Open Door Observation – Large Group Teaching | Arsylwi Drws Agored – Dysgu Grŵp Mawr

During November 2019, I was fortunate enough to observe two staff deliver teaching and learning support to large groups of students.  The first, Dr. Mark Coleman from the College of Engineering teaches over 150 students in his classes and Dr. Sian Rees from the College of Arts and Humanities was teaching a group of approximately 70 Postgraduate taught students.

I was able to do this through our Open Door Programme  https://salt.swan.ac.uk/open-door/ .  I’d been trying to observe a teacher of large groups since this isn’t something that I’ve experienced and felt it was something I had to witness for myself, although I’d seen tips from the HEA: Large Group Teaching Tips

Both Mark and Sian have won student-nominated ELTAs and have been supporting SALT in delivering guidance on teaching through our PGCert and also engagement in TEL Talks (Mark for example shared how he uses Slido in a TEL Talk in May 2019:  (Using Slido and other audience engagement tools – copy and open the link in Chrome/Firefox to view and listen)

The Open Door Programme gives a very loose framework for your observation which I’ve included in this post.


Simple eutectic diagram of a 2 phase alloy

The context of the sessions

Mark’s class was a repeat of a session delivered to first year engineers, which come from diverse cultural and discipline backgrounds (the entire cohort being approx 500 students).  Its delivered in a tiered lecture theatre with whiteboards, 3 screens and an estimated 180 person capacity. The 2 hour session was lecture 15 on eutectics – see picture above and link following (https://www.sciencedirect.com/topics/engineering/eutectics).

 

Sian was examining PR and branding to her masters levels students in a flat floor, fixed row seats in Faraday Towards the back was a ‘platform’ and movement for the teacher was limited to one aisle at the side of the room.


What did I observe?

Shape of a person jumping - shape is made up of words describing a character. Focus of phrases are on being 'alive'

I observed confident educators, clearly engaging and having a good rapport with students and able to be physically engaging by moving throughout the room, despite perhaps apparent barriers – fixed rows and stairs for example.

Mark uses Slido ( https://www.sli.do/) to check student understanding and also as a means of enabling students to ask questions while he’s teaching – perfect for dealing with large class sizes but also addresses issues of inclusivity for those students who wish to remain anonymous/are a bit shy to ask a question (K4, V1).

(There are other technologies to achieve similar goals – see SALT’s webpages:  https://salt.swan.ac.uk/polling-solutions-aka-clickers/ . There is considerable research about the use of such tools for engagement and addressing inclusivity issues, even that it promote learning by making it fun (see Chan, Wan and Ko, 2019) – something that came across in Mark’s class as there’s a competition attached to it!)

Sian asks her students to actively work in pairs (Turn (or think), Pair, Share from the HEA’s Tips) and regularly sets questions for them to discuss and answer and while they are discussing, she will ‘roam the room’ facilitating their learning, encouraging answers from all the students present. There are several examples of active learning techniques being used by Sian which are appropriate to her student characteristics (K2, K3).

Both teachers use approaches to engagement that are appropriate for their group, and bring in their own research into the session (K1).  One of the best things from the Open Door programme was the ability to have a great discussion with both about their rationale for different approaches to teaching, design of the class and support for learning.  To ‘Talk Teaching’ was inspiring.

What is useful to remember is that you aren’t necessarily specialists in the subject of what these colleagues are teaching – engineering and public relations in these cases.  I did learn stuff from them, from Mark I learnt about the different properties and proportions of alloys and how that affects its combined qualities and from Sian in fact how to approach a marketing campaign and your image, regardless of your product.

The Open Door programme asks the question:

Did I see what I wanted to see?

Yes! I also had an invaluable opportunity to explore all kinds of follow-up questions with both and I’d like to think that the discussion enriched our practices from both sides. That is why the Open Door Programme provides a fabulous opportunity to continuing to advance your practice (“do CPD”) and facilitates a key aspect of learning from others (King, 2019). As an HEA Fellow (at all categories), its really important to Remain in Good Standing and therefore to

Chalkboard with phrase "Never Stop Learning"
Never Stop Learning

 

Louise Rees, Senior Academic Developer (HEA), SALT (Twitter: @LJ_Rees, #SUSALTHEA)


 

Two heads silhouetted with bookcases behindFurther Reading

Chan, S.C.H.; J.C.L. Wan and S. Ko (2019) ‘Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems’, in The International Journal of Management Education, Vol 17 (1) 94-102 DOI: https://doi.org/10.1016/j.ijme.2018.12.004

 

Implement Active Learning Strategies, https://serc.carleton.edu/introgeo/gallerywalk/active.html, Accessed December 19 2019

Ellis, R. (2019) Active Learning in HE blogpost. https://salt.swan.ac.uk/getting-active/  Accessed December 19 2019.

