Physio Event Bind

2011 DJ
UCD Teaching and Learning

Practice Action Planning:
Enabling Critical Thinking in Practice
Contributing Lecturers
David Jennings, Tim McMahon & Paul Surgenor
1 UCD Teaching and Learning

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Notes:

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Workbook
This workbook provides a companion piece to the trainng and support event held in UCD
Health Sciences, 19.05.11.
The aim of the this workbook is to provide a series of resources; contextual information,
methods and approaches, guides and activity plans that will act as a support framework for
those working in practice situations.
The workbook is not exhaustive, but attempts to focus on core issues and needs. The
added literary and web references provide further readings and activites if so required.
Key areas covered include:

- Introducing Learning Contracts
- Creating Action Plans
- Dealing with Common Small Group Problems / Issues
- Providing Feed-Forward
- Using Questions more Effectively
Around each themed area you will find worksheets and activity lists, plus substantial
references to original and core literarture.
You are free to edit, adapt and copy this workbook and present it to your students and
colleagues, however attribution must be given to the original
authors (this work is licenced under the Creative Commons
Attribution Only Licence, see http://creativecommons.org/)
Jennings, D, McMahon, T and Surgenor, P. 2011. Practice Action Planning: Enabling
Critical Thinking in Practice. UCD Teaching and Learning, UCD, Ireland.
Further workbooks are available, for information contact David.Jennings@ucd.ie

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Table of Contents
FLEXIBLE LEARNING DEFINED ................................................................................................... 5

LEARNING CONTRACTS ........................................................................................................... 7
FUNDAMENTAL NEEDS FOR STUDENT CENTRED APPROACHES .................................................... 7
HOW WE LEARN ................................................................................................................... 11
DEFINITION OF SMALL GROUP TEACHING ................................................................................ 17
LEARNING OPPORTUNITIES FOR ACTIVE ENGAGEMENT.............................................................. 27
ACTIVE NOTES ..................................................................................................................... 28
METHODS AND TECHNIQUES FOR USE IN SMALL GROUP TEACHING ........................................... 18
USING QUESTIONS MORE EFFECTIVELY .................................................................................. 30
HOW TO ASK QUESTIONS THAT PROMPT CRITICAL THINKING .................................................... 33
AN INTRODUCTION TO ASSESSMENT ....................................................................................... 36
THE IMPORTANCE OF ALIGNMENT ........................................................................................... 38
ENABLING EFFECTIVE FEEBACK ............................................................................................. 43
DESIGNING ASSESSMENTS .................................................................................................... 50
SELECT BIBLIOGRAPHY ......................................................................................................... 52
4 The UCD Centre for Teaching and Learning

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Flexible Learning Defined
The concept of flexible learning may be applied to the way in which we deliver
learning (via traditional sessions, practicals, online, open etc) and the approaches
one takes to learning (strategic, deep, life-long learning etc). In reality it concerns
the means and methods we must address to offer an egaging learning process set
amidst ever increasing class sizes, reduced funding, new strategic directions,
innovative curriculum design etc. What follows is an exploration of some of these…
What is Active Learning?
Learning is not a spectator sport. Students do not learn much just by sitting
in class listening to teachers, memorizing prepackaged assignments, and
spitting out answers. They must talk about what they are learning, write
about it, relate it to past experiences, apply it to their daily lives. They must
make what they learn part of themselves.
Arthur W. Chickering and Zelda F. Gamson
Active learning, put simply is not passive, preferably not didactic, not mere note
taking etc. Ideally it provides a shift from the teacher or facilitator ‘doing’ to the
student ‘doing’. This may take any number of forms; motor or physically active,
sensory / perceptually active or activated, verbal actions, cognitive activity,
collaborative or co-operative engagement / activity etc.
A very simple ‘ice-breaker’ activity is provided on the following page, it serves a

number of purposes; engaging the learner in reflection, communication and action.

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Activity: Introductions, Relationships and Communication
Task:
Take a moment to fill out the ‘Welcome Card’

Name:
Hospital / Unit
Research Interest/s
Most enjoyable topic to teach / learn
Two pass times / hobbies
Share it with someone you are unfamiliar with, or have yet to have a chat to…

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Fundamental Needs for Student Centred Approaches
There is a need to establish a firm line of communication between learner and

tutor / faciliator / supervisor etc. This is best done by the establishment of a
sound educational relationship, identifing shared goals, support structures,
research endeavours etc.
A tutor / facilitator should gather information about the learners under their
guidance, in return they should openly provide information about their own
endeavours.
Suggested Student Details Tutor/Faciliator Details
Educational background Research and publication areas
Their goals for the course Teaching and institutional experience
Preferred style of learning Teaching philosophy
The support they may require The support role that you / and
colleagues will supply, contact
details
Another way of providing flexible access and supporting student engagement

is to personalise your group sessions. This may be done by a number of
simple initiatives (that will make all the difference):
- Be accessible at the start of session, for queries, notes etc

- Get students to introduce themselves to each other, share queries etc
- When asking questions start with the personal, then the abstract
- Provide topical references
- Ask and answer questions at the end of a class
Query:
How many of the above do you/are you able to offer in your day-to-day
practice?

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Learning Contracts
A learning contract is an agreement negotiated between a learner and a

supervisor to ensure that certain activities will be undertaken in order to
achieve an indentified learning goal, specific evidence will be produced to
demonstrate that goal has been reached.
Learning contracts have grown in popularity as part of the changing trend in

assessment methods from tutor-centred to more student-centred
approaches. It also reflects the move towards more self-directed learning.
Knight (2002b) describes how there are many alternative terms for learning
contracts including 'learning agreements', 'negotiable learning agreements'.
An essential component of Learning Contracts is that they centre around the

gaps in the knowledge of the student and what it is they need / wish to learn.
A learning contract usually has a written record of:
– A series of negotiated learning goals/objectives. These are set

between the student and the tutor/expert
– The strategies and resources by which these goals can be met
– The evidence which will be presented to show that objectives have
been achieved and how it will be assessed
– A time scale for completion
The Negotiated Learning Contract / Agreement
This variation provides for clarity of purpose (learning goals and experiences)
and of roles (of the tutor, learner, peer etc). In addition it enables the parties
to gain a sense of ownership to the overall process, this in itself provides a

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strong motivational justification for partaking in any future collaborative

activities. It also opens the path for the development of a number of key
transferable skills; such as communication, personal effectiveness, reflective
practice etc.
In this process the learner is required to be explicit about their learning

intentions, setting (and agreeing to) achievable goals. And being able to
justify their own plans in terms of ‘x’ [where x is the curriculum or agreed
learning outcomes].
This is achievable at under graduate level, whether through class discussion

or tangentially through individual learners deciding on their particular
pathways – such as the choices provided by UCD Horizons. At graduate level
it is almost an inevitability that this will occur in the discussions between a
research student and their supervisor. This is further supported by recent
interventions such as the student PDP and supervisor evaluation cycles.
Advantages Disadvantages
Support individualised learning and Need to be carefully introduced
flexible learning
Enhance self-‐reflection, learning to learn Can be inflexible, i.e. not take account of
and self-‐management changes in learner's need and goals
Provides learners with clear goals May devalue collaborative learning
Provision of pathways for achieving May engendar a legalistic attitude to
these goals, based on their own learning education
needs
Task:
Take a moment to individually complete the example learning contract, apply it

this session or the induction programme, could you see your learners using this?

