Five try something new: How early career lecturers make one change to their practice
Suzie Pugh Senior Academic Developer
SALT College of Arts and Humanities
Mandy Jack, Ruth Horry, Claire Hanley ,Gibin Powathil , Matthew Davies and Sara Barrento
Great teachers are dynamic, creative individuals who ‘connect’ with students and facilitate rich learning opportunities. They view their practice through four critical interrelated lenses: their own, the views of their students and colleagues and what can be learned from the body of theoretical work (Brookfield, 1995, 2005).
Developing teaching and learning strategies has been key for five early career lecturers who ‘made one small change’ to their practice during the academic year. A range of strategies and approaches were trialled in the pursuit of enhancing student participation and engagement during lectures. Their open-mindedness and willingness to explore new approaches resonates with Borton’s (1970) simple reflective model utilising three prompts. The first question, ‘what?’ prompts the individual to describe the experience. The second ‘so what?’ invites the development of a personal theory of understanding about the event, to see what can be learned from it. The final question, ‘now what?’ focuses on how the student experience can be improved.
This presentation compromises five contributions from lecturers across colleges who will summarise their work in 3 minute snapshots. They will share the challenges and effectiveness of ‘making one small change.’
Make-one-change, engagement, innovation
Conference participants will be able to gain insight into the impact that making one small change can have on student engagement and participation. They will be able to pick up simple, yet innovative approaches to applying to their own practice.