Constructivism - Finally a potential fit

Having reviewed the tradtional learning theories I can see elements of my teaching that are utilising some of the ideas but I still cannot fully commit to one - on reviewing constructivism I may have found some ideas that represent a closer fit in terms of my teaching philosophy. According to  Cushion et al (2010) constructivism is not strictly a theory but a description that encompasses a range of approaches to learning. Cushion et al (2010) asserts that under this umbrella term, these approaches share a common epistemological or philosophical explanation about the nature of learning (Simpson, 2002; Schunk, 2009). Constructivist approaches are concerned with how learners build their own mental structures through interaction with their environment (Cushion et al., 2010). Lave and Wenger, (1996) assert that supporters of constructivism, argue that understanding and experience are in constant interaction, and through participation, persons, action and the world are connected in all knowing and learning. Cushion et al., (2010) report that the constructivist approach also stresses the developmental nature of learning, in that there are phases of learning skills and the way these are learned will change over time with experience. Kerka, (1998) argues that the conmon thread running through many of the current learning theories suggests that learning is most effective when new knowledge and skills are used, and individuals construct meanings for themselves within the context of interaction with others.


From this view point Cushion et al., (2010) argue that cognitive approaches ignore the social aspect of learning and therefore promote an impersonal and objective view of knowledge, skills, tasks and learning. In contrast, however, Cushion et al., (2010) report that situated learning considers learning within social and cultural contexts, where individuals are involved less with objective de-contextualised knowledge acquisition and more with constructing knowledge through direct experience of social practice (Gilbert and Trudel, 2001). I can certainly see commonality with my own attitudes to teaching and now have a body of knowledge to explore. However I will do so as part of a critical appraisal and wiil not ignore the benefits of the other theories just utilize the key ideas from all to enhance my teaching.


References


Cushion, C. Nelson, L., Armour, K., Lyle, J., Jones, R., Sandford, R.,  and O’Callaghan, C. (2010). Coach Learning and Development: A Review of Literature. Sports Coach UK.


Gilbert, W.D. & Trudel, P. (2001) Learning to coach through experience: reflection in model youth sport coaches, Journal of Teaching in Physical Education, 21, 16-34


Kerka, S. (1998). New perspectives on mentoring. ERIC Digest No. 194. Columbus: ERIC  Clearing house on Adult, Career, and Vocational Education (ED-99-CO-0013).


Lave, J.  & Wenger, E. (1996) Practice, person, social world, in: H. Daniels (ed.) An introduction to 
Vygotsky (London, Routledge) pp.143-150.


Schunk, D.H. (2009) Learning Theories: an Educational Perspective (5th edition) International Edition New York Pearson Prentice Hall.


Simpson, T.L. (2002) Dare I oppose constructivist theory?, The Educational Forum, 66, 347-354.

Cognitive Theory - a step in the right direction

Although I have previoulsy written about my experience and attitudes towards behaviourist theories I also acknowledged that in terms of my own teaching philosophies it was not an effective fit. So this post will highlight my considertion of cognitive approaches. According to Brockbank and Magill, (2007) cognitive theories intend to scrutinise internal mental structures and see learning as transforming those structures. Here Cushion et al (2010) suggest cognitivists relate their theories to the subject matter, and these theories are primarily about acquiring knowledge (Jarvis, 2004). There have according to Cushion et al, (2010) been many cognitive approaches to learning. Gagnes (1985) model for understanding the relationship between learning and instruction proposed that learning is progressively linked to phases within the instructional process. Ausubel (1963) promoted reception learning or instruction. In this case, learning needs to be meaningful and related to the learners existing knowledge (Cushion et al, 2010). This according to Armitage et al., (2003) is achieved through an exposition of the topic by the teacher or instructor that allows the construction of new meaning. Mezirow (1981) is concerned with transformation and focuses on meaning and reflection to develop learning. Jarvis, (2004) suggests that in this instance an individuals construction of reality is transformed as a result of reflecting on experience and plotting new strategies.


