ERIC ED407499: Transforming Teaching: Selecting and Evaluating Teaching Strategies. FEDA Paper.

62 Pages·1997·0.89 MB·English

by  ERIC

DOCUMENT RESUME
ED 407 499
CE 073 897
AUTHOR
Mitchell, Carole
TITLE
Transforming Teaching: Selecting and Evaluating Teaching
Strategies. FEDA Paper.
INSTITUTION
Further Education Development Agency, London (England).
REPORT NO
ISSN-1361-9977
PUB DATE
97
NOTE
61p.
AVAILABLE FROM
Further Education Development Agency, Publications
Department, Mendip Centre, Blagdon, Bristol BS18 6RG,
England, United Kingdom (6.50 British pounds).
PUB TYPE
Collected Works
Non-Classroom
Guides
Serials (022)
(055)
JOURNAL CIT FE Matters; vi n14 1997
MF01/PC03 Plus Postage.
EDRS PRICE
DESCRIPTORS
Check Lists; Classroom Techniques; Educational Change;
*Educational Strategies; Educational Technology; Employment
Qualifications; Evaluation Methods; Foreign Countries; Peer
Evaluation; Postsecondary Education; Reflective Teaching;
Standards; Student Evaluation; Student Needs; *Teacher
Evaluation; Teacher Improvement; *Teacher Role; Teacher
Student Relationship; *Teaching Methods; *Technical
Institutes; Vocational Education
IDENTIFIERS
General National Vocational Qualif (England); National
Vocational Qualifications (England); *United Kingdom
ABSTRACT
This journal issue, which is intended for individuals
engaged in planning, providing, and evaluating learning opportunities in
British further education (FE) colleges, provides a framework for selecting
and evaluating teaching strategies for different learning situations. Among
the topics discussed in section 1 are the following: key elements of change
in FE; managing change; learner and teacher dimensions in the new FE;
individual needs and flexibility; technology; and National Vocational
Qualifications, General National Vocational Qualifications, core skills, and
learning. The following topics are examined in section 2: designing learning
events; general principles of teaching and learning; considerations in
selecting teaching strategies; major teaching strategies (case study,
coaching, demonstration, discussion, open and flexible learning, gaming and
quizzes, group work, laboratory science teaching, lecture, role play, rote
learning, simulation, skills practice, individual tutorials, and workshops);
and combinations of teaching and learning strategies. The following aspects
of evaluating teaching strategies are covered in section 3: purpose of
evaluating teaching; evaluation methods; action research and the reflective
process; and reflective practice and teacher development. Contains 10 figures
and 69 references. Appended are two teacher evaluation checklists and two
self-evaluation checklists for teachers.
(MN)
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Further Education
Development Agency
Transforming teaching:
selecting and evaluating teaching
strategies
Carole Mitchell
FE MATTERS.
FEDA paper
3
Acknowledgements
Participating colleges
Barnsley College
Bilston Community College
GLOSCAT
New College, Durham
Trowbridge College
Yale College, Wrexham
Advisory group
Jean Bolton, Barnsley College
Janet Browne, The Community College, Hackney
Stephen Carey, Trowbridge College
Paul Dean, Bilston Community College
Richard Harris, Bolton Institute of HE
Dr Fran Hopwood, Yale College, Wrexham
Ann Hulbert, New College, Durham
Liz Johnson, Richmond-upon-Thames College
Caroline Mager, FEDA
Steve Porter, GLOSCAT
Sandra Redfearn, NCET
David Swindells, University of Huddersfield
Published by the Further Education
Development Agency
Coombe Lodge, Blagdon, Bristol BS18 6RG
Telephone [phone]
Fax [phone] (Publications Department)
Registered charity no: 1044145
Editor: Sara Clay
Designer: Mike Pope
Printed by Blackmore Press, Shaftesbury, Dorset
Cover photograph: reproduced with
permission from South Kent College.
