ADP7117

Module Title: Learning and Teaching in the Disciplines (ADP7117 – face to face) (ADP7217 – distance learning)

Convener and tutors: TBC

Programme: This is the second compulsory module for CILT and PGCAP

Delivery mode: The module is available in face to face and distance learning formats, although we expect delivery to be online only from September 2020.  It is taught in streamed disciplinary seminar groups and takes a flipped learning approach.  Participants can choose to join the group they feel would be most appropriate for them: medicine and dentistry; science and engineering or humanities and social sciences.

Credits: 15 (Level 7)

Module Description (for website): max 250 words

At the core of the module will be learning a) from best practice in the local context as well as nationally and internationally, b) from engaging in individual and group activities and tasks during the module seminars, and c) through assessment. The formative and summative assessments will ask you to prepare and produce activities and resources in and relevant to your own teaching.  As part of this module you will be required to have two observations of your teaching (by a mentor and a peer) and to observe a peer.  Topics include:

• The wider context of your practice
• Student support
• Small group learning and teaching
• Large group learning and teaching
• Assessment, marking and giving feedback
• Observation of teaching

Learning outcomes:

By the end of this module participants should be able to

Academic content: 

• [Demonstrate understanding of] empirical evidence and theory around, or relevant to, teaching and supporting learning in their discipline: including (but not limited to) small-group and large-group teaching.
• [Demonstrate understanding of] the wider context and institutional frameworks of UK higher education as it relates to teaching in their discipline.
• [Demonstrate understanding of] evidence, theories and practice of supporting students academically. 
• Demonstrate understanding of] research and evidence around assessing and giving feedback to students.

Disciplinary skills – able to: 

• Plan and deliver effective teaching sessions in their discipline, using educational literature and theory as well as their own evaluations of past practice.
• Take a productive part in the process of teaching observation, identifying areas for feedback and using the post-observation feedback and dialogue to identify future improvements.
• Engage critically with theory and research on education, particularly (though not exclusively) in their own discipline.
• Locate their practice within key disciplinary and institutional frameworks (such as QAA benchmark statements and the QMUL SETLA strategy).
• Design and deliver effective teaching resources for a face-to-face or online environment that align with learning outcomes, learner needs and subject requirements.

Attributes: 

• A student-centred outlook on teaching: planning sessions and designing resources to meet their students’ needs.
• Commitment to designing effective resources that meet the diverse needs and backgrounds of their students.
• An enquiring and collaborative attitude to their teaching, seeking and using feedback effectively to improve their practice.
• Appreciation of the wider context in which they work, balancing the demands of subject knowledge with those made by institutional and national frameworks and professional bodies.

Assessment:

Formative assessment includes:

Feedback on forum posts, informal feedback in class.  Teaching observation feedback from a mentor or senior colleague, and from a peer.  Drop ins with tutor for feedback on preparation for assignments 1 and 2.

Summative assessment:

Assignment 1 – Oral presentation of a teaching & learning resource developed by the participant – 40% weighting

A 10-min presentation of a resource for learning, including rationale and outcome of testing (if possible). This should be a resource which is used within one of the observed sessions.  Feedback from peers and tutor.

Assignment 2 – Reflection on teaching observations – 60% weighting   

Up to 2,000 words written reflection on the three teaching observations (2 x being observed and 1 x acting as observer). This should include the observation pro-formas as appendices: they can be separate documents or integrated into the main submission.