principle of teaching

Topics: Educational psychology, Education, Knowledge Pages: 31 (8315 words) Published: October 14, 2013
Nine Principles Guiding
Teaching and Learning
The framework for a first-class university teaching and
learning environment
1

2

Nine Principles Guiding Teaching and Learning is a statement on the scholarship of teaching and learning in the University of Melbourne and a reference guide to good practice. It was developed on behalf of the Academic Board by Richard James and Gabrielle Baldwin of the Centre for the Study of Higher Education and originally adopted by the Academic Board in 2002. It was revised in 2007 by Kelly Farrell, Marcia Devlin and Richard James.

Contents

Maintaining an environment for first-class higher education

2

The Attributes of University of Melbourne Graduates

4

Principle 1: An atmosphere of intellectual excitement

5

Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities

6

Principle 3: A vibrant and embracing social context

8

Principle 4: An international and culturally diverse learning environment

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Principle 5: Explicit concern and support for individual development

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Principle 6: Clear academic expectations and standards

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Principle 7: Learning cycles of experimentation, feedback and assessment

12

Principle 8: Premium quality learning spaces, resources and technologies

14

Principle 9: An adaptive curriculum

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References

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1

Maintaining an environment for
first-class higher education
Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to first-class higher education.

The nine principles were first adopted by the University’s Academic Board in 2002. This renewed edition of the document reflects the bold changes the University has undergone since then with the implementation of the Melbourne Model.

Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most significant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed.

Nine guiding principles
1. An atmosphere of intellectual excitement
2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context
4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development
6. Clear academic expectations and standards
7 Learning cycles of experimentation, feedback and assessment .
8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum
The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe specific components of the teaching and learning process. Together, these principles reflect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether...

References: Arkoudis, S. (2006) Teaching international students. Strategies to enhance learning.
Baldwin, G. (2005) The teaching-research nexus. How research informs and enhances learning and teaching in
the University of Melbourne
Candy P C., Crebert G. & O’Leary, J. (1994) Developing lifelong learners through undergraduate education.
Davies, M. & Devlin, M. (2007) Interdisciplinary higher education: Implications for teaching and learning.
Gaff, J.G., Ratcliff, J.L., and Associates (1996) Handbook of the undergraduate curriculum.
Harris, K-L. (2005) Guide for Reviewing Assessment. Prompts and guidelines for monitoring and enhancing
assessment practices
James, R., Baldwin, G. & McInnis, C. (1999) Which university?: The factors influencing the choices of
prospective undergraduates, Canberra: AGPS.
Pascarella, E. & Terenzini, P (1998) How college affects students: Findings and insights from twenty years of
.
Laurillard. D. (1993) Rethinking university teaching: A framework for the effective use of educational
technology
University of Melbourne Curriculum Commission. (2006) The Melbourne Model: Report of the Curriculum
Commission
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