Approach to Teaching

Teaching approaches, including classroom, tutorial, laboratory and online/technology-enhanced teaching.

Pre COVID-19 I have always held the view that the most effective approach to teaching that resonates with my own philosophy of teaching relates to that of a hybrid model of classroom, tutorial and online/technology-enhanced teaching approaches (See, for example, the following link ).

This hybrid approach to teaching that I use in all of the modules that I coordinate and teach on is evidenced at the following sample linked loop pages:

Graduate Training Elements (GTE/IE601): Mixed Methods Approaches to Educational Research
Professional Masters in Education (ES546): Curriculum Development and Evaluation
Professional Doctorate in Education (ED/9002A): Quantitative Research Methods for Data-Informed Decision Making

These approaches include:

Extensive Planning and development of resources and units of work for each learning outcome. Replicated throughout my teaching, the development of every unit contained in each module that I coordinate and teach on (inclusive of the development of online synchronous, asynchronous teaching, learning and assessment resources and forums) takes me at least 100 hours to plan, evaluate and develop (See, for example, the following Graduate Training Elements (GTE/IE601) linked loop page).
Explaining and modelling effective content, practices, and strategies. This criterion for effective teaching is of the utmost importance to myself as an educator and by replication, in all of the modules that I teach. All of the content, practices and strategies that I use (it is hoped for) will be replicated by students in their future and present careers. Using the most up to date technologies and research on effective teaching I use varying technology enhanced teaching and learning approaches to explain and model effective content, practices and strategies; an example of which is provided at the following links that use a combination of classroom, online asynchronous and synchronous techniques for a unit of the Professional Masters in Education (ES546) module titled: An Introduction to School Evaluation.
Reflection in and on practice.
- I constantly check student understanding during and at the conclusion of lectures, workshops and tutorials with the use of various modes of communication (See, for example, the following Synchronous and Asynchronous discussion forums for a unit of the Professional Doctorate in Education module (ED/9002A) titled: An Introduction to Quantitative Research Methods - [Link 1: Synchronous Discussion Forum; Link 2: Asynchronous Discussion Forum; Link 3: Applying Quantitative Methods in Educational Research]. Students' understanding of the subject matter is also used to scaffold learning for proceeding online synchronous, asynchronous teaching, learning and assessment activities (see, for example, pages 9 -16 of the following linked slides)
- Replicated throughout my teaching, at the end of each unit/module, I receive formal/formative feedback from students to reflect on and improve my own practice and that of the learning experience of students; see for example the results of two sample surveys that were administered to students [ Link 1: GTE/IE601 End of Module Evaluation; Link 2: ED9002A End of Module Evaluation)

Leading group discussions and setting up and managing small group work. I consistently lead group discussion in all of the modules that I coordinate and teach on as evidenced in the linked modules and end of module student evaluations.
Implementing norms and routines for discourse and work with students. In all of the modules that I coordinate and teach on, these norms and routines are consistently implemented and revisited (as evidenced in the following sample linked slides introducing GTE/IE601 (Link 1: Synchronous Lecture; Link 2: Asyconhronous Lecture)
Selecting and designing formal assessments of student learning including routine assignments, quizzes, tests, projects, and end of term assessments and providing oral and written feedback to in a timely manner. Please see the section of this ePortfolio page entitled: Assessment Approaches.
Building respectful relationships with students. Based on my own and replicant DCU Standards I maintain a respectful, professional relationship with everyone at DCU of which it is hoped for, is relayed by those students and staff that I teach and I would hope, by those who have nominated me for this award.

Academic Lecturer - Martin Brown

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