The ideas are logical and I certainly support the notion that the learner has to have a meaningful experience and it is the role of the teacher to support this process and encourage reflection to aid learning. However I feel uncomfortable with the notion that the learning environment has to be constructed and engineered in almost a unidimensional fashion by the teacher. I feel the learner should and in many instances does have control of their own learning. I am interested in the ideas and understand why the models associated with cognitivism are popular as many such as Kolb's cycle (Kolb, 1984) assert that learning can result from experience if it is simply organised correctly. However I support the argument that learning cannot always be ordered and models such as the Kolb cycle although logical does not take account the complex aspects of learning experiences (Newman, 1999) .


I am coming to the conclusion that all these ideas provide a potential toolkit to aid my teaching - but I cannot help feeling that students that pass through higher education still do not have the necessary skills to successfully progress into highly complex and pressurised work environments - my challenge as I see it is to develop knowledge and skills through valid experiences.


References


Armitage, A, Bryant, R, Dunnill, R, Renwick, M., Hayes, D, Hudson, A, Kent, J, & Lawes, S. (2003) Teaching and training in post-compulsory education 2nd edition (Buckingham, Open University Press).


Ausubel, D.P. The psychology of meaningful verbal learning: an introduction to school learning (New York, Grune & Stratton).


Brockbank, A. & Magill, I. (2007) Facilitating reflective learning in higher education;Second Edition (London, Open University Press).


Cushion, C. Nelson, L., Armour, K., Lyle, J., Jones, R., Sandford, R.,and O'Callaghan, C. (2010). Coach Learning and Development: A Review of Literature. Sports Coach UK.


Gagné, R.M. (1985) The conditions of learning 4th edition (New York, Holt, Rinehart & Winston).


Jarvis, P. (2004) Adult education and lifelong learning: Theory and practice 3rd edition;(London, Routledge).


Kolb, D. (1984) Experiential learning as the science of learning and development (Englewood Cliffs NJ, Prentice Hall).


Mezirow, J. (1998) On critical reflection, Adult Education Quarterly, 48(3), 185-98.


Newman, M. (1999) Maeler‟s Regard (Sydney, Stewart Victor Publishing).

Blended learning - flavour of the month or here to stay

• I have been writing a series of posts tracking my progress in working with a group of final year  students and trying to implement possibly what would be termed a constructivist (Brockbank and Magill, 2007)  approach to their learning. One of the concepts that I have been researching to support this approach has been blended learning - where sessions and or the entire syllabus is delivered by combining elements of online and face-to-face communication as to address the balance of new digital literacies and traditional literacy (Labbo, 2006). There is an expanding body of research (Zhao et al. 2005; US Department of Education, 2010) indicating advantages for blended learning over purely online learning or face to face experiences. Authors such as  Bransford, et al., (1999) and Dede (2006) argue that utilising such an approach can enhance the development of a community learning environment. 

• The reason for developing this type of community approach has its roots in my professional experience. Since working within the Higher Education I have noticed that much like the broader education system there is limited opportunities for students to work within teams and there is almost a competitive attitude to education (such as an overwhelming need to compare grades). On reflection within the professional environments that I have worked working as a member of team is crucial. I feel the education system has a responsibility to prepare students appropriately. Authors such as Shen et al (2007) argue that promoting learning within a community environment enhances the opportunity to collaboratively generate new knowledge, manage own learning and cooperate with others in the processes of negotiation and discussion by setting realistic problems. I will be engaging with a number of different tools to help promote this approach and intend to keep a log of my experiences of the course of the year.

• References

• Bransford, J. D., Brown, A. L. and  Cocking R. R. (1999). How people learn: Brain, mind,
  experience, and school. Washington, D.C.: National Academy Press.
  
  
  Brockbank, A. & Magill, I. (2007) Facilitating reflective learning in higher education, Second Edition (London, Open University Press.
  
  
  Dede, C., (2006). Online professional development for teachers: Emerging models and
  methods. Cambridge, Mass.: Harvard Education Publishing Group.
  
