All entries for Wednesday 23 June 2010

PCAPP workshop 'Assessment Practice and Strategies' June 24th 2010: pre–workshop reflection

I have completely transformed this workshop following the last time I ran it when I felt that I had provided too little content for participants to engage with and reflect on. (For my pre- and post-workshop blog reflection, please see: http://blogs.warwick.ac.uk/alisonlecornu/entry/pcapp_workshop_assessment/) How to provide content in an appropriate, stimulating, motivating yet appropriate way is my big challenge of the moment. It is, I think, the biggest challenge that relates to my having adopted a largely reflective approach that invites participants to contribute their own experience. While all the feedback to my sessions indicates that this is a welcome approach which participants find effective and 'dignified' (they don't feel like students!), I am aware that many, even most, actually do come wanting to leave having learnt something concrete that they can take away and put into practice. While this can, of course, come from their peers (and is often all the richer for that), I also sense a desire for the 'expert' to convey what contemporary scholarship considers important and convey too what some of the principles of good practice are.

My challenge is that in general I have experienced quite a strong resistance to the approach which means I, as the expert, prepare a powerpoint presentation and stand or sit in front of the class and deliver it. Even if (as I always would) I built in plenty of opportunity for discussion, group work, etc., there still seemed to be a sense of resentment that (I think) may have been linked with the fact that this approach finds it very difficult to adapt if someone comes with significant experience and feels they are being talked down to. The PCAPP context is unlike most teaching situations, since although there is some continuity of participants (we see most people for all 10 obligatory workshops) there is no continuity of content and it is impossible for those of us in the LDC to ascertain in a meaningful way who will benefit from what degree of input at what level, and equally impossible for us to know who comes with what level of experience.

So I changed my approach to a primarily participant-driven model, structuring my sessions in such a way that participants' experience provides a significant degree of content, but I am left with the above conundrum!

For this session, I have done something quite different, and I have designed the workshop around the Deliberations website hosted at London Met University. There are some excellent resources there on Assessment, and the advantage of using the website in the session is that I am introducing participants to a really useful resource that I hope they will get to know well enough to be able to refer to in their subsequent practice. It also means they hear new and different voices to my own, as well as being provided with and having the opportunity to engage with a good degree of content. My decision to use the website provoked new challenges, though. Does the Teaching Grid have enough PCs for each participant to work alone? Do I want them to work alone? Can they work in pairs or small groups around a laptop? Some of the articles are quite long. Will they all read at the same speed? Do I (or they) want long periods of silence while everyone is reading? Will they consider this any better than listening to me with my powerpoint?! Would it be any better?!

I found a way forward through these questions by deciding to direct the participants' reading. I have prepared a short set of questions which are designed to focus on the most significant dimensions of the content, the answers to which they will need to find by surfing the site. The TG has promised about 12 laptops, which means the best course of action is almost certainly for people to work in pairs or small groups (there are 15 attending). I hope that by making the questions the focus of the activity, rather than the text, the reading will be more fun and less intense, allowing for discussion and conversation as they hunt for the information as well as once they've found it. There is a great paper on the site called 'Changing Assessment to Improve Learning'. It is the summary of an interactive keynote session led by Prof Phil Race at the 1st Northumbria Assessment Conference UK in 1996. However, it's very long, so I've decided to mimic the original session, using some of the questions Race used to initiate thought and discussion. In order to introduce some added value, I have prepared these using Clickers (hand held voting remote controls), so I will be asking participants to vote on a range of issues to do with assessment. This is the only paper from the website that I have photocopied so that once we have engaged with its content, small groups can go and discuss, comparing their own responses with those of the people who attended the original session.

Will it work? I can only try it and see. But that's what teaching is, evaluating my practice, seeing if I can find ways of addressing the issues that I think need(ed) attention and then evaluating again. Feedback from participants is therefore crucial. Hence this blog.

: 23 Jun 2010 12:06 |  Tags: Assessment Content Innovative Teaching Reflection Reflective Practitioner Teaching Grid |  Comments (0) |  Close comments |  Report a problem

PCAPP workshop, Curriculum and Course Design, June 24th 2010

Writing about web page Pre-workshop reflection

The last time I ran this workshop the feedback was very positive. Some of it (together with my pre- and post-workshop reflections) is posted into this blog, so check back to my previous entry at: http://blogs.warwick.ac.uk/alisonlecornu/entry/pcapp_workshop_exploring/ if you're interested. For that reason, I think I will adopt a pretty similar approach for this session. My workshop plan is available here. Looking at the list of participants I see that there are 8 people attending, and with the exception of one person from Engineering, everyone else is from either the Business School or the Medical School. That has its pros and cons. One Pro will be that there will be there will be a 'critical mass' of people there to provide a common experience (although with the one exception) which might help address the frequent feedback that PCAPP workshops struggle to meet the specific needs of individual Schools and Departments. Another Pro might be that people come with friends and colleagues who are already known to them, and there is less need to ice-break. A Con, however, could be that the session becomes 'cliquey' if people from individual Schools band together. For that reason, I anticipate splitting the group up, although I will also go with the flow at the time. Close colleagues attending together has occasionally presented quite a challenge if there is a sense of reluctance to attend which is expressed in lack of cooperation or motivation. I have worked hard at finding ways of addressing this, many of which once again are recorded in this blog, and I have been gratified to have ever-increasing levels of enthusiasm during sessions. Roughly summarised, I have moved towards implementing a new approach which has been characterised by:

• A move to the Teaching Grid which gives all sorts of 'added value' to sessions, including allowing participants to try out technologies such as Smart Boards, Clickers and Digital Imaging thingies(!!!). The TG also lessens the sense that people are coming to be 'instructed' and allows them to behave like adults, moving around the space without inhibition, helping themselves to coffee or tea when they would like, and generally owning the experience in a way that is far more difficult in a conventional classroom. This raises, for me, real questions about the use of space, and as I write I make a mental resolution to engage more with the work of the Reinvention Centre. How lucky we are at Warwick to have the Teaching Grid, Reinvention Centre, CAPITAL Centre, and so many more resources that contribute to excellence in teaching and learning.
  
• A move away from adopting a 'formal instruction' approach towards a 'reflective practitioner' approach which embraces and makes use of participants' existing experience.
  
• A willingness to make myself vulnerable in letting participants know that/if I am uncertain about an approach that I am going to adopt with them, and asking them to work with me and feed back so that we can all learn together.
• The use of this blog in which I can record my own reflections and invite others to dialogue with me (thanks to those who have!)

There are, of course, challenges to this approach. The one I am most conscious of is how to ensure solid and appropriate content is communicated so that participants really do leave the session with an enhanced knowledge and understanding of the subject. I guess my response to that is (a) to make sure I am well prepared and can play the role of 'expert' if required; (b) to assume the role of facilitator who engages with the experience and content that individuals bring in the same way as other participants; (c) to continue working hard on finding ways of providing solid content which doesn't necessarily mean people simply sit and listen to me and watch a set of powerpoint slides! I have got quite a lot further to go in this area, and am trying out something new in my Assessment workshop which follows this one.

So this workshop will be highly interactive. I have tried to design it in such a way that I provide a structured framework that will allow participants' experience to play a significant role. I am, of course, dependent on their cooperation, and there may always be a time when my approach doesn't quite work for someone. However, my experience thus far suggests that for the majority this is a successful technique and I am looking forward to the session.

: 23 Jun 2010 11:07 |  Tags: Course Design Curriculum Pcapp Reflection Reflective Practice Teaching Grid |  Comments (0) |  Close comments |  Report a problem