||Overview of Workshop and documentation as a ‘take away’
- Explain the structure of the workshop and provide an overview of the ‘take-away’ from today.
- Include an overview of the Intended Learning Outcomes
||Orientation to your epistemological beliefs
||Feeding back within a small group
- Have people exchange their completed sheet of paper with another pair. Ideally not the people immediate alongside.
- Have them annotate the new piece to indicate whether they had said the same thing, or something new has emerged.
- Any annotation convention is equally valid. I like to have a big ‘tick’ if its a simple agreement otherwise I would encourage a ‘star’ if its a new idea or concept.
||Discussion within each small group to establish common beliefs
- Have each pair decide which of the four conditions cited on their piece of paper are common to their own original list.
- Have each pair re-write the common belief(s) on the reverse of the piece of paper in the form of a statement that begins: “a necessary condition for successful academic learning is…”
||Feedback from the whole group (whiteboard/flipchart)
- Collect the groups focus on a plenary session and ask each pair to share out one of their common belief statements. Go round the group until all the common beliefs have been noted.
- Invite group reflections of the results.
||Overview of the POISE approach
- A short video that provides an overview of the POISE approach.
- Video will load in a new window. Make sure you have sound enabled.
- Alternative: http://youtu.be/PORIu1X6-q8
- Alternative: Workshop Handout and explore videos on this site.
||Role play student responses to POISE questions
- in new pairs – paper based Activity Two
- discuss the likely epistemological beliefs of TWO of the individuals described on the piece of paper marked Activity Two: Scenarios
||Themes and discussion that emerge from whole group
- Collate responses to Activity Two. Record responses on the whiteboard or flipchart.
- Is there agreement as to the likely epistemological beliefs of the individuals outlined?
- What information is missing in order to determine their epistemological beliefs?
||Scenarios prompted by student profiles
- Working again in pairs, identify one learning challenge to ‘overcome’, an epistemological belief that you believe is represents an obstacle to academic learning.
- Consider the specific POISE challenges of individual students ?
- What are the consequences of different epistemological beliefs on cohort behaviour?
||10. Feedback from the whole group
- Collate responses and record on the whiteboard/flipchart
- Is there a consensus amongst workshop participants that a particular epistemological belief represents a challenge to learning in the United Kingdom higher educational context?
- Can participants envisage having a dialogue with students guided by the POISE questions would be beneficial and practicable?
||11. Concluding comments
- Review the sessions intended learning outcomes
- Point out support resources and outlining the ‘take-away’ documentation.
- Invite comments on the workshop itself
- Ask participants what they think their own next steps might be.