Pedagogy for employability
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Transcript of Pedagogy for employability
Pedagogy for employability
Including:• Using questions• Discovery learning• Case studies
Peter ScalesLifelong LearningFurther and Higher Educationwww.peter-scales.org.uk
What is employability?
If you were an employer, what skills, qualities, attributes, abilities would you expect from an employee?
“Employability is, at heart, a process of learning.”(Harvey, Locke and Morey, 2002: 2)
For companion paper “Employability: a process of learning” see:
http://www.peter-scales.org.uk/he-and-he-in-fe-resources/
“We take as a premise that there
is no necessary conflict between
employability and traditional
academic values. Good teaching
and learning practices can serve
both kinds of end...” (Knight and Yorke, 2003)
How can your students develop these skills, etc.?
Employability
Reflection and PDP
Graduate attributes
Deep learning
Constructivist
T & L methods
Complex learning
Pedagogy for employability
We will consider some teaching and learning methods can foster employability, e.g.
Questioning Case study Discovery
Why do teachers ask questions?
•Management and control•Keep students interested and alert•Gain attention/ check paying attention•Check understanding and pitch sessions at an appropriate level•Recall of information•Revise
Why do teachers ask questions?
•Develop thinking skills
•Encourage discussion
•Encourage discovery
•Stimulate new ideas
•Draw learners into the lesson
•Symbolic value - sends message that learners are expected to be active participants in learning
Closed questions
• Usually only one correct answer• Can usually be answered with one word – usually
yes or no• The initiative is forced back on the questioner. No
need for answerer to extend or develop• Example: “Do you
come here often?”
Open questions
May have several possible answers Requires the answerer to provide a fuller response
than just one word Can develop discussion and develop thinking Example:
“What’s a nice person like you doing in a dump like this?”
Lower-order and higher order questions
• Lower-order questions
• Higher-order questions
Require students to remember
Require students to think
Linked (or Socratic) questioning
This style of questioning is based on the belief that people already know a lot. The purpose of education is to draw it out of them.
“Socratic questions provide a stimulus for thinking and responding, and Socratic questioning differs from random open-ended questioning in that it follows a pattern, a progression of follow-through questions that probe reasons and assumptions and which take the enquiry further”Fisher, R. (2003)
Linked? Socratic questioning – an example
Why is there a cliffhanger at the end of a soap opera? To make sure people keep watchingWhy is it important that people keep watching? To maintain high viewing figuresWhy do TV companies need high viewing figures? To attract advertisersWhat do advertisers provide? IncomeAnd what do the TV companies do with the income? Make more programmes
“Can you explain that…”?Explaining
“How does that help…?” Supporting
“Do you have evidence…?” Evidence
“What if someone were to suggest that…?” Alternative views
“Does it agree with what was said earlier…?” Consistency
“How does what was said/ the question help us…?”Connecting
Examples of questions to develop Socratic dialogue
Using Bloom’s taxonomy to encourage different levels of questioning
Comprehension
Synthesis
Analysis
Application
Knowledge
Evaluation
Discovery learning
“The learning that takes place when students are not presented with subject matter in its final form [expository learning] but rather are required to organise it themselves. This requires learners to discover for themselves relationships among items of information.”
Lefrancois (2000) p158
Discovery learning
“Discovery learning involves confronting the learner with a problem and allowing them to explore the problem and try out solutions on the basis of inquiry and previous learning under the guidance of a teacher”
Armitage, et al (2003) Teaching and Training in Post-Compulsory Education
Discovery learning
Discovery as ‘process’ Learning how to learn Metacognition Transferable skills
Discovery as motivation A better way to learn a prescribed knowledge
and/or skills
An example of discovery learning
Vocabulary buildingMuch of our language is based on Greek and Latin roots, prefixes and suffixes. This is particularly true of academic, especially science-based, subjects. If students have a stock of word roots, prefixes and suffixes, they should be able to work out the meanings of unfamiliar words.
Discovery – vocabulary building
Prefixes (Latin)a, ab, abs = from, awaycon, com = with, togetherinter = between, among, in betweenre = back, again
Greekauto = selfpoly = many
See:http://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_Englishfor a comprehensive list
Case studies
What is a case study?
“… student-centred activities based on topics that demonstrate theoretical concepts in an applied setting.”(The Higher Education Academy – Guides to Lecturers)
A history of an event or set of circumstances where relevant details are examined by learners
Case studies
Case studies fall into two broad categories:
Those in which learners diagnose the causes of a particular problem or draw conclusions about a certain situation.
Those in which the learners set out to solve a particular problem
Case studies
What skills are developed by the use of case studies? Group working Study skills Information gathering (in long-term case study) Analytical skills Thinking skills Time management skills Presentation skills Practical skills (in practical case study)
References
Armitage, A., Bryant, R., Dunhill, R., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2003) Teaching and Training in Post-Compulsory Education Buckingham: Open University Press
Fisher, R. (2003) Teaching Thinking London: Continuum
Harvey, L., Locke, W. and Morey, A. (2002) Enhancing employability, recognising diversity (Executive Summary) Universities UK
Knight, P and Yorke, M. (2003) Employability and Good Learning in Higher Education Teaching in Higher Education, Vol. 8, No. 1
Lefrancois, G. (2000) Psychology for Teaching (10th Ed.) Belmont, CA: Wadsworth Thomson Learning
Links
Pegg, A., Waldock, J., Hendy-Isaac, S. and Lawton, R. (2012) Pedagogy for Employability York: Higher Education Academyhttp://www.heacademy.ac.uk/assets/documents/employability/pedagogy_for_employability_update_2012.pdf
Pedagogy for Employability Group (2006) Pedagogy for employability York: Higher Education Academy http://www.heacademy.ac.uk/assets/documents/employability/id383_pedagogy_for_employability_357.pdf