Posts Tagged ‘designing learning activities’

I am in the middle of planning a module (‘Group Care’) that will be delivered in May. The colleague I am working with has also done the PGCAP and is enthusiastic about trying to do things in a slightly different way if it will benefit the students. We have decided to introduce a formal formative feedback session within the module as this is lacking in many of our modules yet ‘it is only when such diagnostic assessment regularly occurs that a teacher and student can check what learning is taking place’ (Fry at al, 2000 p306). We are going to give the students some time to do a piece of work, then to get in groups of four and take it in turns to share their work and then recieve peer feedback from the others in their group. We will float around, and so be able to contribute to the feedback that is being offered and clear up any difficulties and then we will hold a plenary at the end. The piece of work will ultimately be related to their assignment, so there is additional motivation for the students to engage in the task, but the exercise will take place 2/3 of the way through the module, so we can get a clearer idea of whether they are understanding the module content, and if they are starting to process, analyse and assimilate their learning. Biggs (1999) refers to this as ‘peer directed activity’ in teaching and learning, and suggests that within this type of activity the role of peers becomes increasingly important, but that the teacher retains control during the feedback sessions and in orchestrating conclusions.

Biggs J (1999) Teaching for quality learning at university SRHE and OU Press; Bucks.

Fry H, Ketteridge S and Marshall S (2000) A Handbook of Teaching and Learning in Higher Education: Enhancing Academic Practice Kogan Page; London.


Read Full Post »


In memory of an inspiring young doctor who mused about life & death through her terminal cancer illness. Her husband, Chris now keeps the page updated.


Just another WordPress.com site