ISSN: 1361-9977
© 1997 FEDA
All rights reserved. No part of this publication
may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means,
optical,
chemical,
electrical,
electronic,
photocopying, recording or otherwise, without
prior permission of the copyright owner.
FE MATTERS
FEDA paper
2
Contents
Preface
4
1. Teaching and learning in FE
the
changing scene and the changing roles
5
A snapshot of teaching and
learning in FE
The key elements of change in FE
Managing change
The learner dimension in the new' FE
Meeting the needs of individual
learners
Flexible learning
Technology
NVQs, GNVQs and learning
Core skills and learning
The teacher dimension in the new FE
Looking to the future
2. Selecting teaching strategies
17
Designing the learning event
General principles of teaching
and learning
Considering teaching strategies
The teaching strategies
A practical example of using a
combination of teaching and
learning strategies
3. Evaluating teaching strategies
43
The purpose of evaluating teaching
Evaluation methods
Action research and the reflective
process
Reflective practice
Reflective practice and professional
development
5
FE MATTERS FEDA paper
Preface
Evaluating teaching strategies
Section 3.
Selecting appropriate teaching strategies for
emphasises the value of reflective practice
different learning situations is essential to
professional development and quality
effective teaching and learning. This report
in
assurance. It offers a model for reflective
provides a framework for making these choices,
practice, considers how mentoring, appraisal,
and defines a range of teaching strategies, with
and professional development logs can be used
guidance on their application and evaluation. It
to evaluate teaching and promote individual
emphasises the principles of teacher as learner
and organisational development.
and reflective practice, and encourages peer
appraisal. The guidance was generated with the
assistance of an advisory group, and piloted in
six FE Colleges. Feedback from the pilot led to
further modification.
This guidance will be of interest to all those
engaged in planning, providing, and evaluating
learning opportunities in the post-16 sector:
teachers, trainers, staff development officers,
curriculum managers, teacher educators, and
those in teacher education and training. The
guidance will also be useful in the production of
evidence for Training and Development Lead
Body (TDLB) qualifications.
The report is designed to complement Learning
That document
Styles (FEDA /FEU 1995).
suggests strategies for working with students to
establish personal learning agreements, taking
account of individual needs and learning styles.
demonstrates that identifying students'
It
learning styles can raise their awareness of
different approaches to learning. This, in turn,
informs the process of negotiating personal
learning contracts and action plans.
This report is divided into three sections:
Section 1. Teaching and learning in FE: the
changing scene and the changing roles
describes the key elements of change in FE, and
considers how the needs of learners and the role
of the teacher are evolving in the new FE
environment.
strategies
teaching
Selecting
Section
2.
examines a wide range of teaching strategies,
and offers a checklist and a framework for
selection.
6
FE MATTERS
FEDA paper
Phil appears to be having difficulty with an IT
1. Teaching and learning in
function and is getting help from two peers. The
FE: the changing scene
teacher is occupied with other students.
and the changing roles
large primary school
observing a
Les
is
classroom, where children are working either
The modern post-16 curriculum is diverse and
together or individually on a variety of tasks
dynamic. The demands for greater flexibility,
and topics. The teacher and classroom assistant
new technology, increasing participation and
are helping different children.
quality issues require us to take a fresh look at
teaching and learning strategies.
Some of these teachers may be working with
teaching strategies they know work well for
The principle of lifelong learning and the
them in particular situations. Others may
emphasis
growing
transferability
on
of
knowledge and skills in the face of rapid
simply be using methods they find familiar and
safe. Some may be experimenting with new
change, mean that teachers, too, need to see
methods.
themselves as learners in this new learning
environment.
diversity and
this
Against
backcloth
of
complexity numerous changes are taking place
within the FE sector.
