Biggs, j. Teaching for Quality Learning at University. 1999 The Society for Research into Higher Education.
Levels of Thinking about Teaching
In this chapter Biggs explains three levels of teaching ‘theories’ that a teacher tends to go through in their careers.
Level 1: Level one, is a time where the focus is “what the student is” therefore giving the students information usually by lecturing. Biggs explains the only difference in the learning is the students’ ability, motivation, academic history, ect. Level 1 teachers focus on knowing the information and expressing it clearly. It would be up to th students to see what they may take from the lecture. Also, blaming the students is another factor in this level. If the student doesn’t learn, there is not acceptance that it could be because of the teaching and the student lacks study skills and/or motivation. Level 1 is also a theory of teaching that is unreflective.
One important note that Biggs makes is that this level of teaching is quite common with international students. While I yet to read his section detailing this, in my experience in private education with international students this was definitely a prevailing ’system’. Many teachers, including myself, are introduced to teaching through happenstance. In many of the private design colleges that I have been in contact with in Florence their was definitely no guide for the teacher when starting a teaching career. In my experience, teachers are normally hired to fill a ‘technical gap’ in the education of the college. By technical gap, I mean, that their was no stress from higher level administration to bring in a teacher to provide a ‘deep’ learning environment (Ramsden) but to deliver information in often technical lecturing. While I understand the importance of technology in design, I believe their is a preliminary lack of the understanding of teaching and learning for new teachers in this private college setting. Administration is focused on providing skill sets for students and quite often fill this need by hiring design professionals from the area. While these professional might be great practitioners, being placed suddenly in an academic environment usually creates a rough system of learning and teaching for both the teacher and students. Strong factors such as the teacher relying on past practical experiences and most often that not the teacher usually accepts this new position for that extra addition to their paycheck from practice and the administrative goals all add up to the greater possibility of level 1 teaching.
Because the new teacher is unaware on how to react concerning the assessment of students, it was quite often to find teachers ‘blaming’ the students for their inability to learn and not taking a closer look to their teaching methods. After all they are ‘professionals’ in their field but perhaps a introductory foundation is needed for new design teachers in private study-abroad colleges.
Most study-abroad private design colleges host a wide variety of students from very different background, both academically and culturally. Its often difficult for the teacher to assess all the variables of the student to provide a reflective and deep learning environment. One overwhelming factor is the language barrier. While most courses are taught in the English language many student usually do not come prepared to be taught in ‘design English.’ This is frustrating and a quick common reaction to some teachers is to focus more attentively to those students that have a strong command of the language. Another factor is the students academic learning history. Different cultures teach in different ways, students become accustomed to their home pedagogy methods which results in a create a sense of shock for them when they commence studies in a new environment. Some students are used to huge lecture halls with minimum teacher contact, while others come from institutions where support and contact are very high.
Ie have heard in the past from some students detailing that my course was “too hard” or their teachers back home where very “strict” and demanding. I often asked these students to explain what their process was like with their teachers in their home school and it was usually the teachers delivery that was different not the severity of the teacher. Teachers can learn by these questions and try to adapt their own methods for the best delivery for the student. While its impossible to change methods for forty students, it will definitely help the teacher gain an understanding of learning and teaching methods.