By Kahn Walsh
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Extra info for Developing Your Teaching: Ideas, Insight and Action (Key Guides for Effective Teaching in Higher Education)
Eds) (1998) The Challenge of Problem Based Learning, second edition. London: Kogan Page. Brown, S. and Glasner, A. (eds) (1999) Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Buckingham: Society for Research into Higher Education and Open University Press. Chin, P. (2004) Using C&IT to Support Teaching. London: RoutledgeFalmer. Dennick, R. and Exley, K. (2004a) Giving a Lecture. London: RoutledgeFalmer. Dennick, R. and Exley, K. (2004b) Small Group Teaching. London: Routledge Falmer.
4, with Jarvis (2002) providing a good introduction. 4 Established theories of learning Theory Description Deep and surface approaches to learning The way in which a student approaches the tasks they carry out helps to determine the effectiveness of their learning. A deep approach is characterised by a search for both meaning and links between ideas. A surface approach concentrates simply on getting the task done, or on rote learning. Experiential learning This broad theoretical perspective recognises that learning involves far more than simply mastering a given body of knowledge.
Only when you can realistically see what the alternatives actually involve are you in a position to begin to see which practice is likely to be more effective. Yet, although it may well be that another practice would be far better for you, your students and your context, you may have no experience of this, and so fail to weigh it up. If we are to determine the best way to start a lecture, we will need a thorough understanding of the competing options, and we will evidently need to go beyond our own immediate experience.