Complete thesis - Murdoch University

Table 7.8: Reflection in the Scholarship of Teaching model (Kreber, 1999)ContentCurriculum Pedagogical InstructionalWhat are the goalsof my teaching?What do I knowabout how studentslearn?What instructionalstrategies should Iuse?Process How conscientioushave I been inidentifying thisgoal?How effective amI in promoting itsachievementHow effective havemy strategies been?PremiseHow does my goalmatter? What arethe alternatives?What are alternativestrategies?Why does it matterthat I use this strategy• Content – the goal of this cycle was to provide an underpinning for students to takeearly control of their learning. The ongoing exploration of learning models suggestedPBL could be an appropriate strategy to achieve this - through its emphasis on problemand student-centredness, PBL is seen to:◦ acknowledge the base of student experience◦ emphasise student responsibility for learning◦ cross boundaries between disciplines◦ intertwine theory with practice◦ focus on the process of knowledge acquisition rather than the products of thatprocess◦ change staff roles from instructor to facilitator◦ focus on communication and interpersonal skills so that students understand thatto relate their knowledge, skills beyond their area of technical expertise are required(Savin-Baden, 2000)• Process – the strategy was effective in part – it provided students with a process to dealwith problems within a metacognitive-rich framework that makes complexity apparentand lets students deal with it explicitly. However, while some students were able to‘work’ the PBL process into their personal learning strategies (self motivation; takeinitiative), and hence exploit the benefits, many students found the PBL methodologyan issue. Positive aspects were that students did not rely on the teacher as the ‘lecturer’– some groups were able, later on in the semester, to value her as a consultant resource -321