  
  Labbo, L.D. (2006). Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy, 29(3), 199-209
  
  
  Shen, P. D., Lee, T. H.   and Tsai, C. W.  (2007). Applying Web-enabled problem-based learning and self-regulated learning to enhance computing skills of Taiwan’s vocational students: A quasi-experimental study of a short-term module. Electronic Journal of e-Learning 5 (2):147–56.
  
  
  U.S. Department of Education (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service
  
  
  Zhao, Y., J. Lei, B. Yan, C. Lai, and H. S. Tan. (2005). What makes the difference? A practical
  analysis of research on the effectiveness of distance education. Teachers College Record 107
  (8)
  
  

R

Could I be a behaviorist? - surely not

It is suggested that behaviourists focus on the outcomes of stimulus, without necessarily attending to social meaning (Brockbank and Magill, 2007) and that all learning can be measured (Armitage et al., 2003). When reflecting on my own teaching I can see opportunities develop students through trial and error (Thorndike, 1928) and initiating key behaviors using the assessment framework to generate the desired actions in what could be described as a stimulus and response (Pavlov, 1927) strategy. I can also recognise that I may be using a form of operant conditioning (Skinner 1951) within my assessment framework where the desired level of work and commitment is shaped by the reward (the grade or feedback), (Jarvis, 2004). Yet within a behaviourist approach, it is argued that learning should be progressed step by step, building on previously learned material (Armitage et al., 2003) and the role of the teacher is to deliver or transmit learning through small simple tasks (Tusting and Barton, 2006). The tasks are practiced repeatedly and positive feedback reinforces the desired behaviour and stimulates motivation for the learner to continue (Tusting and Barton, 2006; Armitage et al., 2003).


Behaviourism therefore assumes cognitive processes are not necessary to explain the acquisition, maintenance and generalisation of behaviour (Schunk, 2009). I cannot subscribe to this pure view of behaviourism but I can see opportunities to use some of the concepts in my teaching with some interesting issues surrounding the ideas of gamification of education (Gee, 2008) - a concept worthy of further research.


References



Armitage, A, Bryant, R, Dunnill, R, Renwick, M., Hayes, D, Hudson, A, Kent, J, & Lawes, S. (2003) Teaching and training in post-compulsory education 2nd edition (Buckingham, Open University Press).


Brockbank, A. & Magill, I. (2007) Facilitating reflective learning in higher education, Second Edition (London, Open University Press).


Pavlov, I.P. (1927) Conditioned reflexes (New York, Oxford University Press)


Gee, J. P. (2008).  Learning and games. In Katie Salen (Ed.) The ecology of games: Connecting youth, games, and learning (John D. and Catherine T. MacArthur Foundation series on digital media and learning). 
Cambridge, MA: The MIT Press.

Jarvis, P. (2004) Adult education and lifelong learning: Theory and practice 3rd edition (London, Routledge).

Schunk, D.H. (2009) Learning Theories: an Educational Perspective (5th edition) International Edition New York Pearson Prentice Hall.


Skinner, B.F. (1951) „How to teach animals‟, Scientific American, 185(12): 26-29

Thorndike, E.L. (1928) Adult learning (New York, Macmillan).


Tusting, K. & Barton, D. (2006) Models of adult learning: A literature review (Leicester, UK, NIACE).

Trap of Success

In my ongoing thread relating to development of graduates I have found myself reflecting on how Higher Education institutions are maintaining their validity in an increasingly croweded training market place. SkillsActive the Sector Skills Council for Active Leisure and Learning promote themselves as an independent, employer-led, UK-wide organisation designed to build a skills system that is driven by employer demand. I find myself reading this and wondering if business, sports and leisure higher education programmes across the UK were to provide a clear vision and description of their role whether it would or should be that far removed from skills active.

Should Higher Education mirror the same priorities and like Skills Active at a local level work as the central link between all active leisure and learning sector partners, as well as represent the needs of the sector to the local Government, maintain communications with awarding bodies, service providers, funding agencies and policy makers.

Skills Active priorities (2009)

1. To improve recruitment and retention of the workforce
2. To upskill and professionalise the existing workforce
3. To match training supply to employer demand
4. To redirect and secure new funding for training to meet employer needs
5. To increase sector investment in our people

On review of their priorities my concern is that other large scale institutions are emerging which are driving industries and subsequently general society and that without a major step change in philosophy will superceed and replace the broad institutions that make up the Higher Education sector. Everything inevitably changes and HE may be caught in a trap of success.

