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HH7023 Teaching and Learning Strategies in Histories and Humanities

• Status: Elective
• Credit Weighting: 5 ECTS
• Semester/Term: Michaelmas term
• Contact Hours: 6
• Module Staff:
  Co-ordinator: Dr Joseph Clarke
  Teaching staff: Dr Joseph Clarke, Dr Carole Holohan, Dr Suzanne O'Neill
• Pre-requisite / Target audience: students in year 2-4 of the PhD programme who have completed HH7021 Research Training 1
• Registration: You should register for this module by Monday 23 September 2019. You can do so by completing the online enrolment form that will be sent to you TCD email accounts and available online; student's successful registration for a place on the module will be confirmed at the end of the registration period (i.e. after 23 September 2019); please do not email earlier to ask if you have a place.

Leaning Outcomes

On successful completion of this module students should be able to:

• Discuss key approaches to the delivery of lectures and tutorials
• Structure a plan for the teaching of a tutorial
• Assess student work
• Consider appropriate strategies for teaching using visual media and teaching languages
• Evaluate and reflect upon student feedback 

Leaning Aims

The aim of this module is introduce different aspects of teaching and presentation in the context of a third level institution and to support teaching assistants in the School of Histories and Humanities in their day-to-day teaching activities and professional development.

Module Content

The contact hours of this module are offered in the form of three half-day workshops which will include the following content:

In this seminar we will consider curriculum design and the conduct of small group teaching. How much preparation should a teacher undertake - and what sort of preparation should be undertaken? It is necessary to devise a structure for discussion? Should students be asked to deliver presentations? Ho should one manage classroom dynamics?

We will also consider strategies for dealing with student problems. What problems are likely to be encountered by tutors? At what stage, if any, should you inform someone else of a student's academic or personal problems? Whose advise should you seek and to whom should you inform? How 'involved' should you become? We then discuss student feedback - its purpose; mechanisms for obtaining feedback; and reactions to feedback.

This class will discuss how visual materials cane best be used in tutorials and seminars.

The first part of this session invites participants to consider effective strategies for delivering lectures and seminar papers in a teaching environment. We consider modes of delivery (with and without notes); tone; pitch; pace; timing; dress;audience interaction; and the use of visual aids, including PowerPoint. We will also consider how student work should be marked, and discuss the extent of feedback, the nature of appropriate comment and how to establish what mark the work should be given. Issues relating to plagiarism will be also be discussed.

Bibliography

In at the Deep End: Teaching in Higher Education, available in pdf at www.tcd.ie/CAPSL/staff/teaching-assistants/

Assessment Details

1. Submission of portfolio work, to include (a) a teaching philosophy statement and (b) a tutorial lesson plan on maximum 2 slides of A4 (to be assessed by teaching staff on this module). Each item worth 30% of total mark.
2. Marking of student essays, as part of a Teaching Assistantship (to be assessed by coordinator of the module on which you teach). Worth 40% of final mark.