Posted by: Jon Hurford, Senior Advisor, Learning and Teaching & Andrea Wallace, Educational Developer, College of Design and Social Context, RMIT University.
Andrea is a member of the Inclusive Teaching and Assessment Practices Project working to develop resources and deliver professional development to staff.
As the saying goes, ‘You don’t get a second chance at a first impression.’
This week, across Australia, thousands of lecturers and tutors will be meeting their new students or welcoming back continuing students.
In Vocational Education, classes have been back for almost a month, but still, it’s early days.
It’s obvious that getting off on the right foot and creating the right environment for students has a special importance in tertiary education. For one thing, in a 12-16 week delivery schedule, the feeling that time is precious is understandable.
In wanting students to take our course seriously, in the feeling that we’re competing for the mindshare of their course load, in rushing about, is there a risk of putting up a sign (metaphorically) like the bus driver (or the staff who share driving duties) in the picture to the left? Note the ‘Keep Out’ in red and the tiny ‘Thanks’ at the right. What messages are we sending students in their first classes?
So this post is just a quick reminder that in the midst of all the organisational and administrative tasks we should still hold our personal philosophy of education front-and-centre and be enacting the strategies and principles that brought us through university as learners, and that brought us to university to teach.
The Inclusive Teaching and Assessment Practices Project has a set of principles that might help you see that big picture (or the jigsaw pieces of the bigger picture that are your courses) and we can’t think of a better time of the year (at least for our southern hemisphere audience) than now to put them in front of readers. Each of the following links has an associated page with key questions, resources and examples of the principle in use:
- Design intentional curriculum
- Offer flexible assessment and delivery
- Build a community of learners
- Teach explicitly
- Develop a feedback-rich environment
- Practise reflectively
Getting a piece of writing from your students in a class early in your teaching schedule is an easy diagnostic tool. You’ll get to know a key aspect of their learning skill set and coupled with a quick survey you can get an impression of what your students expect from the course. Perhaps you teach online (or you’ve taken these elements of your course online) and you use a discussion board or blog for this. You can probably see how this simple task hits many of the principles above– if you’ve asked students what was their inspiration to study a certain discipline; if you’ve read the responses and turned them around to the students quickly; if you’ve then provided the means for them to share their responses and maybe organise themselves in study groups based on this for the first assessment, you’re establishing an environment that is ‘feedback rich’.
But what about longer pieces of writing? What about supporting your students in documenting their progress in your course?
Next week, there’s an opportunity for all staff at RMIT as Associate Professor Mary Ryan (School of Education, QUT) delivers a lecture and workshop on the Teaching and Assessing Reflective Learning (TARL) model that she and her team developed in a recent OLT project.
Professor Ryan will explain how the systematic approach can be used to embed the pedagogy of reflective writing across courses in different disciplines. The workshop will explore the suite of pedagogical patterns and accompanying resources for systematically teaching and assessing reflective practice underpinned by the TARL and EPC models.
Lecture: Teaching and Assessing Reflective Writing
Thursday 13 March 2014
11.30 am – 12.30 pm
Building 80, Level 1, Room 2
Workshops: Teaching and Assessing Reflective Writing
Thursday 13 March 2014
12.30 – 2.20 pm
Building 13, Level 3, Room 5 (City)
Friday 14 March 2014
11.00 am – 12.30 pm
Building 514, Level 1, Room 2 (Brunswick)
Registration for the workshops is essential. Space is limited. Click here to register (RMIT Login required).
We recently added them to our blogroll (right of screen)– go visit their site for more perspectives on starting the year.