Have we taken our eye off the ball?

We are in danger of trying to maintain a system that is desperately trying to hold on to the past and in our efforts to resist and maintain our status in society are failing to realise that Universities influence as a major social instution is being eroded and replaced by institutions that are more in tune with industries, customers and citizens needs. Can Higher Education survive this transition? The answer is probably, but we need to rediscover our passion and role in society and take the time to realingn our priorities.

Reference

Skills Active (2009) A Guide to Sucessful Workforce Development in Wales. Skills Active.

500 applications - No jobs

If you are a follower of my blog you will no doubt realise that I am passionate about my industry and one of my core aims as a lecutrer is to produce graduates that not only have the skills to gain a job on graduation but to have the skills, passion and drive which will allow them to contribute to the ongoing development of sport and leisure in the long term. My previous posts on how students should be fit for purpose have provided the stimulus to continue to reflect on my teaching. I wish to challenge my delivery to ensure that students have the best possible experience whilst ensuring I meet the needs of the industry -  which at present is in the midst of a sea change.

What would Kolb make of my challenge.

A recent industry graduate level job in sport was advertised with up to  500 graduate applications 3 were short listed with 95% not even close to the mark. There is a growing swell of discontent with industry employers. The challenge is not only to provide front line early career skills and qualifications for students but also to expose students to managerial decision making, programme design, staff management and problem solving. I can teach the decision making process as a model but need students that can deal with the pressure of making decions. The often stale and sterile environments in which we teach are limiting; role plays, scenarios and case studies can make it interesting but these strategies and environments are safe havens for both teachers and students. Placements can expose students to real world sceanrios,  but partners often will not take the risk on new, untried and untested staff, leaving students focused on front line operational tasks. This is a valuable experience but students still need the opportunity to progress.

The Final Transition - LSM - Leisure and Sport Management Society

Final year management and business undergraduates training to work in any industry need valid experiences - someone needs to take a risk on them and challenge both their academic skills and professional competencies. I have set myself the challenge of creating challenging teaching plans and assessments that provide students the opportunity to make the final transition into a professional.

LSM has been set up as a student led society with a remit to improve sport health and well being of staff and students within the University. Final year students have each been given a functional areas in which they must lead. They have multiple assessments/modules associated with this role and will plan, deliver and monitor their own work. My intention is to assess the process at each stage and record how valuable these experiences are to their overall development. In parallel to my blog post regarding teaching philosophies,  I intend to keep a reflective account of this experimental programme of work.

What is Learning?

As I enter in to this new year of teaching I am starting to reflect on the key question of what is learning ?

Hodkinson et al., (2008) suggest that there are significantly different ways of understanding learning and that any understanding relates to how the person is perceived, the nature of reality and the nature of knowledge. My interpretation of this statement is that all teachers need to be aware that there are underlying philosophies that inform understanding. According to authors such as Light, 2008; Brockbank and Magill, 2007 it these underlying philosophies that frame theories, theoretical models, and subsequent practice . Jarvis, (2004) notes that importantly, theory is not value free and cannot be divorced from the wider world of ideology and belief.

It would seem that the core theories of learning are based on assumptions concerning the individual, the world and the relationship between the two (Cushion et al 2010).  Merriam and Cafferella (1999) amongst others typified the variety of learning theories as behaviourist, cognitive, humanist and social, while Brockbank and Magill (2007) collapsed humanist and social theories seeing them simply as constructivist.

My intention is to reflect on these key learning theories over a series of blog posts to explore how they can influence my delivery and to reflect on my own core values and philosophy towards learning.

References

Brockbank, A. & Magill, I. (2007) Facilitating reflective learning in higher education, Second Edition (London, Open University Press.

Hodkinson, P., Biesta, G., & James, D. (2008) Understanding learning culturally: overcoming the dualism between social and individual views of learning, Vocations and Learning, 1, 27-47.

