Respondents have answered both 'what' and 'how', i.e. 'what' we are
trying to get students to achieve in knowledge/skills terms at Master's
level and 'how', given that we are faced with different types of
background, possibly international students or those with different
knowledge bases from their first degree. Both these things are necessary
for the answer to your question Sally.
For me the key principles of teaching remain:
1. One has to start from the students' current understandings to enable
them to build new ones;
2. One has to enable students to build a broad knowledge base providing
them with clear frameworks, concepts, theories, in which to locate the
details;
3. One has to model the meta-cognitive processes for the students so
they can learn how to think and question and effectively make sense of
the discipline approach.
I would expect to teach using these principles at any level,
recognising there will be differences in the 'what' and 'how' for
different groups of students. e.g. I had to modify my use of language
when teaching some Master's students last year when I realised some were
second language English speakers, and I could no longer expect that
level of language sophistication. It seems appropriate to shift the
'how' I teach to meet the needs of those learners, so I can meet the key
principles of teaching and enable my student to reach the 'what' I want
them to learn at that level. The notion of Masters level arises from the
'what' not the 'how'. The pedagogic approach must meet the students'
needs.
Well there's a long lecture for Friday evening!
Have a good week-end all
Jill
Jill Armstrong
LearnHigher Director
Liverpool Hope University
Hope Park
Liverpool L16 9JD
Tel: 0151 291 3289
Fax: 0151 291 2033
mailto: [log in to unmask]
>>> "Brown, Sally" <[log in to unmask]> 06/29/07 2:57 pm >>>
Thanks Helen for some really excellent resources.
Best wishes
Sally
-------------------------------------------------------------------
Prof Sally Brown
Pro-Vice-Chancellor
Professor of Higher Education Diversity in Learning and Teaching, Room
G03, Old School Board Calverley St, Leeds LS1 3ED Phone: Leeds
Metropolitan University
0113 81 26765
------------------------------------------------------------------
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development
Association [mailto:[log in to unmask]] On Behalf Of Helen King
Sent: 29 June 2007 14:01
To: [log in to unmask]
Subject: Re: How is teachijng at Masters level different from teaching
at Undergraduate level?
Hi everyone,
We've done some work on this at the GEES Subject Centre but as Liz
noted
there is very little out there. We are holding a one day meeting on
internationalisation at the Masters level that will also include
discussion on L&T issues; in addition myself and some colleagues have
just submitted an article to the Journal of Geography in Higher
Education on diversity at postgraduate level (building on diversity to
enhance L&T). Also, a special edition of our publication, Planet, is
devoted to Masters' level (see
http://www.gees.ac.uk/pubs/planet/index.htm#P14).
Cheers,
Helen
~~~~~~~~~~~~~~~~~~~~~~
Dr Helen L King FSEDA
Assistant Director:
The Higher Education Academy
Subject Centre for GEES
Buckland House
University of Plymouth
PL4 8AA
Tel: +44 (1752) 233 532
Fax: +44 (1752) 233 534
Email: [log in to unmask]
http://www.gees.ac.uk/
~~~~~~~~~~~~~~~~~~~~~~~
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development
Association [mailto:[log in to unmask]] On Behalf Of Elizabeth Grant
Sent: 29 June 2007 09:21
To: [log in to unmask]
Subject: Re: How is teachijng at Masters level different from teaching
at Undergraduate level?
Dear Sally et al
Here at Leicester we are currently exploring this topic and we hope to
publish the results of our own investigations. We have held our first
institutional conference on the specific needs of these learners and
have
been working with the York Consulting Group who are conducting a
survey
on
behalf of the HEA. We have also taken part - as have a number of other
institutions - on this survey into the taught postgraduate (TPG)
experience.
There is very little about on this topic as a specific group although
there is a good report written on the web by Tom Sastry (HEPI) in 2004.
Tom now works for HEFCE and he agrees that there is a derth of
literature.
There is also a report to the House of Commons Education and Skills
Committee Inquiry in 2006 that provides background. There are numerous
reports and publications from such bodies as the IAU - and given that
so
many of these learners are 'international'these are relevant.
The results of the HEA survey are expected sometime soon. Leicester
will
be delivering a further three events on focused TPG topics and we
would
be
interested to talk to any other insitutions about the possibility of a
collaborative event - perhaps in response to the findings of the
survey.
Kindest regards to all
Liz
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