And so we come to the infamous peer teach session! In which we were each given seven minutes to teach on anything we wanted by whatever means we desired, followed by seven minutes of questions and answers, not about the content so much as observations about our teaching style.
Some interesting topics and techniques as you can imagine, from the health benefits of juicing with taste testing, to a presentation on everything you would ever want to know about the Fender Stratocaster. I taught some philosophy, in a session I called ‘Something Nietzsche Couldn’t Teach Ya: A potted history of Western philosophy from 470 BCE to (almost) the present day … Via the medium of song!’
I created a presentation using Storyline that took Monty Python’s Bruces’ Philosophers’ Song and added breaks after each philosopher was introduced in which to talk about their key contributions. In the presentation itself I had some bullet points fly in along with displaying some basic biographical information. It was well received, and I was able to field all the questions I got, though sometimes with reference to the notes I had prepared as there are things in the song which I haven’t studied.
One little thing I did struggle with was time management. The seven minute format was chosen for a reason, to see how well you can manage your topic into the available space. Though the song is very short, I had about a minute of content for each philosopher which took me over. Anticipating this, when I received my six minute warning I was ready to skip to the end and the final slide which I wanted to leave people with – about Socrates decrying modern technology! Watch the full presentation here if you wish.
A very interesting morning session for the technology module, EDPM08, covering uses of technology to support self and peer assessment. The great thing about the tutor on this module is that they don’t just know their stuff, they back everything up with research proving that what they’re talking about works. That’s definitely something to keep in mind and aspire to in my own teaching.
First there was a discussion about peer marking, and research that shows that it only takes a surprisingly small number of peer grades to be averaged for it to approximate the grade of a tutor. That’s something that could prove very useful in the assessment for the ArtWorks MOOC that I’ve been assisting to develop. Then we covered the value of real-time formative feedback assisted by quiz tools such as Socrative and Poll Everywhere. And finally, not strictly supported by technology, there was a discussion about comparative marking, giving tutors two papers and deciding which of the two should get a higher mark, but without actually grading them. An interesting idea that I would like to look into further to find out more about how it works.
There was also a nice, almost throwaway remark about the concept of ‘desirable difficulties’, and anecdotal evidence that students learn more from bad lecturers as it makes them have to work harder to make sense of what is being taught. A kind of unintended experiential learning!
The afternoon session was back to the core module, EDPM05, and the use of reflection on teaching and learning. This was facilitated through an iterative exercise where we discussed where and how reflection takes place, wrote down ideas on sticky card and then worked the cards round on a board to reach some conclusions as a group.
Two sessions today, delivered by two guest lecturers on different topics. The morning was devoted to peer observation and discussed the exercise in general terms, the balance which needs to be struck between institutional and individual focus, and between negotiated and imposed criteria, and then on how it works here at Sunderland specifically. Here there is a standardised form which is part of the academic quality handbook, and everyone has to be peer observed a couple of times every year. One of the assessments for this module is for me to be observed, conduct an observation and write a reflective piece on the experience.
This was followed by a discussion on various quality frameworks and their different purposes which we assessed on a scale of institutional / individual focus, and negotiated / imposed criteria:
- UKPSF: About an individual’s professional teaching;
- NSS: The National Students Survey about their experience;
- TEF: The impending Teaching Excellent Framework which is designed to capture the performance and effectiveness of institutions;
- DfE Teacher Standards: About the role and responsibilities of teachers;
- Oftsed Observation Matrix: About the quality of learning as a result of teaching.
Our lecturer in the afternoon began with a discussion on different types of knowledge in practice, including research based evidence, tacit knowledge (from the work of Michael Polanyi who gives, as an example, the ability to ride a bicycle but difficulty in explaining how), and postmodernist approaches which argue that knowledge is socially constructed and thus particular to a given set of social and historic circumstances.
This was followed with reflective practice, the usual suspects, Gibbs and Schon, and a new one for me, Jan Fook, who writes about critical reflection and the need to unearth and examine the deeply held assumptions underlying our experiences.
Finally there was a discussion about his own research in auto-ethnography, a disciple which combines anthropology with biography to record the experience of being in a particular culture.