Jarvis, P. (2004) Adult education and lifelong learning: Theory and practice 3rd edition London, Routledge.

Light, R. (2008) „Complex‟ learning theory in physical education: An examination of its epistemology and assumptions about how we learn, Journal of Teaching in Physical Education, 27(1), 21-37.

Merriam, S.B. & Caffarella, R.S. (1999) Learning in adulthood 2nd ed (San Francisco, Jossey-Bass

Here we go again

As we enter the start of new academic cycle I am feeling excited about the year ahead. There are a number of projects and changes in my teaching that I aim to write about and keep a journal of using my blog. If I reflect on my first full year of teaching at HE there are a number of areas of my development that need to be improved and others I would like to explore further. I will aim not only to use this blog to undertake our group tasks but also to track my experimentation and implementation of key teaching strategies across a number of different levels. Some of the areas will include group tasks on role play ( plus an extreme role play project which will immerse my students in a live case study), discussion on workload balancing, using teaching for research, comments on the teaching models/strategies we will study and how I can engage partners in embedding enterprise, innovation and creativity in the degree programme that I manage.
My focus which continues on from the themes last year are still aimed at producing an environment that empowers students and ensures that the are ready to enter into industry with appropriate skills, knowledge and experience to be successful throughout their careers. Many of my comments on this have been summarised in a recent article published in major industry specific publication sparked by an online debate initiated through Linkedin. It would seem that I have opened the debate with many of my industry colleagues - who are now only to willing to support the efforts of the University.

Thinking about thinking

  The final major pieces of work are complete and although a detailed and focused exercise it has stimulated a major shift in my mindset. Over the past six months I have had several 'ah ha' moments and I feel my journey has only just started. The greatest affect being the process of becoming more self aware and asking questions of my models of thinking - not just my philosophy on teaching but also on how I view the industry. in which I have worked for 18 years.

Tishman et al (1993) would argue as teachers, mentors, lectures it is our role to nurture thinking within our students but I feel that for me this is happening haphazardly with no clear sense of what is truly successful. I have a strong sense of core values which I try to bring to my teaching but I am starting to realise that developing what Richhart et al (2006) describe as thinking and learning routines within the educational environment needs a more holistic strategy.
  
Thinking about thinking (metacogntion) and how to manage the various models of thinking is something I am aiming to spend more time studying. My initial investigations have initiated a landslide of 'ah ha' moments - my very own period of enlightenment.

References

Ritchhart, R., Palmer, P., Church, and M. Tishman, S. (2006) Thinking Routines: Establishing Patterns of Thinking in the Classroom. Paper prepared for the AERA Conference, April 2006.

Tishman, S., Perkins, D.N., and Jay, E. (1993) Teaching Thinking Dispositions: From Transmission to enculturation. Theory into Practice, 3, 147-153

Sharing Good Practice

AS we draw to a conclusion on our reflective blogs I intend to try and share some interesting tools picked up in the first year of the training course

Twitter

I have found this platform of communication a valuable source of up to date information if used correctly. I intend to research this medium further.


Some interesting results of using Twitter

The i-manage-sport daily editions are supplied through paper.li newspapers and aim to provide a snap shot of the key twitter news stories every 24 hours. Keep an eye out for the;

 i-manage-sport Daily News - Over 600 sports, news, and education sources.
 i-manage-sport Business of Sport - Sports sponsorship, leagues, and industry business activity.
 i-manage-sport Performance Sport - Olympic, coaching and high performance sport.
Access the i-manage-sport daily editions by following i-manage-sport on Twitter

The Finland challenege: Part 2 - Intensive Learning Good or Bad?

Having completed my Finland challenge which included over 30 hours of teaching over a five day period, I found myself naturally reflecting on the entire week on the long journey home. This intensive teaching was also a period of intensive learning from which I could reflect on a variety of session’s activities and student interactions. What stood out was the continuity and flexibility I had when delivering an entire course in such a short period of time. This challenged my thinking about my conventional teaching. Indeed my long held belief was consistent with that of Dempster (1988) that spaced presentations yield substantially better learning than massed presentations. This idea of the spacing effect has been well documented (Donovan & Radosevich, 1999; Foma, 1983; Gay, 1973; Krug, et al., 1990; Pyle, 1913) arguing that when learning sessions and practice periods are spaced out over a given period of time rather than compressed together in time, long-term memory of the new information/task is improved.

