Thursday, February 16, 2012
Follow up on workshop on planning and preparation for teaching
Thank you for the lively discussion yesterday. The participation was very good but unfortunately there was insufficient time to pursue certain pertinent issues. If there is anything you would like to comment on, please feel free to do so on the blog. I am interested to know what challenges you, as CPUT lecturers, face in the implementation of innovative, learner-centered teaching approaches.
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I think one of the challenges is lack of knowledge on the learner centred teaching strategies. The TDP program is very useful for empowering lecturers with such knowledge. I like the fact that the facilitators "walk their talk".
ReplyDeleteI think it was quite profound for me to realise that we in effect determine the way future generations facilitate learning, and as such the onus is in effect on us to implement strategies that work, so that future learning facilitators imbibe this spirit of change, innovation and the dynamism which exists in the field of education/learning.
ReplyDeleteThe challenge I have is breaking the mold of teaching and developing one of facilitating.....as far as teaching and learning is concerned
This is all the questions I jotted down during Wednesday's session
ReplyDelete1. Do you still have to recap with a class before doing a formative assessment, or is the assessment the recap?
2. Does a lesson plan only cover 1 lesson eg 2 periods and if you need a longer time to finish a section/module do you have several almost "sub-plans"
3. Is it OK to make the development of a learning contract mutual i.e lecturer and students gives input into design? (joseline)
Hi
ReplyDeleteResponse to you question: Difficult students are a challenge to any lecturer at any given time. Last weeks discussion gave me the reassurance that the way i dealt with difficult students was within line. I would consult with them on a one to one basis and get to the bottom of their problem,or refer to student counselling. My personal philosophy anger with anger solve no problems. I really enjoyed last weeks session becuase you provide a platform to all of us to share and we don't have the feeling of loneliness in academia.Faiza Kajee
ReplyDeleteAs new lecturer at CPUT, I was extremely anxious about personally bridging the gap between the FET sector and the tertiary sector. The most pressing thoughts were: what content do I teach...at what level do I pitch as surely the competency levels of students would be very varied. After attending the Induction Programme and the TDP, I felt far more comfortable and confident. I found great support amongst certain colleagues and thoroughly enjoyed the first few lessons with the first years and the PGCE group. The TDP has taught me a few new theories and refreshed my memory and approach to teaching and learning. I have not encountered difficult students. This, I think, is because expectations are clear and communication is transparent right at the beginning of the year. I usually only have one rule in my teaching/learning environment and that is mutual RESPECT...all else hinges on that for me. In my world, if students treat the lecturer respectfully, and the lecturer treats the students respectfully, there is a kind of symbiosis that falls into place. This doesnot mean that difficult students won't be dealt with. Any measures to address ill-discipline/other should be spelt out at the beginning and maybe even be made part of the social contract/learning agreement. Sometimes I find the physical constraints around the use of technology to be frustrating (no cupboard, no remote, projector out of order etc) but for teh most part I am enjoying my 1st yr at CPUT.