A snapshot of teaching and learning
in FE
The key elements of change in FE
For an indication of the very broad range of
teachers, and the
strategies available
to
Recent years have seen rapid changes in the FE
complexity of the learning process, let's take a
sector in response to a wide range of challenges
snapshot of the reception area of a typical post-
(See 'Challenges for Colleges', FEU 1994.) All of
16 college.
these challenges have direct or indirect effects
on teaching and learning. The main driving
We see Yusuf heading for a GNVQ Health and
forces for change can be summarised as follows:
Social Care class, and Gloria on her way to a
lecture theatre for a management module on the
Political pressure
first year of her degree programme. Clare is
Politicians are increasingly involved in the
going out to run an in-house training session on
decision-making process relating to education
office communication skills at a local factory,
and training. The Education Reform Act (1989),
Phil is heading for an IT workshop, and Les is
The Further and Higher Education Act (1992)
off to observe a primary school teacher, as part
and other legislation have transformed FE into a
of a teacher training programme.
market-led, and customer orientated business.
If we follow them to their destinations and put
Funding methodology
our heads round the doors, we see Yusuf and his
Financial viability is a paramount concern for
peers enthusiastically acting out a hospital
incorporated FE colleges. Funding inevitably
admission scene. The teacher observes, making
impacts upon the curriculum and how it
is
notes for the debriefing session which follows.
delivered.
Gloria is busily taking notes in the lecture,
Organisational development
alongside 80 others, some of whom are listening
To capitalise on funding opportunities, colleges
intently, while others seem to be daydreaming.
are seeking more efficient means of providing
effective customer services. Under the new
Clare's students are working in groups of three
funding regime, the colleges most likely to
on a telephone simulation exercise. They are
prosper are those characterised by flexibility,
making good use of peer appraisal which, in
opportunism, con-
adaptability,
creativity,
turn, assists the teacher's assessment.
tinuous improvement, a positive orientation
M3TTERS
FE
FEDA paper
5
institution, and then retained and helped to
towards problem solving and a commitment to
succeed. In order to meet growth targets,
maximising their capacity to learn about their
colleges are offering 'products' to attract a wider
environment and themselves. Their staff will
range of customers with different needs.
need to exhibit the same characteristics. This
will require commitment to the ideal of the
New technology in education
learning organisation, not just for students, but
Continuing advancements in educational tech-
also for staff.
nology offer a new tool kit for teaching and
learning. The challenge for teachers is to engage
The need for flexibility
learners effectively with the new technology,
Flexibility of provision can be seen as the key to
without undermining the value of social
improving institutional performance, attracting
interaction or distorting the cultural context of
wider participation and improving the effi-
the learning.
ciency of resource usage. It is also likely to equip
learners better for flexible work technologies
New programmes
and labour markets.
During recent years the array of programmes
and qualifications in post-16 education and
Changing local needs
training has led to a degree of confusion.
Colleges must take account of market intelli-
Alongside National Vocational Qualifications
gence if they are to make adequate provision.
(NVQs) and General National Vocational
Changes in
environments,
industry,
local
Qualifications (GNVQs), some old programmes
politics, demography, competition and collab-
have survived and new ones have emerged.
oration, all influence the curriculum delivery.
Teachers constantly need to consider what
By providing equal learning opportunities and
teaching and learning strategies best meet the
encouraging participation, colleges become
requirements of particular programmes.
agents of community development. They play
an important role in breaking down divisions in
communities.
Managing change
Changing needs of the learner
People often resist change because of the
The new FE sector views the learner as a
time, energy and
personal costs involved:
customer who must first be attracted to the
effort, uncertainty, fear of failure, and so forth. It
Figure la. Slow change and high resistance model of change
RESISTING FORCES AGAINST CHANGE
DRIVING FORCES FOR CHANGE
Political
pressure
Funding
methodology
Institutional
development
Time
Flexibility
Personal
energy and
Changing
effort
local needs
Uncertainty
Changing
needs of the
Fear of failure
learner
New technology
Need to
acknowledge
New programmes
better alternatives
HIGH
TENSION
FE MATTERS
FEDA paper
6
also involves admitting that there may be a
structive feedback and encouragement
more effective or efficient way to do something.
help to improve the quality of teaching
Therefore, most people need support in
and, consequently, learning.
recognising the need for change and doing
Better communication. Collaboration at
something about it. They may need support in
eliminates some of
levels
all
the
managing the stress inherent in change. When
uncertainty and misunderstanding that
change is forced upon people, the process may
accompany change. Commonly agreed
be slower and less effective. With appropriate
goals are likely to be realistic and
support, there is likely to be less tension in
achievable.
implementing change. The change process is
represented in Figures la and lb.