However having the opportunity to plan and deliver an entire semesters course in an intensive way gave me perspective and allowed me to see the interactions and flows of knowledge and learning strategies. It made me reflect on how I design and manage my current programmes as I feel at times there is wasted time often recapping work in parts of the year that are fragmented with exams, holidays and fieldtrips.   The spacing effect would suggest that traditional student learning is enhanced by a course delivered several times a week over many weeks (a traditional long semester) than in a course which is compressed into a much smaller time period (a few weeks or only one time per week).  

My experiences have shown me that there are also some potential benefits in teaching intensively. Indeed there have been a number of studies in educational psychology outlining the effects of intensive and compressed courses in higher education (Brett, 1996; Brookes, 1985; Daniel, 2000, Doyle & Yantis, 1977; Henebry, 1997, Kanun, et al., 1963; Kirby-Smith, 1987; Logan & Geltner, 2000; Scott, 1996; Scott & Conrad, 1991; Seamon, 2004; Studdard, 1975; Wallace, 1972). These studies produced results which are inconsistent with the spacing effect. Daniel (2000) concluded in a meta analysis of studies in this area, that compressed courses can result in student achievement/learning that equals and sometimes even surpasses that of traditional, non-compressed courses. The conclusion applied to both short-term and long-term learning and held true across several disciplines. Scott & Conrad (1991) also performed an extensive literature review on this topic. They reviewed research on traditionally delivered courses, summer courses, interim session courses and weekend courses and found that student learning in compressed courses, again, was equal to or exceeded learning in traditional courses.

Smith and Rothkopf, (1984), however found that presenting lessons in one day was less effective that presenting those same lessons over 4 days. Specifically they found that the effect of massing the data together in one day was primarily on the short-term retrieval of facts rather than on long-term learning. Brookes (1985) found that scheduling patterns made no significant difference in students' chances of passing a writing course, although they found that it may have affected their ability to attain a high grade. Logan and Geltner (2000) concluded that compressed classes contributed to student success, yet they suggested that classes that met more often might be better for student learning.

Ellis and Sawyer (2009) suggest that the positives of the intensive course delivery may include;

·         Concentrated support and encouragement for the group

·         Ready availability of the lecturer

·         Students enjoying the benefits of collaborative learning (Bruffee, 1993)

·         Students are able to focus on their learning

·         Fewer student distractions

·         Increased interactive nature of the lectures

·         Enabling lecturers to assess that material had been grasped before proceeding

·         Lecturers are able to focus on one course, without the distraction of other commitments.

This research has caused a major shift in my thinking. I am now beginning to plan for the next academic year with a fresh insight.  I will not abandon the ideas linked to the spacing effect but will certainly engage in more creative course scheduling to ensure that concepts are not presented in isolation of one another but rather are presented in a sequence relevant to the student. Gallo & Odu (2009) suggest that students show lower performance in attending a subject once per week as they do not have adequate time to make meaningful connections with prior knowledge. This I feel is often compounded by the inconsistent attendance of students in higher education and lack of co-ordination of learning between lecturers and subject areas. Co-ordination of learning especially on management courses where subjects are inevitably linked will allow students to work on concepts two to three times per week which Henebry (1997) argues produces higher pass rates across subject areas. Ellis and Sawyer (2009) also suggest some advice on organising concentrated learning, including;

·         Ensure break days between class days to make them more manageable

·         Flexibility in arrangements.

·         Mixed formats, with part of a course delivered intensively the remainder on a weekly basis.

·         Flexible lecturers; the formal and informal collaborative learning opportunities; and the little extras (such as icebreaker activities and social gatherings) help build a cohesive group in a short space of time.

