PCAPP Exploring Course Design June 4th; post–workshop reflection
Follow-up to PCAPP workshop, Curriculum and Course Design, June 24th 2010 from Alison's blog
Teaching is a funny business! I had somewhat naively anticipated that because my approach and structure to this workshop had been successful the last time I ran it, it would be equally successful this time. It was different, which of course is to be expected simply because the participants were different, but some parts, most notably the mind map exercise was less successful. Only 7 of the 9 people registered turned up, so I divided the class into 2 groups rather than 3, one of which found the mind map activity easier and more fruitful than the other. Feedback confirmed that it hadn't scratched where all of them were itching, with some identifying it as the 'least useful' aspect of the workshop. Others, however, indicated that it had been the 'most useful', so I suspect this was as much a case of group dynamics and, in one case, an articulated dislike of groupwork as a teaching method. However, there was also the comment that 'there was not enough knowledge in the group to be able to do this exercise, especially re policy', which I need to think about for future occasions. The experience has not put me off doing the activity again, but next time I might try to prepare a more formal approach to offer alongside the mindmap, offering participants the choice of which they would prefer to do. I am reminded of the 'differentiated' teaching I needed to incorporate into school classrooms when doing my Return to Teaching course, catering for people of different levels, as well as the need to meet a variety of learning styles.
The discrepancy between the expectations and learning styles of individual participants was also evident when it came to the design of a hypothetical module. One participant stated 'The workshop-based construction of a hypothetical new module was excellent. This is the best way (for me) to understand some of the issues involved. I especially liked and appreciated the feedback at the end from everyone else. I think more time for this would be appropriate (as a % of the session)', while another wrote: 'I don't find 'unreal' examples useful in workshops'. I had suggested that the groups might like to focus on PCAPP itself as the one common denominator between them, and also as a 'real' example rather than hypothetical, and one group took that option up. However, on a future occasion I might actually take a PCAPP (or other) module descriptor in and ask participants to choose between constructing a hypothetical module, or critiquing a real life one. That might meet the variety of likes and dislikes better. In general, the practical module design was given the thumbs up, with most participants citing it, and Katherine Gray's input and feedback, as the 'most useful' part of the workshop.
Feedback apart, my own experience of the workshop was positive, and I appreciated the willingness of participants to throw themselves into activities which needed them to do that, or things would have fallen pretty flat. I have a developing awareness of the fact that I adopt a high-risk approach, and perhaps need to develop some specific risk-management strategies. I think differentiated learning activities might be a useful thing to explore, although it's quite demanding both in preparation and in execution. I like the idea of the challenge, though, and maybe this will provide me with my next 'innovation' to try out in the Teaching Grid, hence honouring the spirit of the TG.