[:en]Pancakes and the UKPSF (don’t throw the Baby out with the Bathwater!) [:cy]Crempog a’r UKPSF (peidiwch daflu’r Babi allan gyda’r dŵr ymolchi!) [:]

[:en]

Did you make pancakes for Shrove Tuesday? What was your recipe? Your preferred style of cooking?

Making pancakes this past week and watching others do it made me draw upon the metaphor of teaching is like a cook making pancakes. Teachers are the cooks, students the pancakes.

We can essentially have the same core ingredients of flour, eggs and milk with some notable and argued variations in my house!), yet with different pan sizes and styles (flat or sides), whether you use butter or oil to grease the pan, the heat of the flame, tossing it or turning it with a spatula, you can get varied results.  Not enough cooking – it’ll be edible, probably, but a bit chewy. Some can come out like scrambled eggs. Take your eye off it – a burnt disaster.  And then after its cooked, you have a diverse range of toppings to apply, recognising the diversity of our learners and their preferences.

Just like our students, teachers (cooks) are different and multi-faceted.  There is no one size fits all approach and no one particular teaching style that we adopt.

This is the message that has across from discussing ‘what is your metaphor’ for teaching with students on the PGCert and through other conversations with colleagues. There’s a lot of literature on metaphors for teaching, what each represents and we had a rich, engaging discussion of what images ‘said’ to our colleagues as teachers and which particular metaphor they associated with.

It was then further reinforced in Wednesday’s (6th March) 7Cs seminar series where Dr. Nigel Francis shared his teaching journey as a precursor around his story for flipping his classroom. Drawing on a quote from Jay Cross, Nigel talked about whether your teaching style is like riding a bus, dictating the journey for students who might be bored looking out the window, or whether you are on a bike ride with them, where they might occasionally wobble, fall off and go a different path, but you get to the same destination in the end while engaging and empowering the riders.  Powerful metaphors for letting go and guiding students.

That being said, while we might have a preferred approach to teaching, what struck me is that we might employ a range of approaches, depending on level of study, our students’previous experiences and background, within the same teaching session, across modules. Indeed Nigel outlined that in some circumstances, while active learning is desirable in most cases, there may be a place for more didactic style of teaching – but that’s possibly the material that you ‘flip’.

To quote an idiom – “Don’t throw the baby out with the Bathwater” (https://dictionary.cambridge.org/dictionary/english/throw-the-baby-out-with-the-bathwater) to teaching approaches and strategies that may be effective in particular circumstances. Its valuable to equip yourself with the appropriate tool and strategy for the learning activity you are faced with.

This is where the flexible interchange of the UKPSF dimensions of practice come to mind and in which you recognise yourself as a Fellow of the Higher Education Academy.  The UKPSF, portrayed as a triangular interaction between the Areas of Activity, Core Knowledge and Professional Values, teaching is much more complex, overlayed and fluid than the diagram suggests.

So, some things to think about. What’s your metaphor for your teaching style?

Editor’s Notes

Blogpost specifically on Nigel’s session coming soon and repeat of Nigel’s session is on 15th May 2019 – book here: https://www.eventbrite.co.uk/e/7cs-seminar-becoming-a-better-teacher-the-flipped-classroom-tickets-57723896729

More information about the 7Cs seminar series: https://spark.adobe.com/page/vUuxhmKq2iJkz/

Also, an online chat planned the week of May 13th 2019 to discuss differences in your styles. More details to follow.

Jay Cross’s metaphor appears in “Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance” 2006, published by Pfeiffer & Company[:cy]

A wnaethoch chi grempog ar gyfer Dydd Mawrth Ynyd? Beth oedd eich rysáit? Eich hoff ffordd o goginio?

Wrth wneud crempog yr wythnos hon ac wrth edrych ar eraill yn gwneud, fe ddaeth y trosiad i mi, mae dysgu fel gwneud crempog. Yr athrawon yw’r cogyddion a’r myfyrwyr yw’r crempog.

Rydym yn gallu cael yr un cynhwysion craidd o fflŵr, wyau a llaeth (gyda pheth amrywiad yn fy nhŷ i!), ond gyda phedyll o feintiau a mathau gwahanol (fflat neu ochrau), menyn neu olew i iro’r badell, gwres o’r fflam, troi gyda neu heb sbatwla, gallwch gael amrywiaeth o ganlyniadau. Os nad yw wedi coginio digon – fydd yn dda i fwyta ond siŵr a bod gyda digon o gnoi ynddo. Mae rhai yn troi allan fel wyau wedi sgramblo. Os rydych yn cymryd eich llygad oddi wrtho – gall llosgi. Ar ôl iddo goginio, mae yna amrywiaeth o bethau i fynd ar ei ben, dyma adnabod yr amrywiaeth yn ein dysgwyr a’u dewis nhw.