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Example Learning Contract
Placement: ........................................................................... Student: ...........................................................................
Assessor: ........................................................................ Date due: ...........................................................................
Intended Outcomes Resources and Strategies Evidence Assessment Criteria

[Learning Goals identified by [What the learner will do to [How the learner will [Negotiated or standard]
or in conjunction with the achieve these outcomes] demonstrate achieving the
tutor] outcomes]

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How we learn
Learning styles has become a somewhat contentious term used to describe the
attitudes and behaviours, which ‘may’ determine an individual's preferred way of
learning. It is the ‘may’ that draws attention as it is often omitted and hence the concept
becomes a deterministic approach to catagorising how learners engage with
information, their peers, educators and opportunities to learn. Suffice to say it is also an
area where so many learning styles / preference models exist, that the marketplace is
truly over-crowded (a citation search revealed over 150 articles espousing models), so
where does one look to…? And how may we use them to our benefit?
If we merely take note of the range of styles and/or preferences available, we may begin
to address a number of key issues that impact student interaction. The idea of learner
malaise, lack of motivation, misinterpretation is not down to recalcitrant individuals
alone. By adapting the way in which we teach and provide learning opportunities to
reflect the potential ‘learning styles’ apparent in any cohort, we may begin to offer an
open and engaging process that is directed to their (the learners) preferred style /
method of interaction and engagement.
The following three tables elaborate the details of their respective models (Rose, Honey
& Mumford and Gardener) and the interpretatation of the implied learning styles on the
individual.
Rose 1985
Visual: Learners prefer to learn with visual reinforcement such as charts and
diagrams
Auditory: Learners prefer to learn by listening
Kinaesthetic: Learners prefer to learn through, moving, doing and touching

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Honey and Mumford 1996

Theoretical: Learners prefer to learn by reading and listening to the experts
Pragmatic: Learners like to be able to see the practical application of theory. They
like to use deductive reasoning to focus on problems and they prefer situations
where there is a single correct answer or solution
Reflective: Learners tend to be imaginative and emotional. They work well in group
discussions
Activist: Learners are action oriented. They learn by doing
Gardener 1993
Visual/Spatial Intelligence: Puzzle building, reading, writing, understanding charts
and graphs, a good sense of direction, sketching, painting, creating visual
metaphors and analogies (perhaps through the visual arts), manipulating images,
constructing, fixing, designing practical objects, interpreting visual images.
Verbal/Linguistic Intelligence: Listening, speaking, writing, story telling,
explaining, teaching, using humour, understanding the syntax and meaning of
words, remembering information, convincing someone of their point of view,
analysing language usage.
Logical/Mathematical Intelligence: Problem solving, classifying and categorising
information, working with abstract concepts to figure out the relationship of each to
the other, handling long chains of reason to make local progressions, doing
controlled experiments, questioning and wondering about natural events,
performing complex mathematical calculations, working with geometric shapes.
Bodily/Kinaesthetic Intelligence: Dancing, physical co-ordination, sports, hands
on experimentation, using body language, crafts, acting, miming, using their hands
to create or build, expressing emotions through the body.
Musical/Rhythmic Intelligence: Singing, whistling, playing musical instruments,
recognising tonal patterns, composing music, remembering melodies,
understanding the structure and rhythm of music.

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Interpersonal Intelligence: Seeing things from other perspectives (dual-

perspective), listening, using empathy, understanding other people's moods and
feelings, counselling, co-operating with groups, noticing people's moods,
motivations and intentions, communicating both verbally and non-verbally, building
trust, peaceful conflict resolution, establishing positive relations with other people.
Intrapersonal Intelligence: Recognising their own strengths and weaknesses,
reflecting and analysing themselves, awareness of their inner feelings, desires and
dreams, evaluating their thinking patterns, reasoning with themselves,
understanding their role in relationship to others.
Task :
Take a moment to undertake one of the following online tests to assess your preferred
‘learning style’, are they applicable? How might you use them to inform practice?
- Myers-Briggs
http://www.humanmetrics.com/cgi-win/JTypes2.asp
- David Keirsey’s ‘Sorter’ to discover one’s personality type

http://keirsey.com
- Soloman & Felder Online test
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
- Rose’s VARK Online test

http://www.vark-learn.com/english/page.asp?p=questionnaire
- Honey and Mumford’s 80 item questionnaire

http://www.peterhoney.com/

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Action Planning in an Outcomes-based Curriculum
On the following page is an example of an action plan (these are sometimes called
teaching or lesson plans). You may be surprised that it does not include a section
on content. Many teachers / facilitators still think of planning a teaching session in
terms of making a list of the content to be covered; but this approach can lead to
problems because it focuses on what the teacher will do without sufficient thought
being given to what the students might do.
The learner-centred model of Higher Education, however, requires a clear focus on

what students need to do in order to maximise their marks. It requires that teaching
sessions (and courses) should be described in terms of what it is that the students
should be able to do on completion. Statements that describe what it is the
students should be able to do at the end of a session are called intended outcomes
or outcomes for short.
Advisory Note 1 – Outcomes, Objectives, & Competencies

The literature related to curriculum theory contains inconsistencies in the use of the term
“outcomes” and the associated terms “objectives” and “competencies”.
We recommend that the term ‘outcomes’ is always used to describe what a student
should be able to do at the end of a module or course. We also recommend that the same
term is used to describe what a student is able to do at the end of a lesson. If the term
‘objectives’ is used at all, it is less confusing if it is used only to describe what a student
should be able to do at the end of a lesson (D’Andrea 2003).
Unfortunately, this only partly clears up the confusion because what is an outcome in one
context can be an objective in another. Within any given educational context, however, an
objective will describe a smaller action or smaller quantity of knowledge than an
Modern international
outcome.The good practice
term competencies is to state
(sometimes outcomes:
referred to by the synonymous term
“competences”) is best used as defined
(a) from the point of view of the students by European Union’s Tuning Project, namely, as
what students have when they have successfully achieved the stated outcomes of a
(b)programme
in behaviourist language
of learning (Deusto University 2006). The key difference being that the learning
outcomes of a process of learnng are formulated by academic members, competences
are obtained or developed during the process of learning by the student and therefore
belong to the student involved.

