#reflection on Teachers as learners

What did I learn today? Read an article today that resonated with me here https://usergeneratededucation.wordpress.com/2015/02/15/educators-as-lead-learners/ How was it useful? It reminded me that we need to craft the experiences for our learners to suit them, not us. But also, we need to reflect on and record the steps we take when we learn something for the first time, especially if we will be teaching. It’s good to capture the thought processes we usedto help our undertanding and build it into our teaching. What thoughts came up ? We don’t often have to learn a new technology ourselve (for teaching) but when we do we should document and reflect on the process. What will I do with the information i.e. what next? Try it out with some new peice of software I am thinking of using in the class, see how I approach the learning and try to think through explaining or sharing that thought process with others. Image of the process a teacher goes through when learning


#reflection on MCQs

What did I learn today? That I have to be careful with the words I use in multiple choice questions. IImage of figure sitting on a large question mark ran an online quiz for first year students but many of them struggled with some words which were not on lecture slides

How was it useful? My focus was on the questions, it should have been on the person giving the answer

What thoughts came up ? I need to check my questions for terminology, maybe use the concept of a persona when testing the quiz

What did I learn? It all comes back to the student and keeping them at the centre of each experience.

What will I do with the information i.e. what next? Include it in my list of checks for assessments, and do it when verifying other’s assessments.

#reflection on Learning and Context

What did I reflect on today? Putting information in context and trying to preface information with some stimulating questions. It’s a technique mentioned by Tyler Griffin here http://www.facultyfocus.com/articles/instructional-design/using-context-deepen-lengthen-learning/

How was it useful? I always leave a space aftera number of slides for students to ask questions, using this technique I could insert some slides BEFORE the material with questions students need to ask themselves.

What do I think? It could work well but requires a bit of editing of lots of slides, however, if it improves engagement and retention then the payoff will be worth it.

What did you learn? There are so many ways to stimulate thinking and to get students engaged, this one might help, it’s not a magic bullet but is very simple and worth a try, even in one or two classes.

What will you do with the information i.e. what next? Change some slides for the next week or so and see if it works or if I notice any difference (this might be quite subjective) and try work out what are the questions that will make most sense to students?

#reflection on group assessments

What did I reflect on today? That assessing groups, especially large groups of groups manager-308474_960_720needs to be “straegically” managed. I was reading a blog post by Fiona Saunders here http://fionasaunders.co.uk/reflections-on-large-class-teaching/ and it got me thinking about the assessments I currently use for students

How was it useful? I liked her mantra of “meaningful”, “equitable”, and “manageable”, I think from now on I will put those three words at the top of every assessment I am writing to help me compose something that is appropriate to the course I am teaching (meaningful), fair to the students (equitable), and does not overload me with work to correct and feedback quickly (manageable)

Any other thoughts? The same mantra could be applied to other aspects of my teaching such as lecture preparation, but I am going to start with assessments first and then possibly expand its use.

What did you learn? That lots of Lecturers face the same challenges as me, and the “Equitable” aspect is something I feel is important, after all, it’s about the students not the teacher.

What will you do with the information i.e. what next? I have amended the template that I use for all assignment instructions to include the Three Little Words, as I write each one going forward I’ll take a few minutes to consider if I have met my own criteria, I’ll keep refining assessments as I know perfection will never be achieved which is good because where’s the fun in that??

Research Methods

What is research?

Answering a question supported by proof

Research is something that requires


Can be replicated using some methodology

Research is done by

Academic, Marketers, Qualitative, Quantitative, Mixed Analysis

List around 5 words you associate with the word Research

Qualitative, Quantitative, Conclusion, Proof, Methodology.

Now write down some research that has influenced your teaching or your own learning

Cognitive load impact on students

#reflection on Flexible Deadlines

What did I reflect on today? Allowing Students to set their own assessment deadlines
How was it useful? I gave an assessment in class with a tight deadline – 24 hours and immediately the reasons why people couldn’t do it in time started coming in
What thoughts came up? At first I was annoyed and sceptical, but as I listened I realised some reasons are valid and allowances would have to be made.
What did you learn? There is some research out already on allowing students to set their own deadlines (within guidelines) and it could be argued that the longer they give themselves, the less time they have for subsequent deadlines. If education is supposed address student needs then this is a good option.
What will you do with the information i.e. what next? Next semester I will try this out, I just need to read a bit more about it from sources such as Moscardo (2009), and Pacharn, Bay, & Felton (2013)

Moscardo, G. (2009). Meeting your own deadlines: Introducing flexibility into student assessment. Journal of Teaching in Travel & Tourism, 8(2-3), 119-138

Pacharn, P., Bay, D., & Felton, S. (2013). The Impact of a Flexible Assessment System on Students’ Motivation, Performance and Attitude.Accounting Education, 22(2), 147-167.