Part 1 Experiencing EBL in small groups

Part 1 Experiencing EBL in small groups www.phwiki.com

Part 1 Experiencing EBL in small groups

Kazek, Kelly, Managing Editor has reference to this Academic Journal, PHwiki organized this Journal Facilitating small group & Enquiry-Based Learning; workshop as long as postgraduates Or ‘Help, I’ve got a tutorial group!’ Louise Goldring CEEBL Student Engagement Officer Frank Manista CEEBL EBL Development Officer Aims of the workshop To underst in addition to in addition to experience Enquiry-Based Learning (EBL) To underst in addition to that EBL is ‘nothing new’ To discuss some practical concerns about applying EBL methods in your own small group teaching [Not about designing EBL exercises] Approach The best way to underst in addition to both EBL in addition to facilitation is to do it! We’ll learn about some of the techniques by using them, going through the EBL process in addition to discussing the issues raised. Part 1 Experiencing EBL in small groups

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Ice breaker – Building on experience: What do we already know Introduce yourself to the table Include your name in addition to discipline in addition to why you came today Share your top tip as long as motivating students (this can be based on your experience as a student or as a tutor) Using our existing knowledge base to build confidence in addition to assess what the group already knows Ground rules Everyone contributes in addition to listens to each other Everyone respects the person who is talking by not interrupting No mobile phones – unless it’s an emergency Everyone participates in the exercises in addition to stops each exercise when asked The content is flexible – everyone is free to ask questions at any point Others Negotiating the ground rules is an important starting point as long as small group work ‘What is EBL’ activity Aims: To discover what EBL is in addition to be aware of the breadth of examples. Task: Imagine that you are a student in addition to you have been set the task (trigger) to answer the question ‘What is EBL’ in addition to explain it to others: In pairs, use your research from the CEEBL website to outline your chosen example of EBL. What do they have in common. How do they differ (10 mins) At your table, share these ideas about what EBL is in addition to make notes to feedback. (10 mins) One person from each table report back to the room.

This technique is called ‘Think-Pair-Share’ useful as an icebreaker to start discussions Demonstrates the stage of collating in addition to applying in as long as mation As it builds, the questions get deeper in addition to more reflective: Descriptive to analytical to creative It demonstrates the value of starting from existing knowledge of the group builds group’s confidence identifies the gaps Some types of EBL Projects in addition to Research, often bibliographic Small-scale empirical investigations Problem-based Learning (PBL) ‘messy problem’ Task-based Learning (TBL) ‘crisp problem’ Research-based approach to projects Fieldwork or case study Discovering answer to a scenario chosen to cover specific content/skills Devising solutions to a scenario chosen to cover specific content/skills How well do your examples or others you know of fit these categories Some Humanities examples of EBL Projects in addition to Research, often bibliographic Small-scale empirical investigations Problem-based Learning (PBL) ‘messy problem’ Task-based Learning (TBL) ‘crisp problem’ Examples from your own disciplines Client-based projects 3st yr Planners in addition to other disciplines work with Manchester City Council’s Green City Team on sustainable development projects. Compare approaches of different disciplines.

English Literature yr 3 PBL scenario Preparing a broadcast as long as ‘Yesterday’s Books Today’ The producers of BBC Radio 4’s Open Book are planning a new series of 25 minute programmes each of will focus on one work of literature in addition to will be presented by a different team. General aims of the series are: to convey to a present-day audience the significance in addition to interest of literature of the past to provide the audience with in as long as mation that will help them to underst in addition to in addition to appreciate the literature to encourage the audience to read the literature as long as themselves The producers of the series invite potential teams to present to them a script as long as a programme on one of Samuel Johnson’s works. Bill.Hutchings@manchester.ac.uk http://www.campus.manchester.ac.uk/ceebl/resources/ French ‘EBL as long as EBL’ phonetics scenario ‘You work as long as an export company. You have noticed that even if your colleagues somehow master the French language, they are still making the type of pronunciation mistakes which stop them being fully understood by their French speaking customers who do not speak English. Your boss has asked you to help them improve their pronunciation. You have noticed that they particularly mispronounce the following groups of letters: ‘qu’, ‘gn’,‘gu’. Give a short presentation to explain the pronunciation of these letters in addition to their phonetic transcriptions. Provide a series of exercises to help your colleagues recognise in addition to work on these letters.’ Contact: annie.morton@manchester.ac.uk, catherine.franc@manchester.ac.uk What is EBL Some common views Learning driven by research – uses our natural curiosity Student-Centred Learning, self-directed learning – taking ownership of the learning process (the ‘how’), in addition to sometimes of the content (the ‘what’) Facilitated rather than taught – ‘lighting the fire’ instead of ‘filling the pot’ Usually emphasis on group work Ideally based on the ‘real world’ – a real life problem/ scenario in addition to /or approach to solving problems Students gain both generic skills in addition to subject content & skills But how much content should you provide .