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Activity: Evaluating and preparing Action plans
Task:
Consider the following example of a action plan and prepare to discuss the model and
its implementation.
Action Plan Pro-forma
Placement: Case
xxx xxx
Aim(s): To ensure students know how to teach ACBT to post op patients and to know
the indications for using ACBT
Objectives:
At the end of this session the student should be able to:
• Discuss the indications for ACBT
• Discuss the effects of ACBT
• Demonstrate how to teach ACBT to a patient
Senior Physio / Pracitce Educator Activity Student Activity
Ask students to suggest what respiratory
complications post operative patients face. Write Individually call out answers.
answers they call out on the whiteboard.
Present most recent evidence including charts on

overhead.
Listen and observe.
Comment on any differences between perception

and fact – ask why this might have been so.
In groups examine case studies
and comment on the care
Set group task – examine a series of written case
received
studies of patient care
Report judgements to plenary.

Manage plenary report back.
Listen and take additional notes.

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Present Summary List as OHT and Handout Ask questions.

Resources Needed: PTT Presentation, OHT backup, handout and OHTs of statistics,
copies of case studies, handout of care plans, final summary handout and OHTs.
Task :
Use the following pro-forma to draw up a plan for a teaching session that you will have
to give soon. Be prepared to share this with others.
Action Plan Pro-forma
Placement: Case
Aim(s):
Objectives:
At the end of this session the student should be able to:
Senior Physio / Pracitce Educator Activity Student Activity
Resources Needed:.

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Definition of Small Group Teaching
The term 'small group teaching', or 'small group learning' as it is often termed,
means different things to different people. Some are familiar with the tutorial as
being their experience of small group teaching. The tutorial is usually linked with a
series of lectures and its role is to complement the lecture. Problem Based Learning
Groups have very specific procedures in how the information is discussed, i.e.
Brain-storming and reporting back on information, often completed in a 7 step
procedure.
There is no magical number that defines a group as a Small Group. A lecturer used
to taking 400 in a lecture would define 50 as a small group. As there can be sub-
groups within groups, it is hard to define small group. In a discussion, where
participation is assessed some students may not speak up in a group that begins to
be get bigger than 10 participants and in addition tutors would find it hard to assess
participation by individual students in groups with numbers greater than this.
Ruddok (1978), Luker (1989), Griffiths, Houston & Lazenbatt (1996) researched that
students enjoyed and benefited from small groups. The tutorial in particular has
been noted for its value in
- Complementing knowledge in lectures

- Expanding on the concepts considered in lectures
- Encouraging student reflection
- Developing students' communication skills
- Encouraging active life-long learning
An element, often over looked, is the role of online discussion groups in facilitating
ongoing information sharing and knowledge construction. These may be used in
conjunction with both the lecture and traditional tutorial, adding an added element

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of large to small group collaborative interaction. An issue that arises is how one may
assess and/or evaluate online participation and contribution, Creanor (2004) offers a
dual guide to identifying individual elements within in contributions and their level of
critical thinking and how they interact (collaborate) with the wider cohort.
Types of Online Contributions:
Individual Thinking:
- Offering up ideas or resources and inviting critique of them
- Asking challenging questions
- Articulating, explaining and supporting positions on issues
- Exploring and supporting issues by adding explanations and examples
- Reflecting on and re-evaluating personal opinions
Interactive Thinking
- Offering a critique, challenging, discussing and expanding the ideas of others
- Negotiating interpretations, definitions and meanings
- Summarising and modelling previous contributions
- Proposing actions based on ideas that have been developed
Methods and Techniques for Use

in Small Group Teaching
Provided below are a selection of common flexible methods one may use in both
large and small group teaching. Basic guidelines are provided to demonstrate how
each may work in a given situation, like all such methods they are open to adaption
and interpretation to suit your individual needs.

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The following have been adapted from Brown (1997).
Silent Reflection
This is where you give students a few minutes to think about a problem or issue.
Ask them to write down their thoughts or ideas on a note pad. Keep the task
specific. For example, ask them to write down the three most important, or positive,
or expensive etc. aspects of an issue. It is often useful to ask them to write on post-
its and then post them on, say, a notice board or the wall. Alternatively, ask them to
share their ideas with their neighbour before moving into a discussion phase. This
technique suits quieter students and ensures that everyone has the opportunity to
provide feedback.
Rounds
Where groups are not too large (20 or so) go around everyone in the group and ask
them to respond. People often use rounds as icebreakers or as part of the winding-
up of a session. Try not to make the round too daunting by giving students
guidance on what is expected of them. Keep it short. For example try and avoid
questions like "I want everyone to give their name and then identify one aspect of
the course that they know nothing about but are looking forward to learning about”.
In big rounds, students can be quite nervous, so make it clear that it's OK to pass
and if people at the beginning have made your point, that concurrence is sufficient.
Three Minutes Each Way
Ask students in pairs to speak for three minutes on a given topic.
Be strict with timekeeping. Your students might find this quite difficult at first, but it
is an excellent way of getting students to articulate their ideas, and also means that

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the quieter students are given opportunities to speak and be heard. The art of
listening without interrupting (other than with brief prompts to get the speaker back
on target if they wander off the topic) is one that many students will need to foster.
This pair-work can then feed into other activities.
Buzz Groups
Give pairs, threes, fours or fives small timed tasks which involve them talking to
each other, creating a hubbub of noise as they work. Their outcomes can then be
shared with the whole group through feedback, on a flip chart sheet poster, on an
overhead projector transparency or otherwise as appropriate.
Brainstorms
This can be a valuable way of stimulating creative free-thinking and is particularly

useful when looking for a solution to a problem or in generating diverse ideas. Start
with a question like "How can we..?" or "What do we know about ... ?" and
encourage the group to call out ideas as fast as you can write them up (perhaps
use two scribes on separate boards if the brainstorm flows well). Make it clear that
this is supposed to be an exploratory process, establish some ground-rules in
advance for example:
- A large quantity of ideas is desirable, so everyone should be encouraged to

contribute at whatever level they feel comfortable.
- Quick snappy responses are more valuable at this stage than long, complex,
drawn-out sentences.
- Ideas should be noted without comment, either positive or negative - no one
should say "That wouldn't work because.'" or "That's the best idea we've heard
yet" while the brainstorm is in progress as this might make people feel foolish
about their contributions.

