Why am I getting involved in SCALE-UP?

This might be the first of several post’s written to analyse my involvement in this project.  In my post ‘What is SCALE-UP?’ I discussed the concept behind the idea of replacing large lecture/lab teaching with studio style/PBL type teaching. This is because evidence of large scale teaching’s impact on student understanding is limited to only a few students in our classes (Biggs and Tang 2011). Beicher (2007, p3) identifies that high success rates, increased concept understanding, improved attitudes and successful problem  solving is associated with studio style learning. This all sounds good, and suits my philosophy of education which includes: inclusive teaching methods; collaborative learning; hands-on; and interactive pedagogies. 
However I don’t teach big classes!

 References:

BEICHNER, R.J., et al., 2007. The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. Research-Based Reform of University Physics, 1 (1), 2-39.
BIGGS, J. and TANG, C., 2011. Teaching for quality learning at university. Open university press. 
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About sdsdavies

Senior Lecturer Nottingham Trent University
This entry was posted in teaching with digital technology and tagged , . Bookmark the permalink.

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