Fel ein myfyrwyr, mae athrawon (cogyddion) yn wahanol ac yn amlweddog. Nid oes yna un maint sy’n ffitio pawb ac nid oes yna ddull dysgu penodol ychwaith.

Dyma’r neges sydd wedi dod wrth drafod ‘beth yw eich trosiad chi’ am ddysgu, gyda myfyrwyr ar y TUAAU a thrwy siarad â chydweithwyr. Mae yna lawer o lenyddiaeth ynglŷn â throsiadau ar gyfer dysgu, beth mae pob un yn golygu. Cawsom drafodaeth ddeniadol ar beth oedd lluniau yn ‘dweud’ i’n cydweithwyr fel athrawon, a pha drosiad oedd gysylltiedig â’r llun.

Yna, fe atgyfnerthir hwn yn seminar cyfres y 7C Dydd Mercher (6ed o Fawrth) lle wnaeth Dr Nigel Francis rhannu ei brofiad dysgu fel rhagflaenydd o amgylch ei stori am drosi’r dosbarth. Gan ddefnyddio dyfyniad gan Jay Cross siaradwyd Nigel am arddulliau dysgu, ai mynd ar fws, gosod y siwrnai i’r myfyrwyr sydd wedi diflasu ac yn edrych allan drwy’r ffenest, neu, ar daith beicio gyda nhw, ble byddant weithiau’n siglo, cwympo a mynd ar drywydd gwahanol, ond yn cyrraedd yr un lle yn y diwedd wrth rymuso’r beicwyr.

Wrth ddweud hynny, efallai bod gennym arddull dewisol i addysgu, ond beth wnaeth taro fi oedd y ffaith bod ni’n defnyddio amrywiaeth o ddulliau gan ddibynnu ar lefel o astudiaeth, cefndir a phrofiad blaenorol y myfyrwyr, o fewn yr un sesiwn dysgu, ar draws modylau. Fe wnaeth Nigel amlinellu hynny mewn rhai amgylchiadau, lle bo’ dysgu gweithredol yn ddymunol yn y rhan fwyaf o achosion, efallai bod lle ar gyfer dysgu didactig – ond efallai dyna’r adnoddau rydych yn ‘trosi’.

I ddyfynnu idiom – “peidiwch daflu’r Babi allan gyda’r dŵr ymolchi’’ (https://dictionary.cambridge.org/dictionary/english/throw-the-baby-out-with-the-bathwater) –
i ddulliau addysgu a strategaethau a all fod yn effeithiol mewn amgylchiadau penodol. Mae’n werthfawr i chi gyfarparu eich hun gyda’r strategaeth briodol ar gyfer y gweithgaredd dysgu yr ydych yn ei wynebu.

 

Dyma le mae cyfnewidfa hyblyg dimensiynau ymarfer UKPSF yn dod i ystyriaeth ac rydych chi’n cydnabod eich hun fel Cymrawd yr Academi Addysg Uwch. Mae’r UKPSF, sy’n cael ei bortreadu fel rhyngweithio trionglog rhwng yr Ardaloedd Gweithgaredd, Gwybodaeth Graidd a Gwerthoedd Proffesiynol, mae’r addysgu yn llawer mwy cymhleth, trosgaen a hylif nag y mae’r diagram yn ei awgrymu.

Felly, rhai pethau i feddwl amdanynt. Beth yw eich trosiad i’ch arddull addysgu?

Nodiadau’r Golygydd:

Mae yna flog yn benodol ar sesiwn Nigel yn dod yn fuan ac mae yna ailadroddiad o sesiwn Nigel ar 15 Mai 2019 – archebwch yma: https://www.eventbrite.co.uk/e/7cs-seminar-becoming-a-better-teacher-the-flipped-classroom-tickets-57723896729

Rhagor o fanylion ynglŷn â chyfres seminar 7C: https://spark.adobe.com/page/vUuxhmKq2iJkz/

Hefyd, trefnwyd sgwrs ar-lein wythnos Mai 13 i drafod gwahaniaethau yn eich arddulliau. Mwy o fanylion i’w dilyn.

Mae trosiad bws/beic Jay Cross yn ymddangos yn “Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance” 2006, cyhoeddwyd gan Pferiffer & Company[:]

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