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- Participants should 'piggyback' on each other's ideas if they set off a train of
thought, 'logic circuits' should be disengaged, allowing for a freewheeling
approach.
The ideas thus generated can then be used as a basis for either a further problem-
solving task or a tutor exposition.
Syndicates
This is the term used to describe activities undertaken by groups of students

working to a brief under their own direction. They can be asked to undertake
internet or literature searches, debate an issue, explore a piece of text, prepare an
argument, design an artefact or many other tasks. To achieve productively, they will
need an explicit brief, appropriate resources and clear outcomes.
Specialist accommodation is not always necessary; syndicates can work in groups

spread out in a large room, or, where facilities permit, go away and use other
classrooms etc. If the task is substantial, the tutor may wish to move from group to
group, or may be available on a 'help desk' at a central location. Outcomes may be
in the form of assessed work from the group or produced at a plenary as described
above.
Snowballing (Also Known As Pyramiding)
Start by giving students an individual task of a fairly simple nature such as listing
features, noting questions, identifying problems, summarising the main points of
their last lecture. Then ask them to work in pairs on a slightly more complex task,
such as prioritising issues or suggesting strategies. Thirdly, ask then to come
together in larger groups, fours or sixes for example and undertake a task involving,
perhaps, synthesis, assimilation or evaluation. Ask them to draw up guidelines,
perhaps, or produce an action plan or to asses the impact of a particular course of

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action. They can then feed back to the whole group if required. You may also wish
to try ‘reverse pyramiding’!
Fishbowls
Ask for a small group of up to half a dozen or so volunteers to sit in the middle of a
larger circle comprising the rest of the group. Give them a task to undertake that
involves discussion, with the group around the outside acting as observers. Make
the task you give the inner circle sufficiently simple in the first instance to give them
the confidence to get started. This can be enhanced once students have had
practice and become more confident.
This method can be useful for managing students who are dominating a group,
because it gives them permission to be the centre of attention for a period of time.
After a suitable interval, you can ask others from the outer circle to replace them,
thus giving the less vocal ones the opportunity for undisturbed “air-time”. Fishbowls
can also be useful ways of getting representatives from buzz groups to feed back to
the whole group.
Some students will find it difficult to be the focus of all eyes and ears, so it may be
necessary to avoid coercing anyone to take centre stage (although gentle
prompting can be valuable). A 'tag wrestling' version can also be used, with those in
the outer circle who want to join in gently tapping on the shoulder of someone in the
middle they want to replace and taking over their chair and chance of talking.
Alternatively it can be very effective to give the observers in the outer group a
specific task to ensure active listening. For example, ask them to determine the
three key issues or conclusions identified by the inner group. It is then possible to
swap the groups round and ask the new inner group to evaluate the conclusions
identified by the first group. Fishbowls can work well with quite large groups too.

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Crossovers
Often we want to mix students up in a systematic way so they work in small groups
of different compositions. You can use crossovers with large groups of students,
but the following example shows how this method would work with twenty-seven
students.
Prepare as many pieces of paper as you have students, marking on them A1, A2,
A3, B1, B2, B3 and so on (this combination is for creating triads - groups of three).
If you want to create groups of four students add A4, B4 etc. (You can do this as a
header on handouts.)
When you are ready to have the students go into smaller groups, get them to group
themselves with students who have the same letter as themselves: AAA, BBB, CCC
and so on for one group exercise. For a second exercise, ask the students to work
with people who have the same number as themselves: 111, 222, 333. A third
exercise will have students in triads where none of the students can have a
matching letter or number: e.g. A1, D2 F3. This will allow you to get students to
crossover within groups, so they work with different people on each task in a
structured way.
This technique also cuts down on the need to get a lot of feedback from the groups
because each individual will act as rapporteur on the outcomes of their previous
task in the last configuration. As with snowballing or pyramids, you can make the
task at each stage slightly more difficult and ask for a product from the final
configuration if desired. Crossovers are useful in making sure everyone in the group
is active and also help to mix students outside their normal friendship, ethnic or
gender groups.
It takes a little forethought to get the numbers right for the cohort you are working
with (for example, you can use initial configurations of four rather than three, so that
in stage two they will work as fours rather than triads). If you have one person left

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over, you can just pair them with one other person and ask them to shadow that
person wherever they go.
Query:
Jot down one or two examples you may use / apply in your Session Plan and explain
your choice.

Activity: Dealing With Common Small Group Problems / Issues
Task:
Per table, note how you might address each of these issues, and identify any
others you may have come across.
Be prepared to share your findings with the cohort
Issues with small group Potential Solutions

teaching
Goals and structure are
unclear
Lack of preparation by
tutor/senior
Lack of preparation by learners
Tutor/Senior talks too much

(may even ask a question and
then answers it him or her self)
Lack of student participation

and involvement
Discussions tend to be at a
low cognitive level (and
boring!)
Questions asked by
tutors/seniors rarely go beyond

eliciting recall
Tutors/seniors asks too many

questions at once, without
guidance on which elements
are most important
Tutors/seniors fails to build on

the answers obtained
Discussion is unfocussed for

much of the time
One or two students are

allowed to dominate the
discussion
Other Issues:

Learning Opportunities for Active Engagement
Miscellaneous Suggestions
- Card Groups, provide groups with a focused question on a card,

ask them to answer on same card
- Grafitti Puzzles, invite learners to annotate a diagram, xray, image

etc, and share notes with other learners
- Googlejockeying, utilise the students laptops/smart phones in

session, invite them to seek out information on a particular topic
and present it back to their group or cohort
- Active Reading, get learners to make note of questions before

reading cases, the task then becomes reading with an agenda.
Also stress the importance of creating summaries or synopses of
the texts
- Segmented Presentations, invite learners to do a 3 minute

presentation on an issue, question, theme etc, present for 1
minute, group response for 5 minutes, etc.
- SMS, (98% of students have a mobile phone), invite responses to a

mobile blog or text manager
- Mobile Video (by FLIPs, Smart phones etc), provide learners with
duties (identified tasks) regarding the capture of video, present
latterly as case study to wider student cohort.

