(Smyth 1991:116 quoted in Williams & Burden 1997)

We will look at the latest research about how we learn, and compare this with the way we teach. We will then investigate our assessment methods to see the effect this has on the quality of our students’ learning. Are we sending the right messages to our students to encourage them to learn for the future at a deep level, rather than at a surface level for the sake of the exams?

The issues raised in this workshop will be recurring themes in the later workshops, as they underpin everything we do in our lectures and seminars.

The purpose of the seminar in higher education is for teachers to be able to follow up in greater detail, with a smaller group of students, what was initially presented in a lecture. Ideally, seminar groups allow the students "to negotiate meanings, to express themselves in the language of the subject, and to establish a more intimate contact with academic staff than more formal methods permit." (Jaques 1984:9). In practice, however, seminars can often pose a problem for teachers and lecturers, as learners are often reluctant to contribute to the discussions. or some students dominate while others do not say a word.

This workshop will look at the notion of group dynamics and its importance to learning. We will also see how learning and teaching styles need to be taken into consideration when planning successful learning-centred seminars. As we do this, we will be experiencing different group formations, methods of grouping and other seminar room techniques to illustrate what we mean by learning-centred seminars. We will also work on some of the professional interpersonal skills that promote true interactive teaching and learning.

In most institutes of higher education, lecturing is the most traditional form of teaching. In the last decade or so, however, a lot of doubt has been expressed about its effectiveness. Research has revealed that students could gain knowledge just as well by other methods, that lectures cannot replace hands-on experience, they do little to change attitudes or develop new ones towards their particular subject, and that on the whole they are unpopular with students and lecturers alike! (Gibbs & Habeshaw 1989). While they may be unpopular, many "learners normally regard lectures as very important"(Race & Brown 1993:50), and since they are not likely to disappear from higher education, it makes sense to consider ways in which to make them a more meaningful learning experience for our students.

We will look at concentration spans and optimal learning times, the importance of breaks and how to activate the students during them. We will attend to our own presentation skills and the layout of our lectures in order to rouse and maintain the students’ interest. Finally, we will consider the handouts we provide and how we can use them interactively to generate learning as well as serve as a memory aid.