The teaching strategies that are most likely to have the greatest impact on student learning are those which reflect constructivist principles – in which students construct their own meanings and learn by doing. Effective teaching practices can be difficult to define but typically require students to:
- Spend considerable time and effort on purposeful tasks
- Interact with tutors and peer about substantive matters
- Experience diversity through contact with people who are different to themselves
- See how what they are learning works in different settings
- Receive frequent feedback about their performance
- Synthesise and apply the knowledge they have acquired, partly by understanding the sensitivities relating to context
- Self-monitor their own learning and progress
There are six effective teaching practices in the Curriculum Framework:
Students are engaged in active learning in both classroom (physical) and online (virtual) learning environments. The emphasis is on students understanding the benefits associated with being actively engaged as participants in their own learning, and engaging energetically with the opportunities to do so.
Staff employ teaching and learning strategies and approaches that engage students as ‘active participants’ both in classroom, lab, and online settings. The emphasis is on staff ensuring that, wherever appropriate, students have opportunities to engage with activity based study – i.e. ‘learning by doing’.
Students are exposed to the research of their module tutors at St Mary’s and other examples of research, engage with our staff and with each other in a dialogue about research, and participate in and undertake research-related activities and assignments. It encompasses research-led, research-tutored, research-oriented and research-based learning. Students transition from knowledge acquisition to knowledge creation.
Staff draw on their own research to inform their teaching, engage students in a dialogue about research, integrate examples of research into the delivery of modules and provide students with opportunities to undertake research-related activities and assignments.
Claire McGloughlin reflects on Research-Informed Teaching and Learning
Students learn from and with each other, both in group-work activities in class or practice, via group-based assessment and via ‘buddying’ systems, and more formal peer-mentoring contexts.
Staff provide opportunities for students to engage in peer-to-peer dialogue, discussion and debate, and thereby encouraging high levels of peer learning. This strand encompasses buddying systems, peer-assisted learning and other student mentoring schemes and approaches.
MIchael Hobson reflects on Peer Learning:
Neena Samota reflects on Peer Learning:
Students are provided with a framework which enables them to maximise the value of the time they spend outside of class to develop their learning and their capacities as autonomous learners. Students learn how to self-manage and prioritise their independent learning in order to achieve their potential.
Staff provide a framework and guidance that enables their students to engage with learning priorities and resources effectively between class sessions.
Peary Brug on Developing Independent Study:
Students engage with opportunities, created and supported by staff, to apply their learning and their skills in practical contexts and work-based placement and/or clinical settings. Practice settings might be physical or virtual, and may vary considerably in timing and duration.
Lloyd Gash reflects on Practice-Based Learning in Law:
Students engage with opportunities provided by staff and students at St Mary’s to develop their learning and skills outside of the formal curriculum, e.g. via participation in student societies, sports (via SMSU), university community projects, volunteering schemes, mentoring, paid part-time work (e.g. ambassadors).