One of the first modules that participants in our teaching induction MOOC can choose to work through is the 'Planning for Learning' module. Below Sally and Rosie talk about the approach that they are taking in the module and ask for any thoughts, resources, activities that they might find useful in their module. Each module aims to engage participants for no more than two hours, however the module can provide extension resources for those participants who want to explore the topic further.
There are no surprises in the statement that the process of developing this module mirrors the process of planning for learning per se! It was tempting to submit the many iterations of the module as a demonstration of the iterative process that often reflects the planning process. Having gone through the process we have settled on the following key elements around which to focus the module. We begin with the context as that provides an overall framework for learning. In the context we briefly consider who are the students, where will the learning occur, what the purpose of the learning is and what resources are available. The focus then shifts to the outcomes for the learning - so what are the learning outcomes for the material being taught and how are these outcomes to be assessed? Our module then asks the question ‘How does learning happen?’ by which we introduce learning strategies by way of learning tasks as the method for the learning to occur. The emphasis here is to move the participant from telling their student all there is to know about their unit to have their students actively involved in developing the knowledge and skills required of the unit. This section will also incorporate timing and lesson structure. The fourth section centres on utilising checking strategies to gauge the learning progress within their sessions. The participants will be asked to utilise a graphic organiser to reflect on these aspects of planning as it relates to their institution and the teaching of their discipline. Additional resources will be linked to the module eg lesson plan templates, learning strategies and learning tasks and weblinks for further support and ideas.
We are not quite finished with our module as yet so are happy to have any questions, thoughts or ideas sent our way for further consideration!
Rosie Greenfield and Sally Gauci - Victoria University