HEA DISCUSSION GROUP SESSION 1 Making Learning Happen

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HEA DISCUSSION GROUP – SESSION 1 Making Learning Happen A Guide for Post-Compulsory Education

HEA DISCUSSION GROUP – SESSION 1 Making Learning Happen A Guide for Post-Compulsory Education – 2 nd Ed. (2010) Phil Race 20 -41

TOP 5 FACTORS FOR SUCCESSFUL LEARNING Which ones do NOT belong? 1. Wanting to

TOP 5 FACTORS FOR SUCCESSFUL LEARNING Which ones do NOT belong? 1. Wanting to Learn 5 Making Sense of things 2. Needing to Learn 6 Learning it the first time 3. Recalling information 7 Learning by Doing 4. Learning by Mistakes 8 Learning through Feedback Discuss towards agreement!

TOP 5 FACTORS FOR SUCCESSFUL LEARNING Which ones do NOT belong? 1. Wanting to

TOP 5 FACTORS FOR SUCCESSFUL LEARNING Which ones do NOT belong? 1. Wanting to Learn 5 Making sense of things 2. Needing to Learn 6 Learning it the first time 3. Recalling information 7 Learning by Doing 4. Learning by Mistakes 8 Learning through Feedback

WHICH FACTORS DO YOU SEE IN YOUR SS? Discuss with each other. 1. Wanting

WHICH FACTORS DO YOU SEE IN YOUR SS? Discuss with each other. 1. Wanting to Learn 3 Making sense of things 2. Needing to Learn 4 Learning by Doing 5 Learning through Feedback Do you agree with your colleagues?

2 IMPORTANT FACTORS TO OPTIMIZE POSITIVE FEEDBACK TO STUDENTS 1 Providing feedback VERY SOON

2 IMPORTANT FACTORS TO OPTIMIZE POSITIVE FEEDBACK TO STUDENTS 1 Providing feedback VERY SOON AFTER student actions 2 The feedback needs to be RECEIVED by the student, not rejected or dismissed. Share an example of how a student received your feedback or feedback from a classmate. -Was it fast feedback? receive it? -How did the student

THINK OF A STUDENT WHO: DIDN’T WANT TO LEARN OR COULDN’T SEE THE NEED

THINK OF A STUDENT WHO: DIDN’T WANT TO LEARN OR COULDN’T SEE THE NEED Which course? How did you know he/she did not want to learn or could not see the need to learn? What did/could you do about that?

MOTIVATION Race suggests pointing ahead to: 1 What they will be able to do

MOTIVATION Race suggests pointing ahead to: 1 What they will be able to do when they have learned sth successfully 2 What doors this may open for them in their future careers/lives 3 How learning this bit will make the next bit achievable Do you think this works?

WHAT DOES THIS MEAN? WIIFM

WHAT DOES THIS MEAN? WIIFM

WHAT’S IN IT FOR ME? MOTIVATION = Race suggests getting ss to DO SOMETHING

WHAT’S IN IT FOR ME? MOTIVATION = Race suggests getting ss to DO SOMETHING THAT: §Is INTERESTING to do §Does NOT take LONG §Will CHALLENGE them but NOT SCARE them §May convince them to DO SOMETHING MORE soon Share an example of a class learning activity that a s opted out o Think of a task that you could use to satisfy the above criteria.

RIPPLE NUMBER 5: COACHING, EXPLAINING, TEACHING Race suggests we encourage our students to go

RIPPLE NUMBER 5: COACHING, EXPLAINING, TEACHING Race suggests we encourage our students to go beyond feedback by getting them to TEACH the new learning. How could you do this in your class? Give an example and explain how it would work.

RIPPLE NUMBER 6: ASSESSING Race suggests we encourage our students to SELF-ASSESS or PEER-ASSESS

RIPPLE NUMBER 6: ASSESSING Race suggests we encourage our students to SELF-ASSESS or PEER-ASSESS their learning. How could you do this in your class? Give an example and explain how it would work. What are the benefits?