The module is intended for those with little or no relevant previous teaching experience, and aims to provide an introduction to different theoretical approaches to learning and teaching , how these developed and the assumptions on which on which they are founded. The curriculum focuses chiefly on student-centred approaches to learning and teaching (including, but not only, socially situated learning), including the application of these to evaluation and assessment, but additionally makes reference to the developments associated with earlier (e.g. behaviourist) approaches. The module seeks to make explicit links between principles and the application of these to participants' own practice and development. A further central component of the module is the role of early teaching observation: being observed (and observing more experienced colleagues), receiving and responding to feedback, and articulating the values which underpin one's own practice are central to the development of the skills of a reflective practitioner and to career development.
The seminars will aim to introduce participants to principles underpinning different approaches to learning, teaching and assessment in higher education and the skills needed to apply this knowledge in practice. You will be encouraged to develop an evaluative approach to your teaching.
15 hours
This module is only available to members of staff who have to complete the PGCHE as part of their probation, or Graduate Teaching Assistants (GTAs) who are contracted by the University to teach.
It is essential that your teaching is at Higher Education level when you start this module, and provides opportunities for sustained teaching observation. The minimum requirement is two hours per week throughout any one term.
Assignment 1:
1500-word piece of academic writing in which you critically analyse literature to demonstrate an understanding of learning, teaching and assessment principles and approaches within your teaching context.
Assignment 2:
Portfolio of evidence accompanied by a 500-word critical evaluation of the development of your teaching and assessment practice. The portfolio is expected to include evidence of at least TWO of the following PSF 2023 Areas of Activity:
A1. Design and plan learning activities and/or programmes
A2. Teach and/or support learning through appropriate approaches and environments
A3. Assess and give feedback for learning
A4. Support and guide learners
A5. Enhance practice through own continuing professional development
See the library reading list for this module (Canterbury)
• Critically analyse literature about a range of approaches to learning and teaching in Higher Education in relation to your own practice (PSF 2023 Dimensions: V1, V3, K1, K2, K3, A2)
• Apply key principles of assessment and feedback to your own practice (PSF 2023 Dimensions: V2, V3, K3, K5, A3)
• Critically evaluate teaching methods to make informed decisions about how to appropriately use them (PSF 2023 Dimensions: V4, K3, K5, A5)
• Develop skills as a practitioner in a teaching role, including relevant technology and appropriate collaboration (PSF 2023 Dimensions: V1, V2, V5, K4, A1, A2, A4, A5)
The module is aimed at those members of staff who are fairly new to teaching in Higher Education. The module covers the background knowledge required to begin teaching, and is designed to support you in developing the confidence to undertake the range of teaching duties required at HE level.
Completion of, or exemption from, this module is a pre-requisite for progression to the module UELT8310: Contextualising Higher Education Teaching and Learning.
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