November - SDU e-Learn

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Snowball, Jigsaw, Envoy and Margolis Wheel. • Forum Theatre, Bridge Model. • Peer Review. - are being developed and
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November: Activate Learning in Group Work

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Why do we put people in groups and tell them to discuss…? Sometimes, we do it to give ourselves a break from doing all the talking. Then there are the social constructivists, Vygotsty; Bruner; Ausubel, whose arguments for the co-construction of knowledge seem to make even more sense in our globalised, social-media world.

The Centre for Teaching and Learning offers courses in activating learning in group work:

Hopefully there’s more to it than technological determinism maybe ‘[w]e become aware of our own way of seeing

something as a way of seeing only through the contrast with other ways of seeing the same thing’ (Bowden &

Marton, 1998, p.14-15). And if we agree knowledge is provisional, teachers need to be open to change and equip students with the skills-set to succeed in a yet unknown world (Claxton, 2002). But group work comes with its challenges. We may have observed in our sessions or even felt the need ourselves to suppress a groan when we hear the phrase ‘now get into groups and discuss…’ It takes less energy to be passive and even when group discussions are planned with the best intentions, to activate engagement and learning, the format can become tedious. Participatory Approaches to learning rely on the learners getting involved and taking responsibility for their own and others’ learning. The origins of these approaches include Freire’s (1968) ‘Pedagogy of the Oppressed’ and Falchikov and Boud’s (2007) work on peer review at university. Whatever the origins, participatory approaches are all about learning actively and collaboratively. Guides to Participatory Approaches including: • De Bono’s Hats • Mind Mapping, Concept Mapping and Mini-teaching • Continua, Yes but-No but and Values Line • Philosophy for Children (P4C) • Snowball, Jigsaw, Envoy and Margolis Wheel • Forum Theatre, Bridge Model • Peer Review - are being developed and will be available soon. Here you can access mini-guides to using Concept Maps and using Continua.

University of Southern Denmark

‘It is a great course. The knowledge provided in the course is very useful… I can impact it into my teaching, and use it directly.’ ‘…empirical knowledge to back up her ideas and experience in the classroom teaching real students. Her approach recognizes the reality of our classrooms.’ Course evaluations, 2013 Courses this semester Why not come along to the workshops this semester (11/11 and 06/12) and next semester?

Former newsletters from SDU-UP You can read former newsletters from the Centre for Teaching and Learning for more examples, good advice etc. on teaching. Newsletters date back to December 2011 (mostly in Danish).

Responsible for this newsletter: Donna Hurford 2117 7861 [email protected] Centre for Teaching and Learning Campusvej 55, 5230 Odense M Entrance H by the SDU Swimming Pool Directory

November 2013