills through a programme of video analysis and mentoring

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    Authors
    Hockings, Christine
    Issue Date
    2002
    
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    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
    URI
    http://hdl.handle.net/2436/3802
    Additional Links
    http://www.wlv.ac.uk/celt
    Type
    Chapter in book
    Language
    en
    Description
    Report of a CELT project on supporting students through innovation and research
    ISBN
    0954211618
    Collections
    Faculty of Social Sciences

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