I will aim to provide more continuity for my courses and to ensure that students receive the required knowledge I will aim to punctuate the traditional spacing effect with periods of intensive learning which according to  Van Scyoc & Gleason (1993) will allow students to learn and retain at least as much knowledge as students following a traditional length courses. This as previously noted in my reflective blog will include utilising field studies, conference style learning and practical accredited training.

REFERENCES

Bruffee, K. A. (1993). Collaborative learning: higher education, interdependence

Course Scheduling

Brett, M. (1996). "Teaching Extended Class Periods." Social Education, 6092), 77-79.

Brookes, M.C.T. (1985). "Time in Learning: Does Distribution Make a Difference?" Community/Junior

College Quarterly, 9, 291-296.

Daniel, E.L. (2000). "A Review of Time-Shortened Courses across Disciplines." College Student Journal 34, 298-306.

Dempster, F.N. (1988). "The Spacing Effect: A Case of History in the Failure to Apply the Results of

Psychological Research." American Psychologist, 43, 627-634.

Ellis , B. and Sawyer, J.(2009) Regional Summer Schools: Widening Learning Opportunities through Intensive Courses. Education in Rural Australia, 19 (1), 35-52.

Donovan, J.J., & Radosevich, D.J. (1999). "A Meta-analytic Review of the Distribution of Practice Effect:

Now you see it, now you don't. "Journal of Applied Psychology, 84, 795-805.

Doyle, R.J. & Yantis, J. (1977). "Facilitating Nontraditional Leaming: An Update on Research on

Evaluation in Intensive Scheduling." Mount Pleasant, MI: Institute for Personal and Career Development.

Foma, E. (1983). "Word Processing Text Editing: Massed versus Spaced Practice." Journal of Studies in

Technical Careers, 5, 19-26.

Gallo, M.A. & Odu, M. (2009). "Examining the Relationship between Class Scheduling and Student

Achievement in College Algebra." Community College Review, 36 (4), 299-325.

Gay, L.R. (1973). "Temporal Position of Reviews and its Effect on the Retention of Mathematical Rules."

Journal of Educational Psychology, 64, 171-182.

Henebry, K. ( 1997). "The Impact of Class Schedule on Student Performance in a Financial Management

Co\xr5e." Journal of Education for Business, 73, 114-120.

Kanun, C, Ziebarth, E.W. & Abrahams, N. (1963). "Comparison of Student Achievement in the Summer

Term and Regular Quarter." Journal of Experimental Education, 32, 123-132.

Kirby-Smith, J.P. (1987). "Effects of Intensive College Cotirses on Student Cognitive Achievement,

Academic Standards, Student Attitudes, and Faculty Attitudes. " Unpublished Doctoral Dissertation,

University of Southem California.

Krug, D., Davis, T.B., & Glover, J. A. (1990). "Massed Versus Distributed Repeated Reading: A Case of

Forgetting Helping Recall?" Journal of Educational Psychology, 82, 366-371.

Logan, R. & Geltner, P. (2000). "The Infiuence of Session Length on Student Success." (Research Report

2000.4.1.0). Santa Monica, CA: Santa Monica College, Office of Institutional Research. Retrieved from

http://www.smc.edu/research/T20000410.htm.

 Pyle, W.H. (1913). "Economical Leaming." Journal of Educational Psychology, 3, 148-158.

Reynolds, J. H., & Glaser, R. (1964). "Effects of Repetition arid Spaced Review upon Retention of a

Complex Leaming Task." Journal of Educational Psychology, 55, 297-308.

Scott, P.A. (1996). "Attributes of High-Quality Intensive Course." College Student Journal, 30, 69-77.

Scott, P.A. & Conrad, CF. (1991). "A Critique of Intensive Courses and an Agenda for Research."

Madison, WI: Division of Sumrrier Sessions and Inter-college Programs, University of Wisconsin. ERIC

No. ED337097.

Seamon, M. (2004). "Short- and Long-Term Differences in Instructional Effectiveness between Intensive and Semester-Length Courses." Teachers College Record, 106, 852-874.

Smith, S.M., & Rothkopf, E.Z. (1984). "Contextual Enrichment and Distribution of Practice in the Classroom." Cognition and Instruction, 1,341-358.

