David T Jones
Trigwell's model of teaching
Taken from Trigwell (2001) this is a model that represents factors that impact upon the learning of a student. The student and their learning is central to the model. There are then a series of "onion skins" which impact and are impacted upon by those layers within and outside them.
For example, the student's learning is most directly impacted upon by what the teacher does (their strategies). What the teacher does should also depend/respond to what the student is doing.
Teacher strategies are limited by their planning, which in turn is limited by the way the conceptualise learning and teaching and finally it is limited/impacted upon by the context in which learning occurs.
Trigwell suggests that good teaching has all these in alignment. i.e. there is no such thing as an objectively good teaching strategy. It depends on the teacher, the context and, importantly, the students.
Talked about briefly in these posts davidtjones.wordpress.com/2007/04/29/a-model-for-evaluati... and davidtjones.wordpress.com/2007/06/10/helping-create-innov...
This version developed for a sequence of presentations being designed in this (and related) posts davidtjones.wordpress.com/2009/01/28/the-design-of-a-6-ho...
Used as a basis for a 6 hour sessions introducing new staff at a university to ideas around course design - coursedesign.wordpress.com/
Trigwell, K. (2001). "Judging university teaching." The International Journal for Academic Development 6(1): 65-73.
Trigwell's model of teaching
Taken from Trigwell (2001) this is a model that represents factors that impact upon the learning of a student. The student and their learning is central to the model. There are then a series of "onion skins" which impact and are impacted upon by those layers within and outside them.
For example, the student's learning is most directly impacted upon by what the teacher does (their strategies). What the teacher does should also depend/respond to what the student is doing.
Teacher strategies are limited by their planning, which in turn is limited by the way the conceptualise learning and teaching and finally it is limited/impacted upon by the context in which learning occurs.
Trigwell suggests that good teaching has all these in alignment. i.e. there is no such thing as an objectively good teaching strategy. It depends on the teacher, the context and, importantly, the students.
Talked about briefly in these posts davidtjones.wordpress.com/2007/04/29/a-model-for-evaluati... and davidtjones.wordpress.com/2007/06/10/helping-create-innov...
This version developed for a sequence of presentations being designed in this (and related) posts davidtjones.wordpress.com/2009/01/28/the-design-of-a-6-ho...
Used as a basis for a 6 hour sessions introducing new staff at a university to ideas around course design - coursedesign.wordpress.com/
Trigwell, K. (2001). "Judging university teaching." The International Journal for Academic Development 6(1): 65-73.