Active Notes
When our students have their heads down (in a laptop or notepad) what are
they actually doing… the concept of taking notes, though fundamentally
sound, is often found wanting – its adherence to a linear system does not
reflect the way in which we process and interpret information. One may ask
‘do traditional notes aid forgetting not memory?’ In effect students attempt to
transcribe what is being said and are merely summarising someone else’s
thoughts.
In an ideal situation it would be far better if they were ‘making (creating)

notes’ rather than ‘taking’ them. The very act of personalizing the process
means that the individual is organizing their own thoughts, on a topic, in their
own way.
The handout has become ubiquitous in teaching and learning; whether it is a

series of slides (with or without notes and references), a data sheet, a
bibliographic list or an actual activity plan – the issue is how to integrate it
them in a session to avail of a learning opportunity, rather than have it treated
as a mere set of reference points (or crib notes!).
Use of Handouts Actively
Orientation Invite the learner / participant to write

down what they expect the session
to cover (ie. Personal learning
outcomes) – return to it at the end
Too much information for a slide Provide an opportunity (pose a

(data sets, graphs etc) question, invite a discussion, invite
Need to elaborate a concept individuals to produce a graphical
(provision of graphics, further text, interpretation etc.) to reflect, analyse
references etc) and discuss the information

presented
Add structure / deconstruct a Invite learners to identify potential

session ‘issue’ areas in need of further
exploration
Guidance for self-study (additional Tie in the resources (by providing a

notes, further reading, formative task) to aid reflection and work
questions, etc) towards assignments and / or
assessment
Activity / task plan (detailed ‘to do’ Offer a step by step activity guide,
list e.g. lab practical) making sure to provide ‘space’ to
record observations, queires etc
Summary Ask the learners to synthesie the

main issues of the session, perhaps
as a concept map or graphical
interpretation – invite them to share
As a plan for the next session Request the learners to address the
key outcomes of a session and how
they may prepare to follow them for
the next
Task: Memory aid
Write an explanation and/or description of learning styles

Using Questions More Effectively
??????????? ?
The effectiveness of questioning in teacher-student interactions can be

significantly enhanced by a few basic techniques:
Pose the question first, before asking a student to respond.
- When you call on a student before posing the question, the rest of the
class is less likely to listen to the question, much less formulate a
response.
- Posing the question before identifying someone to respond lets students
know they will be held accountable and should be prepared to answer
every question.
Allow plenty of "think time" by waiting at least 7-10 seconds before expecting
students to respond.
- Ask students to refrain from responding until you ask for a volunteer or
identify someone. Since most teachers wait only 1-3 seconds before
expecting a response, the increased wait time can seem like an eternity
and feel very uncomfortable at first.
- To help students adjust to an extended wait time, use the time to repeat
and rephrase the question; also suggest that students use the time to
write down the responses they compose.

Make sure you give all students the opportunity to respond rather than relying
on volunteers.
- Create a system to help you keep track of who you call on so you can
ensure that all students have equal opportunities to contribute.
- If you call on a student who is not ready to respond or does not know
the answer, allow the student to "pass" and then give her/him another
opportunity later.
Hold students accountable by expecting, requiring and facilitating their

participation and contributions.
- Never answer your own questions! If the students know you will give
them the answers after a few seconds of silence anyway, what is their
incentive?
- Don’t be to ready to accept "I don't know" for an answer. Allow
additional think time, if necessary, by moving on and then coming back
to the student for a response later. Alternatively, have a simpler
alternative question ready.
- Offer hints or suggestions to guide students in formulating quality
responses.
- If a student is unable or unwilling to formulate a response, then offer two
or more options and let the student choose one.
Establish a safe atmosphere for risk taking by guiding students in the process of
learning from their mistakes.
- Always "dignify" incorrect responses by saying something positive about

students' efforts; public embarrassment only confirms apprehensions
about class participation.

- Remember to give positive Non-Verbal Signals.
- When students make mistakes, build their confidence and trust by
asking follow-up questions designed to help them self-correct and
achieve success.
- Admit your own mistakes and "think aloud" examples of a reflection
process that demonstrates increased awareness, new insights, concept
clarification, etc.
Adapted from The Centre for Teaching Excellence, St Edward’s University,

Austin Texas, Available at http://www.stedwards.edu/cte
Query:
Jot down one or two examples you may use / apply in your Session Plan

How to Ask Questions that Prompt Critical Thinking
1. Avoid questions that have an easy one-dimensional answer.

2. Plan your questions in advance, utilize Bloom's Taxonomy to identify
whether they are likely to prompt, “higher order thinking”.
Bloomʼs Revised Taxonomy of Cognitive Processes.
6. Creation / Synthesis: the ability to put facts together into a coherent whole,
or, creatively achieve a new understanding by linking facts together
5. Evaluation: the ability to make judgements using criteria and standards
4. Analysis: ability to determine internal relationships
3. Application: the ability to apply what is learned to a new situation
2. Comprehension: the ability to interpret information in one’s own words
1. Knowledge: the ability to recall facts, opinions and concepts
From: Anderson et al (2001)
Example Question Constructs
1. Knowledge
Exhibits previously learned material by recalling facts, terms, basic concepts
and answers.
What is . . . ? How would you show... ?

When did ____ happen? Can you select... ?
How would you explain . . . ? Who were the main . . . ?
Why did . .. ? Can you list three ... ?
How would you describe . .. ? Who was . .. ?

2011 DJ
2: Comprehension
Demonstrating understanding of facts and ideas by organising, comparing,
translating, interpreting, giving descriptions and stating main ideas.
How would you compare . .. ? contrast.. ?

Explain in your own words . . . ?
What facts or ideas show . .. ?
What evidence is there that…?
Explain what happened .... what is meant. ..?
3: Application
Solving problems by applying acquired knowledge, facts, techniques and rules in a
different way.
What examples can you find to . . . ?

How would you show your understanding of. .. ?
What approach would you use to ... ?
What might have happened if. . . ?
4: Analysis
Examining and breaking information into parts by identifying motives or causes;
making inferences and finding evidence to support generalisations.
What inference can you make from. . . ?

How would you classify . . . ?
How would you categorize . .. ?
Can you identify the difference parts... ?
What is the relationship between . .. ?
What is the function of. . . ?
Can you make a distinction between . . . ?

5: Evaluation
Presenting and defending opinions by making judgments about information, validity
of ideas or quality of work based on a set of criteria.
How would you compare ……?

Which do you think is better….?
What was the value or importance of …….. in …………..?
What would you have recommended if you had been ……?
How would you rate the influence of ……. on the outcome of ………….?
How would you defend the actions of…….. citing authorities?
How would you justify . . . ?
How would you explain . . . ?
How would you support the view . . . ?
6: Creation / Synthesis:
Compiling information together in a different way by combining elements in a new
pattern or proposing alternative solutions.
What might have happened if… ?

