Message-ID: <[log in to unmask]>
Priority: NORMAL
X-Mailer: Execmail for Win32 Version 5.0.1 Build (55)
MIME-Version: 1.0
Content-Type: Text/Plain; charset="us-ascii"
Dear ILTers
A very brief introduction: I work at the Graduate School of
Education at the University of Bristol, where I teach on a masters
course in TESOL. Not that I now do a lot of teaching, since I am
also the Manager of the LTSN Education subject Centre,escalate.
However, I have been teaching for many years and have a lasting
fascination with how students - and their teachers - learn. As I
used to manage the TESOL line of study, I also have a lively
interest in the financial and other contraints on innovation and
best practice.
Team teaching: is it an economic problem?
One answer to the economic problem of team teaching might be to
turn it on its head and think about team learning. At the GSOE
a group of us is experimenting with a system of 'group dialogues'
(broadly adapted from Brockbank A, and McGill I 1998
Facilitating Reflective Learning in Higher Education Buckingham,
SRHE and Open University Press chapter 7) We found last year that
we were using far more than the allocated amount of time for
academic tutorial support and the effects of this seemed
actually to increase dependency and restrict independent learning.
The group approach requires a bit of time to set up, but for
seminars what you would do would be to set up structured group
meetings for the students to fall between each seminar. At the end
of a short cycle of discussion and writing and reflection, the
students then draw up their own agenda for the next seminar
(probably within some topic guidelines from you) which they give
the tutor prior to the seminar. You would *have* to reduce the
number of tutor led sessions, in order to allow students
timetabled time for their own work leading up to the taught event.
This would neatly allow you to have your team teaching at the
seminars at no extra cost. We have planned it around the
preparation of assessed coursework, and have prepared a document
for students explaining how it all works. Round one will be
facilitated by one of the staff and then off they go....I cannot
say how well this works, but will report back later in the year if
anyone is interested. Similarly if anyone would like to have a
look at our doc, do get in touch. The prediction is that it will
increase independent learning, develop teamwork skills, develop
interpersonal skills around giving and receiving feedback, for
example, encourage thinking & discussion about learning strategies
and at the same time increase staff time for other tasks. Not a
lot to aim for, is it?!
Arlene
----------------------
Cultures of Learning: Risk, Uncertainty and Education
International Conference, Bristol April 19th to 22nd 2001
Book online at www.clio.org.uk
----------------------
Arlene Gilpin
Manager,
escalate
LTSN Education Subject Centre
Tel: 0117 9287040
http://www.escalate.ac.uk
[log in to unmask]
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
|