Encouraging Deep Approach to Learning through Various Teaching and Learning Activities

Last modified by Nexus Administrator on 11/11/2010

Engobo Emeseh
 
Department of Law and Criminology
 University of Wales Aberystwyth
 Hugh Owen Building
 Penglais
 Aberystwyth
 Ceredigon SY23 3DY

ege@aber.ac.uk

Encouraging Deep Approach to Learning through Various Teaching and Learning Activities

Introduction

I started the first round of this teaching cycle soon after I registered for the PGCTHE programme and attended the weekend induction programme in January 2007. Understandably therefore, the idea for the cycle was born out of reflections on my previous experiences as a teacher and a student, challenges I had faced, and how I could address these in my current teaching in light of the theories on learning and effective teaching practice I was amply exposed to at the induction weekend1.The only two on-campus modules I was scheduled to teach that semester involved teaching environmental law to non-law students in the Institutes of Geography and Earth Sciences (IGES)  and Biological Sciences (IBS, now IBERS) respectively. The main goal of the cycle was to encourage a deep approach to learning in a subject area that was outside the students’ field of study. This I did through a variety of teaching and learning activities that I believed would promote a successful leaning environment. I have since run the cycle again in the subsequent academic year, taking into consideration issues that arose in the first run of the cycle.


1This approach is in line with Kolb’s model of effective reflective teaching practice that follows a cycle of Experience, Observation, Conceptualisation, and Experimentation.  Kolb, D. (1984). Experiential Learning: Experience as a Source of Learning and Development. Prentice Hall, New Jersey.

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