2014
PASS@UQ
Program
Session One
Before Semester
Session One
Session Two
• What are the expectations for • How do we manage
PASS professionalism at
PASS classes for
UQ?
learning?
• How do we learn?
• How do we facilitate PASS
for learning?
•
How do we plan for
learning?
• How is my PASS
leadership evaluated?
• What else do I need to
know before I start
leading PASS?
During Semester
Session Three
• What happened in my
classes?
• How can I continue to
improve my PASS
leadership?
• Where to from here?
handout
www.tedi.uq.edu.au
Session One
1.1
What are the expectations of PASS leader
professionalism at UQ?
1.2
How do we learn?
1.3
How do we facilitate PASS for learning?
1.4
How do we plan for learning?
www.tedi.uq.edu.au
1. 1. What the expectations for PASS
professionalism at UQ?
Learning Objectives
• Gain an appreciation of the value and role of
PASS leaders at UQ
• Identify the expectations of a professional
PASS leader at UQ
• Reflect on your prior experiences in PASS
classes
• Identify concerns common to new PASS
leaders
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Research demonstrates that the relationship with PASS leaders
is vital to the quality of students’ educational experience
www.tedi.uq.edu.au
Graduate
Attributes
Demonstrate
attainment of
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Tasks
Prepare the
learner for
Achieved
through
Learning
Activities
handout
Course teaching cycle (adapted from Humphries & Jolly, 2003)
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UQ Policy and Procedures
Library (PPL)
UQ Staff Code of Conduct
Respect for University governance
Respect for persons
Integrity
Diligence
Economy & efficiency
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handout
7
As a PASS leader at UQ, you are a valued
member of the academic community and a
critical part of our students’ learning
experiences.
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ACTIVITY 1:
Your PASS experiences
Best PASS?
Worst PASS?
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ACTIVITY 2:
Concerns as a new PASS leader
What’s worrying you?
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Before Semester
Session One
Session Two
• What are the expectations for • How do we manage
PASS professionalism at
PASS for learning?
UQ?
• How is my PASS
• How do we learn?
leadership evaluated?
• How do we facilitate PASS
for learning?
• How do we design PASS for
learning?
• What else do I need to
know before I start
PASS?
During Semester
Session Three
• What happened in my
PASS classes?
• How can I continue to
improve my PASS
leadership?
• Where to from here?
handout
www.tedi.uq.edu.au
Active reflection on your
own and others’
experiences is the first step
to developing a professional
approach to teaching.
Ramsden, 2003
www.tedi.uq.edu.au
1.2. How do we learn?
Learning Objectives
• Gain an appreciation for principles
of learning
• Recognise the influence that PASS leaders
have on learners
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ACTIVITY 3:
Your own experiences with learning
Think of something you are
good at…
How did you become good at it?
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ACTIVITY 4:
Your own experiences with learning
How do you know you are
good at that?
Think
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Pair Share
1. Motivation – We learn when we pay attention, are interested and
can see the relevance. We use engagement strategies to motivate our
students to engage in the learning process.
2. Practice – We learn by doing it ourselves. People will have different
preferences for how they like to practise and there are some disciplinary
differences (for example, how you learn and practise for mathematics
will differ for how you learn and practise for music). Even within the
same discipline, people will go about practising differently.
3. Feedback – We respond to other people’s reaction to guide our
learning. Other people’s reaction can also impact on our motivation to
persist or disengage. Feedback is critical in the learning process.
4. Reflection – We need time to reflect and make sense of what we
are learning.
Adapted from Phil Race (Race, P. (2010). Making Learning Happen (2nd ed.).
London: Sage Publications) and http://phil-race.co.uk
www.tedi.uq.edu.au
handout
ACTIVITY 5:
Your influence on student learning
With the principles of learning in mind…
How would you like to influence your
students?
handout
www.tedi.uq.edu.au
To become a good teacher, first you
must understand your students’
experiences of learning. Out of this
grows a set of principles for effective
teaching in higher education.
(Ramsden, 2003, Preface)
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As a PASS leader you need to provide a variety
of learning experiences.
Remember that your students won’t necessarily
learn the same way you do.
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1.3. How do we facilitate PASS for learning?
Learning Objectives
• Gain an appreciation of student diversity at UQ
• Discuss strategies to cater to diverse learners
• Identify characteristics of supportive and engaging
PASS
• Recognise the importance of small group learning
strategies
• Recognise that we learn in different ways
• Recognise the impact the different ways we learn can
have on our leading PASS
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ACTIVITY 6:
Who will your students be?