Can you propose an alternative interpretation to that of ……. . ?
Is there a marmite solution1 here? 1
Task :
Homework: prepare some questions for your next session / class designed to elicit the
particular responses as per Bloom
1
De Bono’s lateral thinking http://findarticles.com/p/articles/mi_qn4158/is_19991219/ai_n14266074/

An Introduction to Assessment
Some of the key purposes of assessment are; to enable the communication of the
achievement and subsequent status of students during their programme of learning;
to provide a means of self-evaluation and information pertaining to such; to identify
student placement within educational paths and/or programmes; to address the
evaluation and effectiveness of instructional programmes; and to simply motivate
the learner.
Student Learning Certification Quality Assurance
Provide feedback to To pass/fail a Provide feedback to

improve student student lecturers
learning
Motivate students To grade/rank Improve teaching
Diagnosis students To licence to Monitor standards

strengths, proceed/practice over time
weaknesses
Figure 1: Three Purposes of Assessment2
Type and Rationale

Formative Assessment - Assessment for learning
Is the assessment that provides feedback to learners in order to help them learn,
and feedback to teachers to enable them to decide how a student’s learning
should be taken forward
Summative Assessment - Assessment of learning

Is the assessment which provides overall and finite evidence of the achievement
of students and of what they know, understand and can do, by assigning a value
(often quantative) to what the student achieves
2
Mutch A, Brown G (2002) Assessment Series No 2: A Guide for Heads of Department. York: Learning and
Teaching.


Trends in Assessment
Written exams are being replaced by more continuous assessment and coursework.
There is a move towards more student involvement and choice in assessment.
Course outlines have become more explicit about the expectations in assessment.
Group assessment is more frequently used (in line with the shift in emphasis within
the curriculum from competition between students towards collaborative learning
between students.) An understanding of process is now seen as, at least, equally
important to a knowledge of facts. (In line with the general shift towards a process-
based, rather than product-based curriculum.) Student focused 'learning outcomes'
have begun to replace more teacher orientated 'objectives'. The focus is more on
what the student will learn rather than what the teacher plans to teach. (This is in
line with more student led approaches in the curriculum generally). 3
From Towards
Written Exam Coursework
Tutor led Student Led
Implicit Criteria Explicit criteria
Competition Collaboration
Product assessment Process
Objectives Outcomes
Content Competencies
Figure 2: Trends in Assessment
3
Brown G., Bull J., Pendlebury M (1997) Assessing Student Learning in Higher Education.
London: Routledge.


The Importance of Alignment
If the aims are unclear then the system falters. Clear and realistic outcomes provide
learners with a good guide of what’s required to be learnt (and how this may be
achieved – through suitable learning opportunities). It provides the lecturer with a
direct guide and/or framework of how one may deliver and teach the programme.
Effective assessment methods and tasks are related to the learning outcomes and
the methods and opportunities employed in learning. If written criteria are too vague
then it is difficult for both, the assessor to ensure a consistency of judgment, and for
students to fulfill the demands of the assessment task. Without close links between
feedback, criteria and the assessment tasks, lecturers cannot help students to
achieve the learning outcomes of a course or a programme.
Aims
Intended Learning Outcomes
Methods of Learning
Assessment methods and tasks
Criteria
Marking Feedback
Task :
Look at the following TagCloud, evaluate what assessment method/s you may be able
to implement in your own teaching, explain how you would use it, the intended effect,
and analyse the situation to address any potential issues

Artefacts Assessment gatekeeping Assessment
banks Work based assessment Book review
Website review OSCE Class assessment Cases Open
problems Structured summaries CBA Concept maps

Participative online discussion Dissertations Electronic
monitoring Essay Exhibition Field work Lab
defence Logs Journals Simulations
Mastery Assessment
Annotated bibliographies
Model construction MCQ Open book Orals Peer
assessment Performance Posters Structured
logs Problem work Schemata Self
assessment Video Seminar presentation SAQ Research
enquiry Terminal examinations Two-part

assessment Web page creation E-
portfolios Writing exams questions Writing memoranda
Diagram Sheets Direct observation Group Work

Reflective Practice Simulated interviews Critical
incident analysis

2011 DJ
Feedback
Feedback plays an important role in teaching and learning - learners need prompt
feedback to learn effectively (Gibbs, 2007). In a meta-analysis of studies into
student achievement, feedback was reported to be the single most powerful
influence (Hattie, 1987), a finding supported by Black & Wiliam’s (1998) review of
formative feedback on learning.
Content
Feedback should provide students with information on how they have achieved
relative to the established learning outcomes, giving them an opportunity to
understand where they have done well and indicate what they could improve on.
Research has found that feedback that explains where and why students have
made errors can significantly increase student learning (Lysakowski & Walberg,
1981, 1982; Walberg, 1999; Tennenbaum & Goldring, 1989). This requires feedback
to be constructive, specific, developmental, regular, and relate to specific aspects
of the course (Gibbs & Simpson, 2005).
Timing
Timely feedback is essential for development, and delay in providing feedback
diminishes its value for learning (Banger-Drowns, Kulik, Kulik, & Morgan, 1991).
Resource restrictions, however, have led to a reduction in the quality, quantity, and
timeliness of feedback (Gibbs & Simpson, 2005). As a result, by the time feedback
is received students have moved from the topic and it is no longer relevant to them,
and focus remains on the grade assigned instead (Gibbs, 2003). It’s common in
many modules that feedback on assessment (usually set for two-thirds of the way
through the course) isn’t provided until after the exam, an approach that does little
to facilitate learning.
To combat this and ensure rapid feedback Gibbs (2003) suggests that on occasion,
the quality of feedback should be secondary in importance to timing and frequency,
so long as it is still relevant and gets the attention of the student. To be effective,
feedback should occur before the end of term to enable students to absorb
constructive comments and suggestions and give them an opportunity to
implement them before the final assessment.
Getting students’ attention

It’s not inevitable that students will read and pay attention to feedback, regardless
of how long you spend preparing it. Suggested steps that may encourage students
to engage with their feedback include (Gibbs & Simpson, 2005):

-‐ Asking students to specify on their assignment what they’d like feedback on
and focusing on that (perhaps exclusively)
-‐ Providing feedback but no marks, so they have to read the feedback to see
how they’re progressing
-‐ Requiring assignments to be self-assessed (without any marks being
assigned) so that students pay attention to criteria and the gap between their
own and their tutor’s perspective on these
-‐ Using two-stage assignments with feedback at the first stage (which isn’t
graded) to help students improve the quality of their work for the second
stage submission (which is graded).
-‐ Provide a grade only after self-assessment and tutor feedback have been
completed.
Students are more likely to pay attention to feedback that has a social dimension,
because they care what other people think of them. Feedback personally delivered
by a tutor they know socially, or from a peer has a more dramatic impact than
written feedback from an anonymous tutor.
An example provided by Gibbs (2003) is of poster presentations. Other students are

more likely to notice (and comment upon) rushed work, sloppy mistakes, shallow
background reading, poor context etc, and this social pressure has more impact
than impersonal and confidential marking.
Methods of delivering feedback

The traditional verbal or written approaches to feedback can be impersonal,
ineffective, and time consuming. Alternatives are listed below:
Generic feedback
Delivered in lectures/workshops/discussion boards on what the majority of students
seem to be struggling with, without reference to individual assessment.
Self assessment
Allow students to provide an initial self assessment at the end of their assessment
work, according to a set grid or checklist of assessment criteria. This helps
students in the fastest possible manner, to have an indication of the quality of their
achievement. Effective learning results from students providing their own feedback,
monitoring their work against established criteria (Trammel, Schloss, & Alper, 1994;
Wiggins, 1993).

