Reflecting on our teaching practice to bring about a more student-centred approach to learning and promote “deeper” learning by the students
3.1.2 Strategy two
The second strategy was to make the student more aware of what they are doing and why they are doing it. This was introduced through reflective practices. The students were encouraged to analyze and correct their own work in the problem based task. The problem was presented in a fashion that allowed the student to interpret the task and use their own input, in deciding the key areas required to carry it out. The key elements were then mapped to the learning outcomes for the unit.
3.1.3 Strategy three
A third strategy is a focus on interaction. This was brought about by the use of tutorials and other discussion groups. Buzz groups were formed with them continuing the discussion into the larger group. Peer instruction was cultivated with a guideline – ask a peer first before the lecturer. Reflective writing was encouraged with short questions after each task or discussion. A few students were willing to talk about their work completed to the rest of the class. Our research has looked at established theory such as setting up the learning experience in the classroom (Gardner, 1993) and the increased inter-action and engagement of students in learning.
3.1.4 Strategy four
The final strategy is the focus on transferable skills. The combination of the first three strategies was to develop the student in this area. (Ball, 1995) asserts that transferable skills can be enhanced by broadening the learning environment. Also, a structured reflective cycle based on the experiential learning cycle, (Kolb and Fry, 1975; Boud, et al. p.12 ) was offered again to the student. This time they were asked if the differing learning and teaching added to their personal development for their working career.