Studdard, A.L., Jr. (1975) "A Study Comparing a Regular Semester and an Interim Term College Level Physical Science Course Based on changes in Student Attitudes and Understanding of Science Processes." Doctoral Dissertation, University of Alabama. Dissertation Abstracts Intemational, 36, 7979.

Wallace, J.A. (1972). "Three Weeks Equals Thirty Weeks? A Report on the Experimental Intensive January Language Course." Foreign Language Annals, 6, 88-94.

Van Scyoc, L.J. & Gleason, J. (1993). "Traditional or Intensive Course Lengths? A Comparison of Outcomes in Economics Leaming." Journal of Economic Education, 24, 15-22.

The Finland Challenge Part 1 - Help!!!

Before embarking on the biggest test of my teaching career I sat and tried to positively refocus my feelings of anxiety at the prospect of undertaking the task ahead. It was a sink or swim feeling which was made worse by my own need to build some credibility with my experienced and well respected colleagues.  I didn’t want to do a bad job and the pressure I put myself under was intense.

However one by one a number of colleagues informally stopped me in the corridor, invited me in to their office or popped in to see me with advice.  I was overwhelmed by the support including how to structure my sessions, what the students have responded well to in the past, where to eat and even to pack some creams for my hands and face as the cold weather cold weather could cause blisters.

This generous support whether spontaneous or prompted by a predetermined plan by the senior officers in the faculty reminded me that creating a positive support network is a really powerful tool in my development. I recently commented on a blog (Teaching practise + teaching practice = teaching perfect? – By Teaching through the looking glass) that although being relatively new to teaching having the opportunity to experiment and observe new strategies in a risk free and supportive environment whilst undertaking my professional teacher training was pushing my delivery forward. During my response I commented that there is potentially a culture of isolation in higher education, which in my opinion was potentially a deliberate attempt by some to protect individual egos or sense of perceived status. This culture concerns me as my supportive yet artificial training environment will disappear in less than 18 months, leaving me with potentially no way of continuously improving my teaching. This for many may not be a problem, but being a bit of a perfectionist I have a need to push myself as I do not want my teaching to stagnate.

Teams

My recent experience reminded me that a supportive environment is vital and that maybe we just need to work harder to create supportive teams. Dumbrajs (2007) suggests that teachers can use cooperative methods to develop their teaching including activities at school where teachers form groups, for example when they plan and develop curricula, plan for school celebrations, or take part in work conferences. An observation that fits with the experiences I have had since initiating my teaching career. However Dumbrajs (2007) argues that such groups seldom develop into real teams. Dumbrajs (2007) instead defines teams as stable groups of individuals, who themselves regulate their actions and that teams take responsibility for the work that is done in close collaboration between the individuals.  Katzenbach (1993) simply states that members of team pursue common goals and visions with the help of common rules of action.

So what should I be looking for – at present the word team is banded about loosely often in a vain attempt to draw individuals closer together. Dumbrajs (2007) offers a simple list suggesting the key attributes of a successful teaching team;

·         Common Purpose – shared interest and prescribed goals

·         Self regulation – Equal involvement in collaborative work

·         Individual differences – embrace diversity to push each other’s learning

·         Performing together – Succeed, fail, learn, reflect together take equal responsibility

·         Dialogue – communicate, problem solve, provide feedback

·         Knowledge & Learning – Share practice and experiences

This may not be a traditional list for effective teams but an interesting observation on how teaching teams could be effective. It serves as a personal reminder that collaborative work and the enthusiasm of the others helped me believe that I could be successful. Rather than leave these experiences to chance in the future I need to identify colleagues that I can engage with in a learning process. A process which I should acknowledge may not result in a formally sanctioned team.  Instead I will use the next 18 months attempting to creating my own virtual team - identifying people that I can surround myself with that will support my development beyond my initial teacher training.     

 

References

Dumbrajs, S. (2007) Learning in a Team of Teachers. International Journal of Learning, 14 (1).

Katzenbach, J.R. & Smith, D.K.(1993) The wisdom of teams: creating the high-performance organization. Boston (Mass.): Harvard Business School Press.