Applying and evaluating teaching and learning methods in social work education: A case example
Teater, B., 2009. Applying and evaluating teaching and learning methods in social work education: A case example. In: 11th UK Joint Social Work Education Conference with the 3rd UK Social Work Research Conference, 2009-07-08 - 2009-07-10.
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Social work is a practicing profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As a lecturer, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories and methods on teaching and student learning are useful tools to lecturers who want to ensure that course units are maximizing students’ learning potential. This presentation focuses on the application and evaluation of specific teaching and learning theories and methods implemented in a social work course unit entitled Theories & Methods in Social Work, delivered to second year undergraduate social work students. Firstly, the presentation will begin with a discussion on the following teaching and learning theories and methods: 1) Race’s (2007) five factors that underpin successful learning - wanting, needing, doing, feedback and digesting; 2) Biggs’ (2003) four levels of understanding - minimal, descriptive, integrative, and extended; and 3) Biggs’ (2003) constructive alignment - an alignment between the learner and lecturer; the teaching methods and assessment tasks are in alignment with the learning activities, which originates from the learning outcomes. Secondly, a description of the integration of the theories and methods through teaching and learning exercises will be discussed, which will include the construction of the course syllabus and modules, the use of videos/films, application of course material to film characters, and large/small group debates of course material. The presentation will end with a discussion of the evaluation of the implementation of the theories and methods, which will include feedback provided by the students, an analysis of the involvement of students, assessment outcomes and lecturer reflections. Audience questions will be encouraged at the end of the presentation.
|Item Type||Conference or Workshop Items (Paper)|
|Departments||Faculty of Humanities & Social Sciences > Social & Policy Sciences|
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