A two-step model for creative teaching in higher education

Nathalie Sheridan

doi:10.47408/jldhe.vi18.574

Abstract

This paper provides examples of practice demonstrating some underlying principles of translating creative and active pedagogies from school into a higher education context, using a simple two-step model and the concept of creative learning and teaching (Jeffrey, 2006). Since working in higher education, I sought to translate the principles of creative learning and teaching (Jeffrey, 2006) into my praxis. This exercise became particularly prudent when moving into academic development, trying to convey the successful principles underlying my pedagogy to colleagues on the Masters in Academic Practice. The paper will discuss a two-step model I developed: de-contextualizing and then re-contextualizing sometimes complex and intangible learning content to make it more accessible for learners. This will be exemplified by two teaching cases and evidenced with data I collected during my own Postgraduate Certificate in Learning and Teaching in Higher Education, demonstrating how the approach improved student performance and the overall quality of their academic work. These principles could be easily translated into different disciplinary contexts, with different groups of students.

Highlights

Learning development sits in a contested space in terms of its location within ‘remedial’ policies of some institutions; but it can embody the very best of emancipatory practice (Sinfield, et al, 2011, p. 61).A reoccurring issue working in learning development is to encourage students to engage with learning opportunities that are above and beyond the mere subject disciplines, instead of taking a reductionist performative approach to their learner journey (Biggs and Tang, 2011)
It provided me with the confidence to pursue my pedagogies further and translate these principles successfully into other and much wider contexts
The results indicate a positive impact of my integrated academic development sessions on the learners

Summary

Introduction

Learning development sits in a contested space in terms of its location within ‘remedial’ policies of some institutions; but it can embody the very best of emancipatory practice (Sinfield, et al, 2011, p. 61).A reoccurring issue working in learning development is to encourage students to engage with learning opportunities that are above and beyond the mere subject disciplines, instead of taking a reductionist performative approach to their learner journey (Biggs and Tang, 2011). Learning development sits in a contested space in terms of its location within ‘remedial’ policies of some institutions; but it can embody the very best of emancipatory practice University is a transitional space, an ‘in-culture’ (Sheridan, 2011) that students have to learn to negotiate and understand; a space necessitating new cultural competences. The move to university is a personal investment of the cultural capital accrued through school and college education It is a significant social displacement, which may be intensified where the student is mature, is the first in their family to attend university, or is from an ethnic group under-represented in the university population It is a significant social displacement, which may be intensified where the student is mature, is the first in their family to attend university, or is from an ethnic group under-represented in the university population (Briggs et al, 2012, p. 1-2)

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