Apart from what you’ve learnt about EBL itself: What processes in addition to skills have we been using Reflecting, or How’s it going so far Students accept responsibility as long as own learning Tutors facilitate Goldring & Wood (2007) Postgraduate Facilitator’s Guide to EBL Define the problem Identify what’s already known Allocate tasks to fill gaps Do research Collate research Apply what’s been learnt REFLECT FINAL PRESENTATION /SOLUTION TOPIC The EBL process & skills wheel 1 2 3 4 5 6 7 Evaluate: How well did it go: what did you find hard/easy What would you do differently next time This reflection stage is useful because it helps to: Identify further gaps in content new cycle of research Build confidence by acknowledging what we did well Learn from our mistakes Become aware of how we learn Recap at different stages, not just at the end. Reflection continued .

Why reflection is important in EBL A speedy solution that reaches a single conclusion shouldn’t be prioritised over a fuller consideration of a problem with many angles to it (as all good EBL scenarios should have!) Research is an ongoing process. You will never find out everything about a topic. Encourage students to reflect on what else they should/could do. Encourage them to consider the legitimacy of their references/resources, including just relying on their own knowledge. Encourage them to consider the approach they used in addition to what they would do differently next time. Why EBL is useful Students are more engaged with their own learning; taps into natural curiosity, improves motivation to learn Encourages deeper learning Greater flexibility, more responsibility Learn essential research skills in a ‘safe’ environment. Research-like learning. Develops skills vital as long as employability, e.g. problem-solving, leadership, group work, communication, creativity, reflection. Most people learn . 10% of what they read 20% of what they hear 30% of what they see 50% of what they see in addition to hear 70% of what they talk over with others 80% of what they do in real life 95% of what they teach somebody else Glasser [1988]

Why EBL is useful – some theory Bloom’s taxonomy of cognitive educational objectives: Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives: The classification of Educational Goals: H in addition to book I, Cognitive Domain. New York: Toronto: Longmans. Experiential learning model (Kolb 1981, 1984) associated learning styles (Healey et al., 2005) Can carry out plans. Interested in action & results. Adapts. Trial & error. Likes practical experimental approach Good at generating ideas. Able to see situations from many angles. Recognises problems. Investigates. Senses opportunities. Prefers to watch be as long as e acting. Uses imagination to solve problems. Able to theorise. Compares alternatives. Defines problems. Establishes criteria. Formulates hypotheses. Takes a concise logical approach. Prefers a good explanation to h in addition to s-on experience. Good at practical applications. Makes decisions. Focuses ef as long as t. Evaluates plans. Selects from alternatives. Solves problems. Prefers technical tasks. Why EBL is useful (continued) Awareness of own discipline-specific knowledge & learning process Knowledge of discipline-specific content & learning process Developing in as long as med in addition to aware learners; ‘Rumsfeld moments’ Unin as long as med & unaware of it; ‘blissful ignorance’ Unin as long as med, & aware of it; help!

What worries me is During the coffee break, use the Post-it notes to jot down your questions/ anxieties about facilitating small groups: Write each question on a separate Post-it note so that we can sort them Stick them on the paper provided. We’ll use them in the plenary When you come back please sit with a different group of people Part 2 Smoothing the process EBL facilitation Part 2 – Introduction in addition to Reflection Introduce yourselves to your new table group Reflect on what we have done so far Discuss this in your groups as long as 5 minutes How is it going What have you learnt Do you have any questions

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What is an EBL Facilitator Guide towards a specific objective Foster communication, negotiation or underst in addition to ing in a group A mediator, a coordinator An Enabler – someone who empowers others to find out/experience things as long as themselves ‘Harnessing the negative’ activity What makes a bad facilitator . (10 mins) Turn your negatives into positives (5 mins) This is called ‘Harnessing the negative’ Very useful as long as tricky questions where there is no right or obvious answer! Doing EBL – What we expect from students . Accept responsibility as long as own learning Work co-operatively Determine a plan of activity in addition to agree individual responsibilities as long as the work – ground rules Use resources effectively in addition to appropriately Share findings in addition to collate research Negotiate deadlines in addition to targets Present findings

Why is it so important that students take responsibility Gain underst in addition to ing, retain knowledge, create knowledge Make decisions based on evidence in addition to research Analyse, synthesise in addition to evaluate, rather than just define in addition to explain Adopt a positive attitude towards their subject/profession/HE Take more responsibility as long as their learning in general Develop skills What is expected from facilitators Allow students to take responsibility as long as their own learning – Do not give them the answers! Facilitate the group processes in addition to the learning Guide lines of enquiry by asking questions Support any difficulties with groups or individuals ‘Learning to listen’ activity Work in a three. Take it in turns to play these roles: Speaker Listener Observer The exercise will be repeated 3 times to allow each person to take on each role (5 mins each time) The Speaker has to discuss a problem/issue they are having (one they don’t mind discussing!) The Listener can only ask questions about the situation to underst in addition to it better in addition to MUST NOT offer advice or talk about themselves The Observer will watch closely in addition to point out any time the Listener does not follow these rules.

‘One thing I’ll try is ’ What one thing will you take away from today Discuss it in your groups. Write it on a Post-it note to take away as a reminder. Finally Evaluation as long as m Help us to improve the workshop Special Interest Group If you would like to be part of a Special Interest Group on postgraduate facilitation, please sign up on your way out. CEEBL Online – Facebook in addition to web pages ‘CEEBL – University of Manchester’ If you’re interested in talking with peers about EBL in addition to facilitation please join in addition to use the discussion boards THANK YOU!

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