Aim of presentation

1. Diversity and Difference? Focusing on Similarity through ‘Approaches to Learning’Monica McLean and Keith TrigwellUniversity of Oxford

2. Aim of presentation • To investigate how current research on student learning might apply to this topic • To focus on similarities in relation to student learning, rather than differences • To investigate what it might take to help all students engage with learning • To describe the limitations of this approach

3. Model of student learning Teachers’ experience of teaching Outcomes of learning Approach to learning Students’ perceptions of environment

4. Model of student learning Conceptual change/student-focused Information transfer/teacher-focused Teachers’ experience of teaching Outcomes of learning Approach to learning Students’ perceptions of environment

5. Model of student learning Teachers’ experience of teaching Outcomes of learning Approach to learning Students’ perceptions of environment Teaching Workload Goals & standards Assessment

6. Model of student learning Deep approach Surface approach Teachers’ experience of teaching Outcomes of learning Approach to learning Students’ perceptions of environment

7. Model of student learning Teachers’ experience of teaching Outcomes of learning Approach to learning Students’ perceptions of environment Degree result Subject result Satisfaction

8. Context variable scales and items Deep SurfaceGood teaching scale .43 -.34Clear goals and standards scale .11* -.33Appropriate workload scale .24 -.69Appropriate assessment scale .25 -.35 Correlations N=2317-2329 Trigwell and Ashwin, 2003

9. Relations between teaching and outcomes of learning

10. Relations between workload and outcomes of learning

11. Teaching experience items Deep SurfaceMy tutors motivate me to do my best work .26 -.29My tutors put a lot of time into comment- ing (orally and/or in writing) on my work .26 -.23My tutors work hard to make their subjects interesting .28 -.28My tutors are extremely good at explaining things .24 -.29My tutors normally give me helpful feed- back on my progress .18 -.20My tutors make a real effort to understand difficulties I may be having with my work .19 -.22 Correlations

12. Approaches to teaching & learning Variable Variable Inform. Transm.Concept. Change Teacher-focus Student-focus (ITTF) (CCSF) Surface Approach (SA) .37** -.46** Deep Approach (DA) -.14 .34* N = 55 Trigwell, Ramsden, Prosser, Martin (1998)

13. Summary • Relational research consistently shows relations between context, approach and outcomes • Changing students’ perceptions of their environment may lead to more inclusive engagement with learning • Changing teachers’ approach to teaching may lead to more inclusive engagement with learning

14. Approaches to L&T and Difference Problems: misunderstandings criticism (1): ignores difference postmodern preferences ‘more likely’ relations phenomenography’s focus on individual experience general pedagogic principles

15. General Pedagogic Principles • Focus on similarities • Criteria for a general theory (Bruner and Simon) • Convincing • Relevant • Practical • Connects teaching and learning • Relates to social ‘urgencies’

16. Social-cultural considerations: syntheses • Phenomenography chooses • Synthesis with complementary theories, for example: • Radical • Discipline-specific • ‘Criticality’ • Identity formation • Developing critical rationale

17. Conclusion • Approaches to L &T provides general principles and a handle on practice • More is to be done