Why am I getting involved in SCALE-UP?

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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. 

What is SCALE-UP?

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Student-Centred Activities for Large Enrolment Undergraduate Programmes (SCALE-UP) is a new pedagogy developed by Robert Beichner at North Carolina State University. The philosophy behind SCALE-UP is based on pedagogies which are designed to support students with the active engagement of their own learning.
Beichner (2008, p.61) identifies how studio/workshop classes (often small scale) allow for research-based curricula. Research based curricula has the potential to improve students’ conceptual understanding and Beichner talks of a third way which has the potential to be more effective than lecture/laboratory formats.
This echoes the ideas explored by the students in the Mike Wesch Video – A Vision of Students Today.
References
BEICHNER, R., 2008. The SCALE-UP Project: a student-centered active learning environment for undergraduate programs. An Invited White Paper for the National Academy of Sciences

Schon

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Donald Alan Schön (1930-1997) was an influential thinker in developing the theory and practice of reflective professional learning in the twentieth century.

 

American and influenced by Dewey.

Schön’s seminal 1983 book, The Reflective Practitioner – technical knowledge over artestry (link to pedagogoy being about science, art and craft A.Pollen).

‘through a feedback loop of experience, learning and practice, we can continually improve our work’

http://www.infed.org/thinkers/et-schon.htm