Engaging Students in Personal Development Planning

Burke, Deirdre

doi:10.5840/discourse20076228

Cited by 7 publications

(3 citation statements)

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“…This could be tied to the summative essay theme in order to help students apply feedback easily and directly (sometimes referred to as “feeding forward”). This kind of strategy helps students to implement feedback more clearly and immediately, and engages students more closely in their own development planning (Burke, ), as well as allowing identification of specific priorities for improvement (Burke & Pieterick, ). However, this could also become unhelpfully utilitarian, and it may be more fruitful, as a means of developing students’ ability to apply information learned in one context in another related but different context, to ask them to submit on a different topic but use what they have learned from the comments on their formative outline.…”

Section: Building Resiliencementioning

confidence: 99%

Failing safely: Increasing theology and religious studies students’ resilience and academic confidence via risk‐taking in formative assessment

Cornwall

2018

Teaching Theology & Religion

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Students increasingly appear anxious, risk-averse, and worried about getting things "wrong." They may appear to lack intellectual curiosity, and be unwilling to engage in independent study. This essay explores how teaching and assessment in theology and religious studies might help students learn to take intellectual risks, and increase their resilience. One approach is to encourage students to experiment and "fail safely," to increase their confidence that they understand what is expected of them, and to help them begin to understand learning as more broadly formational, not always directed toward a grade. I suggest three strategies: more formative assessment; a stronger narrative about the purpose of formative assessment; and an appeal to values, virtue, and the cultivation of character. Via these approaches, students might be encouraged to understand assessment in less utilitarian terms and increase their resilience for a world characterized by volatility, uncertainty, complexity, and ambiguity, prepared both critically and dispositionally to thrive and contribute positively to society.

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Section: Building Resiliencementioning

confidence: 99%

Failing safely: Increasing theology and religious studies students’ resilience and academic confidence via risk‐taking in formative assessment

Cornwall

2018

Teaching Theology & Religion

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“…We want students to know why they achieved a particular grade for an assignment, to be aware of their strengths and weaknesses, and to set targets for their own development. (Burke, 2006) Evidence of increased collaborative working -inter and cross-disciplinary teaching, projects and opportunities for students -abounds in this subject area. Exemplary evidence of cross disciplinary interest and projects is especially strong in the growing field of studies in spirituality.…”

Section: )mentioning

confidence: 99%

Landscape of Learning and Teaching in Religion and Theology: Perspectives and Mechanisms for Complex Learning, Programme Health and Pedagogical Well-being

Corrywright

2014

Diskus

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This paper examines some of the key drivers in undergraduate teaching and learning in the subject area of Religion and Theology. The focus of the paper is on positive and widening opportunities and methodologies used in pedagogical practice at Higher Education institutions in the UK. Examples of good practice and key changes in modes of delivery indicate a rich area of growth and new learning experiences, identified here as 'complex learning'. However, the fecundity might belie stress factors that mark a more negative turn in the future of studies in these areas. This overview seeks to uncover the relative health of the area of academic study. The resultant image is not either that of 'lights going out' or of surging luminescence. Rather the view of the landscape is as if from above: a patchwork of practices and variegated levels of health. As a reflective perspective on pedagogy this paper also includes pedagogical purpose in highlighting successful and innovative forms. Recognising the significance of the information rich web, and the increased use of webbased sources used by prospective undergraduates in their selection of educational institution, the paper examines the kinds of information available and the value of such information as markers for the well-being of Religion and Theology. Maps and Markers for Healthy Learning. Amidst the profusion of data, performance indicators and digital analyses for measuring quantitative inputs and outputs there remains something essentially organic about learning and teaching. In the exchange of learning and the process of growing understanding there are both quantities and qualities. Measuring the relative health of learning and teaching for students requires a balanced perspective that assesses them

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“…Jonsson (2013) viser i sin kunnskapsoversikt over studenters bruk av feedback at studenter i noen tilfeller mangler strategier for produktiv bruk av feedback. Dette støttes også av Burke (2007), som forklarer manglende oppfølging av feedback med at den er for kort eller vag, eller at studentene mangler motivasjon for å revidere. Da det i Burkes studie ble gitt opplaering i å anvende feedback, ble studentenes revisjonsferdigheter forbedret.…”

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Bedre revisjonskompetanse gjennom eksplisitt opplæring i revisjonsstrategier?

Bueie

2019

NJLR

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Evnen til å kunne revidere tekst er en viktig del av skrivekompetansen, og det er en etablert oppfatning at erfarne skrivere har en bredere forståelse av hva tekstrevisjon innebaerer enn uerfarne skrivere. I denne artikkelen presenterer jeg en studie der formålet er å utvikle praksis for å støtte revisjonsfasen bedre, og deretter se hvordan dette kan spores i elevenes tekstrevisjoner. Elever i to klasser blir introdusert for fire revisjonsstrategier (erstatte, tilføye, slette og omorganisere). Analyser av elevenes reviderte tekster viser at elevene gjør varierte revisjoner, og de mest brukte strategiene er tilføying og erstatning. Selv om de fleste elevene reviderer på både globale og lokale tekstnivå, er det tendenser til at noen fokuserer mest på de lokale, andre mest på de globale. I hovedsak gjør revisjonene tekstene bedre, men det finnes forekomster av revisjoner som ikke endrer teksten eller som gjør et tekstsegment dårligere.

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Engaging Students in Personal Development Planning

Cited by 7 publications

References 0 publications

Failing safely: Increasing theology and religious studies students’ resilience and academic confidence via risk‐taking in formative assessment

Failing safely: Increasing theology and religious studies students’ resilience and academic confidence via risk‐taking in formative assessment

Landscape of Learning and Teaching in Religion and Theology: Perspectives and Mechanisms for Complex Learning, Programme Health and Pedagogical Well-being

Bedre revisjonskompetanse gjennom eksplisitt opplæring i revisjonsstrategier?

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