Memorandum
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To
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Academic Board
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Date
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June 2010
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Cc
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From
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Linda Keesing-Styles (on behalf of the L & T
committee)
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Phone no.
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7728
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Subject
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Unitec Principles of Learning and Teaching
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Several
years ago, the then Faculty of Applied Technology developed a set of 15
principles that became the benchmark for learning and teaching in that
faculty. The use of those principles
transformed much teaching in the applied technology area and drove a new
approach to teaching and learning.
With the
development of the Living Curriculum, the Learning and Teaching Committee
considered the value of establishing a base set of institutional principles to
underpin institutional learning and teaching.
We took the UATI 15 principles (well founded in current international
theories of teaching) and the characteristics of the Living Curriculum and
analysed these. Arising from that
analysis, we have generated the attached list of seven principles, supported by
some suggestions about how these principles might occur in practice. These have been discussed at the Faculty
Academic Committees resulting in the revised version presented here.
It is
proposed that these principles (without the accompanying suggestions) will be
represented around the institution (potentially on laminated charts but this
will be discussed with marketing) as the standard expected for Learning and
Teaching at Unitec. For this reason,
they need to be clear, succinct and the list of principles needs to be brief. However, the list of associated suggestions
will be made available to staff as a guide for learning and teaching and will
continue to be added to.
A key
issue is the timing of release of these principles. Although they underpin the Living Curriculum
and all programmes will not be required to fully meet the characteristics of
the Living Curriculum until the end of 2012, it is proposed that these
principles become the expectation from the beginning of 2011. The Learning and Teaching Committee and Te
Puna Ako are already working to provide information and staff professional
development associated with the Living Curriculum and these principles are a
good starting point for staff to assist their understanding of and commitment
to this process.
Recommendations
That the Academic Board approves the Unitec Principles
of Learning and Teaching as the core principles underpinning learning and
teaching.
That the Unitec Principles of Learning and
Teaching be implemented from Semester 1, 2011.
Unitec Principles of Learning and
Teaching
(In support of the Living Curriculum)
The following
principles are proposed as a benchmark standard for learning and teaching at
Unitec. They are neither exhaustive nor
exclusive but set a standard for teaching and learning as suggested by the
Living Curriculum. The seven principles
are supported by some suggestions as to how each principle might be evidenced
in practice. These will continue to be
added to for staff use.
Conversation
Learners and teachers engage in conversations within and
beyond the learning community
- Conversations between and among
learners and teachers are at the heart of the curriculum
- Collaboration and dialogue
occurs with key stakeholders as part of the ongoing learning and teaching
process
- Learners are encouraged to
consider stakeholder perspectives
Curiosity/Inquiry
Learners and teachers develop meaning through asking and
answering questions
·
Teachers
become facilitators and co-learners
·
Learners
become investigators, seekers, problem-solvers
Collaboration
Learners take responsibility for their own learning and
participate actively within a wider learning community
·
Teaching
and learning occurs within a teacher-led community of inquiry
·
Teachers
model skills and procedures and progressively fade to encourage learner
engagement
·
Teachers
provide regular and timely feedback to learners
·
Learners
are encouraged to work closely with peers, teachers and other community
resources
Self-Efficacy
Learning is focused on the development of confidence and
capability
·
Teachers
ensure that learners are supported to develop foundational knowledge to aid
their learning
·
Learners
are helped to become independent self-monitors of their learning
·
Teachers
engage in ongoing development of their teaching practice
Problem-Solving
Learning is anchored in meaningful problem-solving
environments
·
Learning
and teaching encourages both problem identification and problem solution
·
Learners
are involved with creating solutions to authentic problems through the
development and completion of projects
Creativity
Learners are encouraged to find creative alternatives to
known situations to gain new skills and construct new understanding
- Teachers nurture learners’ resourcefulness and resilience
- Teachers create opportunities for learners to exercise and demonstrate their creativity
Reflection
Learners and teachers reflect on the consequences and
implications of actions associated with learning and teaching
- Learners and teachers
collectively reflect on and evaluate the learning and teaching environment
and processes
- Learners and teachers consider
the implications of learning outcomes on the practice environment