Peer marking and feedback
Provide clear assessment criteria and possibly model answers to students, and ask
students to mark each other’s (anonymous) work and provide full written feedback.
This not only helps the person receiving the feedback, but also moves the learning
from the assessing student, to a higher level. Students tend to mark each other
much tougher than would the tutor.
Student steered feedback

The student is asked at the end of their assessment to put forward a request for
feedback on a particular part of their learning. This is one of the strongest means to
make a student evaluate their own progress, and allows the assessor to target a
student’s concerns most precisely.
Individual verbal feedback

Most suitable for thesis type assessment work, such as PhD progress feedback, or
feedback on project work. In many ways, this is the individual tutorial on which
university learning once used to depend.
Podcasts
A variation on individual feedback. After marking an essay comments can easily be
digitally recorded. This is more personal than written feedback, and can convey
more detailed information in a much quicker and more concise manner.
Grouped needs-led feedback

Students are grouped by their need for feedback on particular content or learning.
Feedback is then delivered to those students who all struggled with the same
problems as a group. Students may find themselves in more groups than one, and
may self-select or be selected for particular groups. This method is particularly
suitable for feedback on complex learning and content.
Marking schemes
Using a checklist of assessment criteria, onto which the feedback to students is
written, allows students to receive their feedback in a very structured manner. A
blank comment box should always be added to marking scheme forms, so as to
allow for individual feedback where necessary.
Also, students may have to be taught how to effectively use feedback – not just to
review past work but to take the lessons forward to future work.

Enabling Effective Feeback 4
(in three Steps…5)
Prepare Students to Receive Feedback

Helps clarify what good performance is
Facilitates development of self-assessment in learning
Delivers high quality information to students about their learning
Encourages teacher and peer dialogue around learning
• Aligning their expectations with yours
• Identifying multiple channels of feedback
• Modeling the application of feedback
• Encouraging its application
• Supporting processes of self-assessment
Reduce Emphasis on Written Feedback

Encourages teacher and peer dialogue around learning
Encourages positive motivational beliefs and self-esteem
• Explicit, written feedback is important, however…
• Written feedback rarely communicates tacit understandings
• Student engagement is enhanced if written feedback is supplemented with
dialogue
Provide Timely Feedback

Provides opportunities to close the gap between current and desired performance
Provides information to teachers that can be used to shape teaching
Students engage with (and apply) feedback if they can foresee ways to apply them
• Feedback on draft assignments may engage students more effectively
• Consider giving generic feedback as soon as possible
• New technologies may reduce the time required to prepare feedback
4
Nicol D and Macfarlane-‐Dick D. 2006. Formative assessment and self-‐regulated learning: a model and seven
principles of good feedback practice, Studies in Higher Education, 31.2, pp 199-‐218

5
Centre for Excellence in Teaching and Learning (CETL) 2005. How to make your feedback work in three easy
steps! Business School at Oxford Brookes University. Accessed 01.09 www.business.brookes.ac.uk/aske.html


Clinical Placement Assessment Form:
Question Constructs and Self/Peer Assessment
The following form has been amended in two ways to aid in the evaluation process
from both the Senior/Tutor perspective and that of the Learner.
The first amendment provides a number of suggested question constructs with which
to formulate your own means of evaluating those on placement and to prepare and
prompt the learner to be so prepared. They are colour coded to reflect the type of
question you are formulating (see table below). Though this may be used in the first
instance to elicit certain responses from the different Level Cohorts, it may also be
applied, in an appropriate fashion at any given point.
The second element provides those students on placement with a means to assess
their own work and avail of their peers opinion/views. This aids reflection and
collaboration creating a shared bank of knowledge and experience. Most importantly it
focuses the individual learner on the task at hand and the expectations for their
preparedness and engagement.
1. Knowledge: the ability to recall facts, opinions and concepts

2. Comprehension: the ability to interpret information in one’s own words
3. Application: the ability to apply what is learned to a new situation
4. Analysis: ability to determine internal relationships
5. Evaluation: the ability to make judgements using criteria and standards
6. Creation / Synthesis: the ability to put facts together into a coherent whole,
or, creatively achieve a new understanding by linking facts toget

2011 DJ
LEARNING OUTCOME BEHAVIOURS LEVEL TWO* Peer Self

By the end of this Assessment Assessment
placement the student *Level Two has been chosen as the example & Notes & Comments
will: template only
1. Demonstrate a. Answers questions from Case: Case:

appropriate educator/tutor on core clinical Date: Date:
background knowledge and skills.
knowledge
What is...?
Why did...?
Explain what happened…
What approach would you use to...?
What is the relationship between ...?
b. Justifies assessment with

reference to theoretical concepts
and available evidence
appropriate to his/her experience.
What were the main...?

How would you compare...?
What might have happened if...?
How would you support the view...?
2. Retrieve relevant a. Selects all relevant information Case: Case:
information from from all available sources prior to Date: Date:
available sources initiation of assessment.
Can you list three...?

How would you classify...?
b. Integrates this information into

subsequent assessment.
Explain in your own words...?

What is the function of...?
c. Has a clear understanding of the

patient’s presenting complaint and
management.
What examples can you find to...?

What is the relationship between...?

How would you justify...?
What might have happened if…?
3. Perform a a. Executes a logical, systematic and Case: Case:

subjective comprehensive interview to Date: Date:
examination identify and elucidate the patients
problem/s.
How would you explain...?

How would you categorize...?
Which do you think is better….?
b. Avoids closed questioning.

c. Generates pertinent information
which informs the subsequent
objective examination.

What inference can you make from...?
d. Exhibits some flexibility in enquiry

in response to patient cues.

Can you make a distinction
between...?
4. Perform an a. Explains purpose and format of Case: Case:
objective objective assessment. Date: Date:
examination
How would you explain...?
Explain what approach....
b. Selects and applies appropriate

assessment techniques.
Can you select...?

c. Selects and accurately applies

appropriate outcome measures.

What were the main...?
d. Maintains a safe environment.
How would you show...?

5. Demonstrate a. Appropriately positions self when Case: Case:
appropriate executing the subjective and Date: Date:
handling skills objective examination.
Can you select...?

How would you show your
understanding of...?
b. Adheres to documented site

policy on manual handling.

