ABSTRACT
Explain each heading and, as you do so, ask participants to draw a short vertical line somewhere on each spectrum to indicate the perceived locus of responsibility (ie, towards the left-hand end for the student, towards the right-hand end for the teacher). Then ask them to compare their responses and discuss the extent to which they agree or differ. You can get an instant group response by giving each subgroup an acetate and marker pen, asking them to collate (not average) the responses, and then superimposing all the acetates on an overhead projector (a bit messy but it works). Responses may converge or diverge. If the former, explore the basis of the consensus; if the latter, explore the reasons for the differences. For example, you might find that some people expect input to come mainly from the teacher, while others think that students should find such information or materials for themselves. Some people may believe that students should be self-motivating, while others will see more of a motivational role for the teacher. Some may regard reflection as largely a private matter for the student, others will regard it as something the teacher should encourage in the class. Differences can open up on any of the headings, though there is usually a consensus that feedback has to come mainly from the teacher. (But is this desirable? See Section 6.)
Discussion also tends to throw up an interesting range of variables. Some people will object (reasonably enough) that the position on each spectrum ‘depends’. The locus of responsibility may be thought to be a matter of individual differences between students, the ethos of the group, the nature of the subject matter, the level of study, the stage in the course, the teacher’s style, the assessment system, institutional norms, cultural expectations…all of which usefully illuminate the range of variables of teaching and learning listed in the previous appendix. There is thus no standard or simple answer to these questions, and this is an important point to make. You may also find differences between staff and student perceptions that can be explored and perhaps form the basis for working out a viable ‘contract’ as to who does what. The purpose of the exercise is thus not to promote a particular view of teaching and learning but to make both staff and students more aware of their expectations.
