From Little Things Big Things Grow: Using small groups and the RSD to grow big ideas. Susan Hazel...
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Transcript of From Little Things Big Things Grow: Using small groups and the RSD to grow big ideas. Susan Hazel...
From Little Things Big Things Grow: Using small groups and the RSD to grow big ideas.
Susan Hazel and Hayley McGrice
What do we wish students to do?
• Embark on a journey and discover something new
• Work at increasing levels of autonomy
• How do we ensure deeper learning using the RSD framework as a guide?
Switching on Curiosity using Big Questions
• Follow the 4Ss of Team-based Learning– SIGNIFICANT– SPECIFIC– SAME– SIMULTANEOUS
Respect for Wellbeing Autonomy Justice
Sows/Piglets
Animal Welfare
Behavioural freedom
Intrinsic value
Consumers Availability, acceptability
of food
Choice Affordability
Producers Income & working
conditions
Freedom to use or not use
Fair treatment in trade & law
Should farrowing crates for sows be banned?
http://imgarcade.com/1/farrowing-crates/
Individual/Group Work?• Teamwork skills an
important graduate attribute
• Cannot mark individual reports in a large class
• Research suggests optimal group size 5-7
• Instructor formed groups to optimise diversity
The Sum of the Whole is Greater than the Parts
• Dynamic interaction deeper learning
• Diversity of team views and values
Significant problem + Team =
Significant or not students will:o embark, find/generate,
evaluate/reflect, organise/manage/ analyse/synthesise and communicate/apply
BUT+ significant + team = synergy
From little things…..
Students learn to look at a complex problem in which they need to make a decision and go from their own point of view ….
…..big things grow
• a view which includes all of the different perspectives from all the stakeholders
• with increased awareness of ethical, social and cultural issues
Synthesis of New Knowledge“Learning is thus a way of interacting with the world. As
we learn, our conceptions of phenomena change, and we see the world differently. The acquisition of information in itself does not bring about such a change, but the way we structure that information and think with it does. Thus, education is about conceptual change, not just the acquisition of knowledge.”
Biggs ‘What the Student Does: teaching for enhanced learningHigher Ed Res Dev 18:57-75 p.60