What was the value or importance of...
in...?
c. Employs careful and reflective

handling of patients during
assessment.

d. Allows adequate recovery time

following provocative manoeuvres.
Can you list three...?

What facts show...?
6. Ensure patient a. Positions patients for their comfort Case: Case:
comfort and and dignity during assessment. Date: Date:
dignity during b. Minimises physical and
assessment psychological stress during
assessment.

c. Uses appropriate touch during
assessment.
Why did...?
7. Interpret and a. Identifies salient points from Case: Case:

evaluate assessment. Date: Date:
assessment
findings Can you select...?
b. Relates clinical signs and

symptoms to underlying
pathology.
Explain what is meant...?

What is the relationship between ...?
What would you have recommended if
you had been …?
c. Recognises typical patterns of

clinical presentation.
What are ... ?

d. Can suggest factors which limit

patient’s ability to continue or
comply with assessment tasks.

e. Formulates an appropriate
problem list based on assessment
findings.
What facts show... ?

What approach would you use to…?

How would you categorize...?
How would you justify...?
8. Plan a treatment a. Integrates assessment findings to Case: Case:

programme plan treatment. Date: Date:
How would you describe...?

b. Selects appropriate treatments.
Can you select...?

c. Sets appropriate priorities in

planning treatment.

9. Set realistic goals a. Uses assessment findings to set Case: Case:
appropriate, SMART short term Date: Date:
and long term goals of treatment.
Can you select...?

Can you identify the difference
goals...?
b. Predicts possible clinical

outcomes on the basis of
background knowledge of disease
processes and experience.
How would you support the view...?

Can you propose an alternative
interpretation to that of…?

10. Perform a. Identifies and clears hazards in Case: Case:
assessment safely environment prior to and during Date: Date:
assessment.

Describe the ideal environment for…?
Can you make a distinction
between...?
What alternatives might you propose
to…?
b. Maintains appropriately close

proximity to patients during
assessment.
What are the main patient needs...?

Suggest the core protocol for patient
assessment…?
c. Monitors patient response to

assessment and
modifies/discontinues assessment
where patient safety is at risk.
Describe the key issues when…?

Outline the approach you would take
when…
Which do you think is better...?
What might have happened if…?
Task :
Using the form above as a template prepare some questions for a particular session
/ case.
What are your opinions on the Self and Peer Assessment suggestion?

2011 DJ
Designing Assessments6
Seven questions that lecturers might ask when designing an assignment are:
1. What are the outcomes to be assessed?
2. What are the capabilities/skills (implicit or explicit) in the outcomes?
3. Is the method of assessment chosen consonant with the outcomes and skills?
4. Is the method relatively efficient in terms of student time and staff time?
5. What alternatives are there? What are their advantages and disadvantages?
6. Does the specific assessment task match the outcomes and skills?
7. Are the marking schemes or criteria appropriate?
Common weaknesses to avoid

The tasks do not match the stated outcomes;
The criteria do not match the tasks or outcomes;
The criteria are not known to students;
Students do not understand the criteria;
Overuse of one mode of assessment such as written examinations, essays, or closed
problems;
Overload of students and staff;
Insufficient time for students to do the assignments;
Too many assignments with the same deadline;
Insufficient time for staff to mark the assignments or examinations;
Absence of well defined criteria so consistency is difficult to achieve;
Unduly specific criteria which create a straitjacket for students and make marking
burdensome for lecturers;
Inadequate or superficial feedback provided to students;
Wide variations in marking between modules and assessors and within assessors (self-
consistency);
Variations in assessment demands of different modules
6
Brown G., Bull J., Pendlebury M (1997) Assessing Student Learning in Higher Education. London: Routledge.


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Sherin, N. (1995) Oxford Dictionary of Humorous Quotations. Oxford: Oxford University Press.
Stanford University newsletter on teaching. (1993) Speaking of Teaching, Vol.

5, No. 1, Fall. Stanford's Center for Teaching and Learning www.ctl.stanford.edu/teach/speak.html

2011 DJ
Notes:
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2011 DJ

UCD Teaching and Learning

Practice Action Planning:

Enabling Critical Thinking in Practice

1 UCD Teaching and Learning

2 UCD Teaching and Learning

Key areas covered include:

Further workbooks are available, for information contact David.Jennings@ucd.ie

3 UCD Teaching and Learning

FLEXIBLE LEARNING DEFINED ................................................................................................... 5

4 The UCD Centre for Teaching and Learning

Flexible Learning Defined

What is Active Learning?

A very simple ‘ice-breaker’ activity is provided on the following page, it serves a

5 UCD Teaching and Learning

Activity: Introductions, Relationships and Communication

Take a moment to fill out the ‘Welcome Card’

Most enjoyable topic to teach / learn

Two pass times / hobbies

6 UCD Teaching and Learning

Fundamental Needs for Student Centred Approaches

There is a need to establish a firm line of communication between learner and

Another way of providing flexible access and supporting student engagement

- Be accessible at the start of session, for queries, notes etc

7 UCD Teaching and Learning

A learning contract is an agreement negotiated between a learner and a

Learning contracts have grown in popularity as part of the changing trend in

An essential component of Learning Contracts is that they centre around the

A learning contract usually has a written record of:

– A series of negotiated learning goals/objectives. These are set

The Negotiated Learning Contract / Agreement

8 The UCD Centre for Teaching and Learning

strong motivational justification for partaking in any future collaborative

In this process the learner is required to be explicit about their learning

This is achievable at under graduate level, whether through class discussion

Take a moment to individually complete the example learning contract, apply it

9 The UCD Centre for Teaching and Learning

Example Learning Contract

Placement: ........................................................................... Student: ...........................................................................

Assessor: ........................................................................ Date due: ...........................................................................

Intended Outcomes Resources and Strategies Evidence Assessment Criteria

10 UCD Teaching and Learning

11 UCD Teaching and Learning

Honey and Mumford 1996

12 UCD Teaching and Learning

Interpersonal Intelligence: Seeing things from other perspectives (dual-

- David Keirsey’s ‘Sorter’ to discover one’s personality type

- Rose’s VARK Online test

- Honey and Mumford’s 80 item questionnaire

13 The UCD Centre for Teaching and Learning

Action Planning in an Outcomes-based Curriculum

The learner-centred model of Higher Education, however, requires a clear focus on

Advisory Note 1 – Outcomes, Objectives, & Competencies

14 The UCD Centre for Teaching and Learning

Activity: Evaluating and preparing Action plans

Present most recent evidence including charts on

Comment on any differences between perception

Report judgements to plenary.

Listen and take additional notes.

15 The UCD Centre for Teaching and Learning

Present Summary List as OHT and Handout Ask questions.

Senior Physio / Pracitce Educator Activity Student Activity