Scaffolding for deep learning 3 Scaffolding Clear Guidelines

Scaffolding: for deep learning

3. Scaffolding/ Clear Guidelines for Students MINO: GALGUERA: ‘Making Interdisciplinary Connections’ ‘Encouraging Student Teachers to Document Reflective Practice’ • Link Aloud Method – “Mino's Link Aloud involves interviewing a student to understand how the student integrated different disciplines within an assignment” (The Carnegie Foundation, 2010). • Snapshot Tool – “Tomás Galguera is among the first scholars to use the snapshot tool not only to document his own teaching but to enable his students to show their learning” (The Carnegie Foundation, 2010).

3. Scaffolding/ Clear Guidelines for Students MINO • Concept map of students’ essays – linking highlighted words within the text to audio-links which further explain its meaning in the student’s own voice. • Link Aloud method - used to record student group seminars with the ability to analyse student language use and indications of further learning within the group. GALGUERA • Student snapshots – allowed students to clearly recognise their learning and transfer life and academic skills. • Student reflection on teaching practicesnapshots allow students to effectively review, reflect and capture their individual teaching practice

3. Scaffolding/ Clear Guidelines for Students MINO • Link Aloud has enabled students to – a) Make connections between their work and theory. b) Have a clearer understanding of academic writing skills. c) Ability to reflect on tutor comments and apply this to their own work. GALGUERA • Snapshot design – clear templates with structured questions, split into 3 categories. Allowing students to – 1. Review current teaching resources. 2. Record an individuals teaching practice. 3. Reflect on student teaching and learning experiences.

3. Scaffolding/ Clear Guidelines for Students MINO d) Record personal progression. e) Define writing strengths and weaknesses. f) Have the ability to improve their use of technology. GALGUERA • Peer review – each student snapshot reviewed through a collaborative wiki tool, ability to share and scaffold good practice for future learning. • Students were able to develop, understand transfer valuable teaching and personal skills.

6. Sharing Good Practice with Peers Mino: ‘Making Interdisciplinary Connections’ Mino’s work has been developed for: • American Psychological Association standard research report template. GALGUERA: ‘Encouraging Student Teachers to Document Reflective Practice’ Galguera has successfully: • Completed a pilot of the KEEP Toolkit (2004); documented and shared good teaching practice.

6. Sharing Good Practice with Peers MINO Galguera • Mino has presented at the International Society for the Scholarship of Teaching and Learning conference and published his findings in Change Magazine and NFDC Exchange Newsletter. • Mino’s work has been critically examined by an academic audience proving successful as a key example of good teaching practice. • Results from the KEEP Toolkit pilot (2004) shared with Mills Faculty at a Technology Fair (June 2004). • Creation of the Mills Initiative – a dedicated Center for Teaching Excellence.

References • Gallery of Teaching & Learning ‘Making Interdisciplinary Connections’ (online), The Carnegie Foundation. Available from: http: //cms. carnegiefoundation. org/gallery_of_tl/making _interdisciplinary_connections. html (accessed 17 November 2010). • Gallery of Teaching & Learning ‘Encouraging Student Teachers to Document Reflective Practice’ (online), The Carnegie Foundation. Available from: http: //cms. carnegiefoundation. org/gallery_of_tl/encour aging_student_teachers_to_document_reflective_practi ce. html (accessed 22 November 2010).