•What age?
•What gender?
•Where will they come from?
•What past educational experience will
they have?
Think
www.tedi.uq.edu.au
Pair Share
handout
Diversity of students at UQ
nearly 40,000 students
24,000 born in Australia and over 200 Indigenous
Australians and Torres Strait Islanders
13,000+ born overseas
around 22% (8000+) international students from 128
countries
around 18% (7000+) speak one of 91 languages other
than English at home
www.tedi.uq.edu.au
(UQ Reportal, 2010)
Diversity wheel
The Diversity Wheel
From Loden, M. (1996). General Information Folio 1: Culturally Inclusive Environment. Retrieved from
www.tedi.uq.edu.au/cdip/pdfs/folio_1.pdf
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As PASS leaders your teaching needs to be
inclusive, meaning every student has the
opportunity to engage in learning in every
tutorial.
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Positively interact with
students
Use inclusive
language &
appropriate modes
of address
Culturally
inclusive
classroom
Actively
discourage
classroom
incivilities
Encourage open,
honest & respectful
class discussion
Recommended strategies to assist with creating a culturally
inclusive classroom
(GIHE Good Practice Resource Booklet – Designing Culturally Inclusive Learning and
Teaching Environments - Classroom Strategies)
www.tedi.uq.edu.au
handout
ACTIVITY 7:
Case studies
•What is the problem?
•How did it come about?
•What strategies would you use to
address it?
Think
www.tedi.uq.edu.au
Pair Share
handout
PASS leaders need to
create classes that
engage all students in
learning.
www.tedi.uq.edu.au
1.4. How do we plan for learning?
Learning Objectives
• Recognise the importance of planning and preparation for
PASS
• Critique and evaluate a PASS plan
• Recognise the importance of motivation and engagement
• Recognise the importance of activating prior learning
www.tedi.uq.edu.au
www.tedi.uq.edu.au
The Principles
of Learning
Motivation
Practice
Feedback
Reflection
www.tedi.uq.edu.au
1.
2.
3.
4.
The Principles
of Learning
Motivation
Practice
Feedback
Reflection
www.tedi.uq.edu.au
1.
2.
3.
4.
The Principles
of Learning
Motivation
Practice
Feedback
Reflection
www.tedi.uq.edu.au
1.
2.
3.
4.
The Principles
of Learning
Motivation
Practice
Feedback
Reflection
www.tedi.uq.edu.au
1.
2.
3.
4.
Planning your learning activities
reflection
motivating
informing
practice
with
feedback
Adapted model for considering learning activities in tutorials (McAlpine, 2004)
www.tedi.uq.edu.au
handout
www.tedi.uq.edu.au
ACTIVITY 8:
PASS plans
Critique two PASS plans
www.tedi.uq.edu.au
Case studies are a useful
strategy for inclusive
small group teaching.
handout
ACTIVITY 9:
Your first PASS
Identify one idea you might
use effectively in your first
PASS.
handout
www.tedi.uq.edu.au
Preparation
Preparationand
andorganisation
organisationare
aredetermining
determining
factors
factorsininstudent
studentsatisfaction
satisfactionwith
withteachers,
teachers,
lecturers,
lecturers,tutors
tutorsand
andPASS
PASSleaders
leadersand
andare
are
correlated
correlatedwith
withhigher
higherstudent
studentlearning
learningoutcomes.
outcomes.
handout
www.tedi.uq.edu.au
Graduate
Attributes
Demonstrate
attainment of
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Tasks
Prepare the
learner for
Achieved
through
Learning
Activities
Course teaching cycle (adapted from Humphries & Jolly, 2003)
www.tedi.uq.edu.au
Question for reflection
How has this session influenced your
perceptions of PASS and student
learning?
www.tedi.uq.edu.au
Graduate
Attributes
Demonstrate
attainment of
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Prepare the
learner for
Achieved
through
Learning
Activities
Tasks
Course teaching cycle (adapted from Humphries & Jolly, 2003)
www.tedi.uq.edu.au
PASS@UQ Program
Session Two
2.1
How do we manage PASS for learning?
2.3
How is my PASS leadership evaluated?
2.4
What else do I need to know before I start PASS?
www.tedi.uq.edu.au