|Teaching and Learning Forum 2003 [ Proceedings Contents ] |
Our aim at ECU is to encourage lifelong learners who ultimately appreciate the value inherent in knowledge of itself, rather than simply surfacing the top sufficient to pass an exam, unit or course. The use of reflection encourages deeper learning for the student, and improved practice for the lecturer (Fyfe, 2002). Nevertheless, the desire to pass a unit is the primary goal for most students, and this must be accommodated by the lecturer and recognised as the starting point before other issues can be addressed (Chalmers & Fuller, 1995).
"The silent dialogue" outlines and describes a reflective process between student and lecturer implemented during Semester 2, 2002. The students were given tasks every week to encourage reflective practice, and were asked at regular points for their written reflection on what they felt about the unit activities. This written dialogue provided a new and previously unexplored dimension of conversation with the students that proved to be insightful, challenging, and ultimately very enriching for the lecturer. One of the factors for future consideration raised by the process was that recognition and appreciation of differences in learning styles is critical to a useful lesson plan. Some of the student comments that highlight this and other issues will be discussed in the session.
|Please cite as: Pratt, A. (2003). The silent dialogue. In Partners in Learning. Proceedings of the 12th Annual Teaching Learning Forum, 11-12 February 2003. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2003/abstracts/pratt-abs.html|