Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2021) Students and staff working together to increase independent learning. In: Talk about Teaching for Social Justice, 06/07/2021-08/07/2021, York St John, MS Teams Meeting. (Unpublished)

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Abstract

We expect our students to do a lot of thinking: they are here for that purpose after all. The assessment descriptors contain phrases like 'sustained critical analysis' and 'demonstration of subject-specific methods' but how often are these defined and debriefed with students? How do we help our students understand what mastery looks like in these skills?
Skills are often promoted as 'content-free' and are able to be developed in separate course (e.g., critical thinking, resilience, 'study skills' modules). The seminal meta-analysis of Hattie, Biggs & Purdie (1996) however found that these should be taught in context, by completing tasks that were authentic, embedded and subject-specific, further explored by a later synthesis by Hattie & Donoghue (2016). The importance of purposefully debriefing skills thus aids metacognition and self-regulation, the self-directive processes through which learners transform their mental abilities into task-related skills (Zimmerman, 2001). This practical workshop will do this, focusing on the mindset for learning, establishing a skills dialogue, student self-help techniques, how to use co-operative structures to enable students to act as instructional resources for each other (Wiliam, 2017) and steps to becoming a reflective practitioner.

Item Type:	Conference or Workshop Item (Other)
Status:	Unpublished
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1705-2286 Education and training of teachers L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/5984

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