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Home >  Reflective Teaching in Higher Education, 2nd Ed > 2. Creating conditions for learning > 6. Relationships > To identify the overt and tacit content of seminar rules, routines and understandings


  1. 1. Becoming a reflective professional
        1. Identity
        2. Learning
  2.     3. Reflection
  3.     4. Principles

  4. 2. Creating conditions for learning
        5. Contexts
        6. Relationships
        7. Engagement
  5.     8. Spaces

  7. 3. Teaching for learning
  8.     9. Curriculum
        10. Planning
  9.     11. Pedagogy
  10.     12. Communication
  11.     13. Assessment

  13. 4. Reflecting on consequences
        14. Outcomes
        15. Inclusion

  14. 5. Deepening understanding
        16. Expertise
        17. Professionalism

To identify the overt and tacit content of seminar rules, routines and understandings


Aim

To identify the overt and tacit content of seminar rules, routines and understandings.

Reflection

Asking your students to discuss how they know how they are ‘supposed’ to behave in seminars. How do they understand their role in seminars and what do they expect of you? Why? What is their understanding of what they are in seminars to do?