Higher Education Academy (2015) “Large Group Teaching Tips” Higher Education Academy, York. https://www.advance-he.ac.uk/knowledge-hub/large-group-teaching-tips

King H. (2019) ‘Continuing Professional Development: What do award-winning academics do?’ Education Developments, Issue 20.2, Staff and Educational Development Association (SEDA)

Ko, L.N.,  Rana J. and S. Burgin (2017) ‘Teaching & Learning Tips 5: Making lectures more “active”‘, International Journal of Dermatology, Vol. 57 (3), 351-354. DOI: https://doi.org/10.1111/ijd.13701

Papadopoulos P.M., Natsis, A, Obwegeser N. and A. Weinberger (2018) ‘Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students’ performance and attitudes’, in Journal of Computer Assisted Learning,  Vol. 35 (2),  305-316. DOI:  https://doi.org/10.1111/jcal.12332

SALT website:  https://salt.swan.ac.uk/polling-solutions-aka-clickers/

UKPSF:  https://salt.swan.ac.uk/about-the-hea-and-ukpsf/


 

Yn ystod mis Tachwedd 2019, roeddwn ddigon ffodus i arsylwi dau aelod o staff yn dysgu a rhoi cefnogaeth addysgu i grŵp mawr o fyfyrwyr. Y cyntaf, Dr. Mark Coleman o Goleg Peirianneg, yn dysgu dros 150 o fyfyrwyr yn ei ddosbarthiadau, a Dr. Sian Rees o Goleg y Celfyddydau a Dyniaethau yn dysgu grŵp o tua 70 myfyriwr Ôl-raddedig a ddysgir.

 

Fe wnes i hyn trwy ein Rhaglen Drws Agored https://salt.swan.ac.uk/open-door/ . Roeddwn eisiau arsylwi athro’n dysgu grwpiau mawr gan nad yw’n rhywbeth dwi wedi cael y profiad o, felly roedd yn rhywbeth roeddwn eisiau tystio i fy hun, er i fi weld cyngor o’r AAU: Cyngor ar gyfer Dysgu Grwpiau Mawr

Mae Mark a Sian wedi ennill ‘ELTA’ (Excellence in Learning and Teaching Award) enwebir gan fyfyrwyr, a hefyd wedi bod yn cefnogi SALT yn rhoi cyfarwyddyd ar ddysgu trwy ein TUAAU, a hefyd yn ein Trafodaethau TEL (Fe wnaeth Mark siarad am sut mae’n defnyddio Slido yn un o Drafodaethau TEL ym mis Mai 2019: Defnyddio Slido a thaclau eraill i gynnwys y gynulleidfa – copïwch ac agorwch y ddolen yn Chrome/Firefox i’w wylio a gwrando)

Mae’r Rhaglen Drws Agored yn rhoi fframwaith llac iawn i’ch arsylwad, rydw i wedi ei gynnwys yn y post yma.


Cynnwys y sesiynau

Roedd dosbarth Mark yn ailadroddiad o sesiwn rhoddir i beirianyddion y flwyddyn gyntaf, sydd yn dod o gefndiroedd diwylliannol a disgyblaethau amrywiol (y garfan gyfan tua 500 o fyfyrwyr). Cynhelir mewn darlithfa â rhenciau, byrddau gwyn, 3 sgrin, a lle i tua 180 o bobl. Roedd y sesiwn 2 awr ar ddarlith 15 ar ewtecteg – gwelir y llun uchod a’r ddolen yma https://www.sciencedirect.com/topics/engineering/eutectics.

 

Roedd Sian yn edrych ar Gysylltiadau Cyhoeddus a brandio gyda’i myfyrwyr lefel meistr, mewn ystafell oedd â llawr fflat, seddau sefydlog mewn rhesi yn nhwr Faraday. Tuag at y cefn, roedd yna ‘platfform’ ond roedd symudiad i’r athro yn gyfyng i un eil ar ochr yr ystafell.

 


Beth wnes i arsylwi?

Fe wnes i arsylwi addysgwyr hyderus yn cysylltu â chyfathrebu gyda’r myfyrwyr, ac yn gallu cysylltu’n gorfforol gan symud o gwmpas yr ystafell er gwaethaf y rhwystrau – seddau sefydlog mewn rhesi a grisiau er enghraifft.

Mae Mark yn defnyddio Slido (https://www.sli.do/) i ddarganfod dealltwriaeth y myfyrwyr a hefyd fel ffordd o allu’r myfyrwyr i ofyn cwestiynau wrth iddo ddysgu – mae’n berffaith i ddelio â dosbarthiadau mawr, ond hefyd yn cyfeirio at faterion o gynwysoldeb i’r rheini sydd eisiau aros yn anhysbys/yn rhy ofnus i ofyn cwestiwn (K4, V1).

