Life-wide Learning: ‘ What matters to me as a teacher ’

1. Life-wide Learning: ‘What matters to me as a teacher’ I am still an active teacher, of Critical thinking (undergraduates in Taiwan) Personal development planning (postgraduates in Edinburgh) Critical incident analysis (undergraduates in Edinburgh)

2. Life-wide Learning: ‘What has mattered to me as a learner’ I am still learning I started being trained as a reviewer of papers for a journal only last month I am presently enquiring and learning about the nature of my virtual relationships with people I never meet, face-to-face

4. As a Rogerian teacher, I value: The purposeful self-managed, self-directed, self-evaluated development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

5. As a Rogerian teacher, I value: Thepurposeful self-managed, self-directed, self-evaluated development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

6. As a Rogerian teacher, I value: The purposeful self-managed, self-directed, self-evaluated and socially constructed development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

7. As a Rogerian teacher, I value: The purposeful self-managed, self-directed, self-evaluated and socially constructed development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

8. As a Rogerian teacher, I value: The purposeful self-managed, self-directed, self-evaluated and socially constructed development of higher level cognitiveand interpersonal abilities with intended and unintended learning outcomes

9. As a Rogerian teacher, I value: The purposeful self-managed, self-directed, self-evaluated and socially constructed development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

10. As a Rogerian teacher, I value: The purposeful self-managed, self-directed, self-evaluated and socially constructed development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

11. As a Rogerian teacher, I value: The purposeful self-managed, self-directed and self-evaluated and socially constructed development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

12. As a Rogerian teacher, I value: The purposeful self-managed, self-directed and self-evaluated and socially constructed development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

13. WHY? Why does all of that matter to me as a teacher? Because it matters to me as a learner

14. Since the year I left school, I have: • Set new targets for the year ahead • Planned to achieve them • Reviewed progress in the year just past • Concentrated on the whole me, not just the world's values • Relied extensively on learning from and with peers and others • Concentrated on transferable abilities • Cared more about my own judgements than the world's • Been reasonably successful – and contented

15. How does that fit with our values? Image: 'elephant talk' http://www.flickr.com/photos/47968145@N00/325235488

16. As a learner, do you value: the purposeful self-managed, self-directed and self-evaluated and socially constructed development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes?

18. As a Rogerian teacher, I promote: The purposeful self-managed, self-directed and self-evaluated and socially constructed development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

20. If you don’t know where you’re going, any bus will do

21. Edinburgh Napier MSC(HRM) - CIPD “component” • Self-chosen generic aims and objectives – professional, academic and personal • Planning to self-direct • Identifying and using criteria for judgement of progress • Collecting data accordingly • Monitoring • Giving and receiving formative peer support • Assembling self-judgement • Presenting for audit – not assessment

22. Specific : What do I want/need to be able to do? Measurable?: How will this learning or development will be judged? Achievable : How will I achieve this and what resources or support will I need? Relevance and ‘added value’ : What will be its use to me personally and professionally? What differences do I plan to make to my organisation/customers? Time restricted : Target dates for review and completion? SMART Learning Objectives Challenges?

23. Heading S_ C_ A_ L_ E_ Performance Making a judgement

24. SHOE BOX COLLECTION - DATA!! The CPD Cycle

25. Should/do we offer any elements of that in our practice?

26. As a Rogerian teacher, I promote: The purposeful self-managed, self-directed and self-evaluated and socially constructed development of higher level cognitive and interpersonal abilities with intended and unintended learning outcomes

27. Socio-constructivist learning Just means that: We learn more, and better, in interaction with others

28. External inputs? Experience Actively Experiment Reflect Socio-constructivism Generalise

29. Learning Needs…... • Are held in different ways • So students may have to be prepared to deal in different ways with their needs - with assistance from members of their learning community, and others

30. Our learning needs can be like ... ………fish, in a fish-ladder

31. Need = frankly declared Outcome known: proceed directly “Just listen to me, and then help me”

32. Need = known, but feels awkward Privacy! Let me declare my need unobtrusively

33. Need = undefined Explore options Help me to find out what my need is!

34. Need = unperceived Challenge! Be open to feedback, and mismatches

35. We should be prepared to deal with needs differently declare seek privacy explore listen! - in our self-managed development

36. Others greatly assist us by offering: answers security suggestions frankness

37. Do you and your colleagues find any of that helpful, and worth pursuing?

38. Four guiding principles for me Help students to learn as professionals do Only ask students to do what I have found useful Only advocate to colleagues a well-proven approach Learning and teaching depends upon relationships

41. One very last story (I promise)

43. What are you taking away? Any new wee ideas?