Planning Learning Activities

Report
Marion Webb
January 2015
By the end of the session you will be able to
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Design a learning activity that is outcomes
based
Relate this to level descriptors for teaching at
Masters level
Write learning outcomes for a teaching
session
Use a framework for planning activities
relating to assessment
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Introductions-to each other and to the
session
How learning happens
Outcomes based education and the principles
of Constructive Alignment (cracking the
jargon!)
Reviewing learning outcomes
Considering some teaching methods
Planning a session-having a go
Links to assessment
Evaluation and close
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Introduce yourself to the people around you
Explain what teaching you are involved in (or will
be involved in)
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Knowledge is experience, everything else is
just information’. Albert Einstein
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Spend a few minutes considering the
questions on the handout.
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What do we as teachers need to bear in mind
in order to make learning happen?
Based on Race P Making Learning Happen
http://phil-race.co.uk
(accessed 4 February 2014)
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practice
trial and error
having a go
repetition
experimenting
feedback
praise
confidence
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What do you want your students to learn?
( Learning outcomes)
How are you going to help them to learn it?
(Teaching methods and opportunities)
How will you know if they have learnt it?
(Assessment methods and assessment
criteria)
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Broad statements of educational intent
They provide the teacher and student with a
guide to the essential purpose of the session
or module
Eg “To introduce the basic types of igneous
rocks and how they were formed”
“To explore the role of learning outcomes
in curriculum development”
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Learning outcomes describe what a student
should know, understand or do at the
end of a period of learning (a session, a
module, a whole course).
QAA requirement
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“ students will be able to…”
Learning outcomes
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Describe student behaviour-the verb is
important!
Indicate the level of learning (see QAA
definitions of Masters level learning)
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Think of a session you run (or may run). This
could be a seminar, a practical class etc...
Write a couple of learning outcomes for this
session
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What else do you need to consider when
designing a teaching session?
Answers on a post it!
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Selection of main topics and sub topics
Sequencing
Examples
Variety –hear/see/do
Student engagement
Checking understanding
Timing
Pace
Beginnings/middles/endings
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In groups consider the session plan pro
formas and discuss what information you
want to include and format works best for
you
Produce an outline session plan for a one
hour induction session to meet the learning
outcome:
“At the end of the session students should be
able to identify more than five personal
benefits of studying for a Masters at LSHTM”
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Considering what you now know about
making learning happen think of some
methods you could use in your teaching
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Ice breakers
Pair/share
Buzz groups
Role play/30 second
theatre
Instant posters
Post-its
Quizzes
Presentations
Experts and Novices
You tube/video clips
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Discipline specific: PBL,
Practicals
Don’t forget IT! Online collaboration,
quizzes....see HE
Academy
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Is your teaching session inclusive?
By the end of the session you will be able to




Design a learning activity that is outcomes
based
Relate this to level descriptors for teaching at
Masters level
Write learning outcomes for a teaching
session
Use a framework for planning activities
relating to assessment

Thank you!
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Biggs J and Tang C (2011) Teaching for
Quality Learning at University (4th Edition),
Buckingham, OU Press.
Exley, K. and Dennick, R. (2004) Small Group
Teaching London. Routledge

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