Increased responsiveness. Pooling the
knowledge, skills and experience of all
Supporting change
members of the organisation enables it
In the context of educational restructuring and
to identify and respond to needs and
improvement,
collaboration
offers
some
opportunities.
solutions. Collaboration between staff at all
levels and throughout the community results in:
Accepting the need to change
clear that teachers need to develop
It
is
Increased confidence. Sharing the fears,
strategies which take account of the changing
frustrations, and failures provides moral
system of post-16 education. The changes affect
support through challenging times.
both teaching and learning.
Increased efficiency. Pooling resources
and sharing responsibilities eliminates
The learner dimension in the new FE
duplication. Sharing increased work-
loads helps to reduce overload and
People learn naturally as a part of living. In
feelings of isolation.
education, teachers build on that learning by
Greater effectiveness. People working
focusing on the development of particular skills
together are more likely to experiment
and abilities, through a systematic process in
with new ideas, producing greater
which the teacher is the architect of the content
diversity in teaching strategies. Con-
and the methods. Teachers need to understand
Figure lb. Rapid change and low resistance model of change
DRIVING FORCES FOR CHANGE
RESISTING FORCES AGAINST CHANGE
Time
and effort
energy
Personal
Uncertainty
failure
Fear of
pressure
Political
acknowledge
Need to
methodology
Funding
alternatives
development
better
Institutional
Flexibility
local needs
the learner
Changing
needs o
Changing
technology
New
and GNVCIs
NVQs
Skills
Core
REDUCED
TENSION
9
FE MATTERS
FEDA paper
7
The Learning Staircase Model can also be
how a student acquires, retains and retrieves the
related to learning to teach. There are few
various forms of information and skills, because
naturally gifted teachers. Most of us learn the
different students use different learning styles
skills incrementally until we are comfortable
and strategies.
with them. However, as in the driving example,
Teachers also need to help students develop the
sloppy habits can develop, or we may not adapt
particular learning styles and strategies they
a changing environment. Really good
to
need to fulfil the requirements of each of their
teachers reflect on their practice, using feedback
programmes and courses. An understanding of
from students and peers. Where necessary, they
the learning process is essential.
unlearn and relearn in order to extend their
choices and use them more flexibly.
The learning process
Moving from familiar territory to explore new
teaching strategies can be difficult. Alternative
There are many models of learning. A simple
threatening without
approaches may feel
representation of the learning process is shown
support and feedback from colleagues. The
in 'The Learning Staircase' (Figure 2). In this
appraisal system can assist the process. Teachers
model, learning is initially a four-stage process
who accept that they, too, are learners will avoid
involving the conscious and unconscious mind.
barriers between themselves and their students
Learning is also cyclical: in order to change and
because they recognise a common purpose.
develop, we need to retrace our steps, unlearn
certain things, and relearn new things.
A common purpose
The process of learning to drive is a clear
example. Although drivers may be qualified
It is vital that the teacher and learner have a
and experienced, really good drivers will
mutual understanding of the purpose of the
recognise that they have acquired bad habits
learning event. This can be achieved through
which need unlearning. They may benefit from
negotiation or joint examination of a pro-
stepping back to examine their practice and
gramme's learning objectives or performance
relearn, to raise their driving skill levels.
criteria.
Figure 2. The learning staircase
REFLECTION, REAPPRAISAL
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10
FE MATTERS
FEDA paper
8