Mae yna dechnolegau eraill i gyflawni nodau tebyg – gwelir tudalennau we SALT:  https://salt.swan.ac.uk/cy/polling-solutions-aka-clickers/. Mae yna lawer o ymchwil ar y defnydd o’r fath yma o daclau ar gyfer cysylltu a chyfeirio at broblemau cynwysoldeb, hefyd, ei fod yn gwneud dysgu’n hwylus (Gwelir Chan, Wan and Ko, 2019) – rhywbeth oedd yn amlwg yn nosbarth Mark gan fod cystadleuaeth ynghlwm iddo!)

Mae Sian yn gofyn i’w myfyrwyr i weithio mewn partneriaid (Troi (neu feddwl), Paru, Rhannu o Gyngor yr AAU) ac mae hi’n gosod cwestiynau’n aml iddynt drafod ac ateb, wrth iddynt drafod, mae hi’n ‘cerdded yr ystafell’ ac yn hyrwyddo eu dysgu ac yn annog atebion wrth yr holl fyfyrwyr. Mae yna nifer o esiamplau o ddysgu cyfredol yn cael ei ddefnyddio gan Sian, lle’n briodol i nodweddion y myfyrwyr (K2, K3).

Mae’r ddau athro yn defnyddio dulliau i gysylltu sydd yn briodol i’w grŵp, ac yn dod ag ymchwil eu hun i’r sesiwn (K1). Un o’r pethau gorau am y rhaglen Drws Agored yw’r gallu i gael trafodaeth dda gyda’r ddau ohonynt am eu rhesymau i ddulliau gwahanol o ddysgu, dyluniad y dosbarth a’r gefnogaeth ar gyfer addysgu. Roedd ‘Siarad Dysgu’ yn ysbrydoledig.

Beth sy’n ddefnyddiol i’w gofio, nad ydych o angenrheidrwydd yn arbenigwyr yn y pwnc mae’ch cydweithwyr yn dysgu – peirianneg a chysylltiadau cyhoeddus yn y mater yma. Fe wnes i ddysgu pethau oddi wrthynt, o Mark ddysgais am nodweddion a chyfraneddau aloeon a sut mae hynny’n effeithio’i ansawdd cyfunol. Wrth Sian, sut i ymdrin ag ymgyrch marchnata, heb os am y cynnyrch.

Mae’r rhaglen Drws Agored yn gofyn y cwestiwn:

A wnes i weld beth oeddwn eisiau?

Do! Ges i gyfle amhrisiadwy i ganfod lawer o gwestiynau dilynol, gyda’r ddau ohonynt a hoffem feddwl bod y drafodaeth wedi cyfoethogi’r ymarferion o’r ddau ochr. Dyna pam mae’r rhaglen Drws Agored yn cynnig cyfle gwych i barhau i wella’ch ymarfer (“gwnewch CPD”) ac yn hyrwyddo agwedd allweddol o ddysgu o eraill (King, 2019). Fel Cymrawd o’r AAU (bob categori)-, mae’n bwysig i Aros Mewn Arfer Da ac felly I Fyth Orffen Dysgu.

Never Stop Learning

Louise Rees, Uwch Ddatblygydd Academaidd (AAU), SALT (Twitter: @LJ_Rees, #SUSALTHEA)


Darllen Ymhellach

Chan, S.C.H.; J.C.L. Wan and S. Ko (2019) ‘Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems’, in The International Journal of Management Education, Vol 17 (1) 94-102 DOI: https://doi.org/10.1016/j.ijme.2018.12.004

 

 

Implement Active Learning Strategies, https://serc.carleton.edu/introgeo/gallerywalk/active.html, Accessed December 19 2019

Ellis, R. (2019) Active Learning in HE blogpost. https://salt.swan.ac.uk/getting-active/  Accessed December 19 2019.

Higher Education Academy (2015) “Large Group Teaching Tips” Higher Education Academy, York. https://www.advance-he.ac.uk/knowledge-hub/large-group-teaching-tips

King H. (2019) ‘Continuing Professional Development: What do award-winning academics do?’ Education Developments, Issue 20.2, Staff and Educational Development Association (SEDA)

Ko, L.N.,  Rana J. and S. Burgin (2017) ‘Teaching & Learning Tips 5: Making lectures more “active”‘, International Journal of Dermatology, Vol. 57 (3), 351-354. DOI: https://doi.org/10.1111/ijd.13701

Papadopoulos P.M., Natsis, A, Obwegeser N. and A. Weinberger (2018) ‘Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students’ performance and attitudes’, in Journal of Computer Assisted Learning,  Vol. 35 (2),  305-316. DOI:  https://doi.org/10.1111/jcal.12332

SALT website:  https://salt.swan.ac.uk/polling-solutions-aka-clickers/

UKPSF:  https://salt.swan.ac.uk/about-the-hea-and-ukpsf/

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