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X-WR-CALNAME:Teaching & Learning
X-ORIGINAL-URL:https://www.teachingandlearning.ie
X-WR-CALDESC:Events for Teaching & Learning
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160509
DTEND;VALUE=DATE:20160509
DTSTAMP:20171103T120913
CREATED:20151029
LAST-MODIFIED:20160714
UID:18720-1462752000-1462838399@www.teachingandlearning.ie
SUMMARY:‘Rich tasks’ as a framework for innovative assessment in teacher education
DESCRIPTION: \n\n[dt_quote type="blockquote" font_size="big" animation="none" background="plain"]Click here to view the Seminar Report[/dt_quote]\n\n \n\nPresenter:\n\nDr. Deborah Tannehill\, University of Limerick\n\nThe seminar will complement the national focus on assessment that is being championed by the National Council for Curriculum and Assessment\, who emphasise that effective ongoing assessment is about establishing where students are in their learning\, where they are going and how best to get there (i.e.\, assessment FOR learning). The ‘rich task’ framework that will be introduced and explored in this seminar encourages teacher educators from all teacher education institutions in Ireland to share learning intentions and success criteria\, use effective questioning\, provide formative feedback and have students reflect on their learning. All institutions offering teacher education programmes will be contacted directly regarding the seminar conscious of supporting the HEA’s directive for thematic inter-institutional collaboration (HEA\, 2013)\, in this instance teacher education.\n\nThe purpose of this seminar is to explore the extent to which the constructivist pedagogies employed by teachers / teacher educators in their understanding and construction of knowledge about instructional alignment\, i.e.\, where goals\, assessment\, teaching strategies and learning experiences are aligned\, promoting richer learning for students. Wiggins and McTighe (1998)\, (supported by the University Sector Framework Implementation Network\, 2009)\, encourage teachers / teacher educators to plan backwards from the ‘big ideas’ they want students to learn\, choose teaching strategies to facilitate students reaching those ideas\, and design assessment tools that will demonstrate students having achieved success.\n\nThe proposed seminar will focus specifically on exploring how assessment is inextricably linked to curriculum and instruction\, introducing the notion of the ‘rich task’ derived from the work of Education Queensland (Macdonald\, Hunter\, & Tinning\, 2007). The rich task presents substantive\, real challenges for the students to solve\, based on a range of learning outcomes. The task is deemed to be ‘rich’ when it is authentic for the student and relevant to the learning outcomes in question\, presenting students with an assessment that reflects real world challenges. This in turn provides assessment for disciplinary rigour\, validity and reliability.\n\nSupporting the recommendations of the National Strategy for Higher Education to 2030 (DES\, 2011) that teaching and learning being informed by research and scholarship\, the seminar will begin with a case study of a rich task that has been enacted in a teacher education programme for a number of years (MacPhail\, Tannehill & Goc Karp\, 2013). The seminar will then work though sequenced tasks that will allow participants to firstly identify a rich task for their student cohort before exploring assessment features that allow the students themselves to determine what they wish to learn\, what they want to be able to do and how they plan to get there and how they would demonstrate their achievement in the end (i.e.\, assessment AS learning\, where there is an alignment between formative and summative assessment). Key to this is the pre-service teachers’ ability to self- and peer-assess their knowledge and its application to practice by providing a rationale for their scoring decisions that reflected the alignment between curriculum\, assessment and instruction. In turn\, this motivates\, encourages\, engages and stretches the pre-service teachers’ learning.\n\nLearning Outcomes\n\n\tExamine what is considered as meaningful\, relevant and worthwhile assessment with respect to individual teacher education programmes.\n\tDiscuss instructional alignment and the relationship between assessment\, learning goals and learning experiences.\n\tDemonstrate an ability to use research on teaching and learning to apply and design appropriate assessment strategies.\n\tConsider how best to involve pre-service teachers in planning what they need to learn\, what they want to be able to do and how they plan to get there and how they would demonstrate their achievement throughout the process and at the end.\n\n 
URL:https://www.teachingandlearning.ie/event/rich-tasks-as-a-framework-for-innovative-assessment-in-teacher-education/
LOCATION:University of Limerick\, Limerick\, Limerick\, Ireland
GEO:52.6685569;-8.5744815
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=University of Limerick Limerick Limerick Ireland;X-APPLE-RADIUS=500;X-TITLE=University of Limerick:geo:-8.5744815,52.6685569
CATEGORIES:National Seminar Series,T&L Events
ORGANIZER;CN="Ann%20MacPhail":MAILTO:Ann.MacPhail@ul.ie
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BEGIN:VEVENT
DTSTART;TZID=UTC+0:20160509T110000
DTEND;TZID=UTC+0:20160509T130000
DTSTAMP:20171103T120913
CREATED:20151028T071038
LAST-MODIFIED:20160425T145618
UID:18630-1462791600-1462798800@www.teachingandlearning.ie
SUMMARY:Giving feedback on writing to doctoral students
DESCRIPTION:Presenters\nProfessor Rowena Murray\, Director of Research\, University of the West of Scotland\nLocation\nGraduate Attributes Hub\, University of Limerick\nOverview\nResearch students are often faced with considerable anxiety when writing about their research. Equally\, supervising the writing component of postgraduate research can be challenging for supervisors. In this workshop\, Lee and Murray’s (2015) proposed new conceptual framework for supervising doctoral writing will be presented and explored. The proposed holistic approach aims to help supervisors\, academics and academic developers to provide formative experiences and support for research students in order to help them develop their research and academic writing skills.\nOn completion of the workshops\, it is anticipated that participants/supervisors will be able to do the following:\n\n\n\tguide and help research students develop as writers and researchers;\n\timplement the proposed conceptual framework for supervising the writing component of postgraduate research;\n\tprovide formative experiences to help research students develop and enhance their performance within the doctoral curriculum.\n\nLee\, A. and Murray\, R. (2015) ‘Supervising writing: helping postgraduate students develop as researchers’\, Innovations in Education and Teaching International\, 52 (5): 558-570.\nThis workshop has been designed in consultation with INEW as part of a broader sectoral approach to supporting writing\, feedback and assessment in higher education.
URL:https://www.teachingandlearning.ie/event/giving-feedback-on-writing-to-doctoral-students/
LOCATION:University of Limerick\, Limerick\, Limerick\, Ireland
GEO:52.6685569;-8.5744815
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=University of Limerick Limerick Limerick Ireland;X-APPLE-RADIUS=500;X-TITLE=University of Limerick:geo:-8.5744815,52.6685569
CATEGORIES:National Seminar Series
ORGANIZER;CN="Dr%20Ide%20O%27Sullivan":MAILTO:ide.osullivan@ul.ie
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