Welcome to this on-line resource that aims to support a POISE Workshop.
Who is it for?
The intention is to support faculty running a workshop amongst colleagues but with some adaptation this can also be used with students, or between student groups.
What is it?
This is the sequence and support materials to support a 90 minute workshop. If you have more time you can extend certain exercises or add in additional scenarios for participants to consider. Likewise if time is short you may feel you want to cut out some later activities although the workshop is designed to cover all of the intended learning outcomes in just 90 minutes (which isn’t very long!)
How should I prepare?
You should review all the materials associated with the workshop and try and get a head around the basic five dimensions of the POISE Framework. You don’t have to agree with them (!) but it’s helpful to understand the structure in order to facilitate discussion around it.
Try and make sure that you have a room that has a good quality facility for projecting sound and image onto a screen. You will ideally have access to a good internet connection that will allow you to play YouTube videos. This is not essential but it would be helpful.
You can of course substitute any of the material included with your own creations but if you do so I would be grateful if you could share them with me at SimonAtkinson@bpp.com
The Intended Learning Outcomes
By the end of this session, delegates will be able to:
- Identify the advantages for internationalised students of developing a personal profile of their epistemological beliefs (affective)
- Articulate five dimensions of epistemological beliefs that can be used to structure interactions with and between students (knowledge).
- Recommend the appropriate dimension of epistemological belief to be used to elucidate specific learning challenges (cognitive)
- Formulate an approach to establishing the beliefs of their colleagues and students for their specific context (affective)
- Document and express alternative questions or approaches that further explore the five binary dimensions under discussion (psychomotor)
The full sequence, with links to associated resources, is available free of charge.
- An internet connection, sound system and projection capabilities
- A printer to print out two handouts (ideally on A3 but A4 works too). You will need at least one copy of each handout per pair of participants.
- Ideally a room set-up in ‘cabaret’ style, with four people per table.
- Atkinson, S. P. (2014). Rethinking personal tutoring systems: the need to build on a foundation of epistemological beliefs. London: BPP University College.
- Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition. Metacognition and Learning, 5(1), 7–26.
- Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
- Greene, J. A., & Azevedo, R. (2007). A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions. Review of Educational Research, 77(3), 334–372.
- Perry, W. G. (1968). Patterns of Development in Thought and Values of Students in a Liberal Arts College: A Validation of a Scheme. Final Report. Office of Education (DHEW), Washington, DC. Bureau of Research.
- Schoenfeld, A. H. (1983). Beyond the Purely Cognitive: Belief Systems, Social Cognitions, and Metacognitions As Driving Forces in Intellectual Performance*. Cognitive Science, 7(4), 329–363.
- Winne, P. H. (2005). A Perspective on State-of-the-art Research on Self-regulated Learning. Instructional Science, 33(5-6), 559–565.