Which level of tutors you are?.

Lately, there has been a  YouTube video sharing on social networks depicting a  lecturer/professor demonstrating a lesson using real-virtual person interaction. Basically, the real “him” in the lecture room interacted with the pre-recorded video of the virtual “him” in a carefully designed scenario. You can tell that his students were really amused, and the international audience as well, more than 36k views. But if you watch the video, and unless he is demonstrating for his students how real-virtual interaction is done, there is not much learning taking place. View the video here

The 3 level of tutors.
Level 1
of thinking about teaching is concerned with what students ‘are’, also known as “blame the student’ approach to teaching and is “level one” of John Biggs’ three level of thinking about teaching. For him, assessment is a way to sort good students from the bad.

Level two
teacher is focused on the teacher. He is concerned with what the teacher does. From this perspective, there are “Good teachers” and “Bad teachers”. This perspective is also known as the “blame the teacher” perspective. A typical teacher at this level arms himself with tips and trick in teaching to activate but not engage students. One result of “level two” teacher is “passive students” where the teacher pours knowledge in their minds believing that their brains were empty vessels up till they enrolled in his/her class. One example of this type of teachers is the “entertaining teacher”, the one depicted in the video above. This second level teacher does not reach the level of understanding intended for the course.

The highest level teacher,
Level three, is more concerned with what “students do” before during and after teaching. This means he is particularly concerned with the learning outcome of the lesson/course and thus designs learning activities that are meaningful for the students. These learning activities are tightly aligned with the course objective and assessment. So, which level teacher are you? Think back to how you write your lesson/course objectives and how you design a learning environment to facilitate student learning in attaining the course outcomes. Think also on how the activities and objectives are aligned with the assessment stage, which could be formative and/or summative. Also, recall on what you focus during the design stage of your level and during teaching. Are you focusing on what you want to teach, deliver or on meaningful activities that help students make sense out of them?

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