ADP7216

Module Title: Learning and Teaching in HE (ADP7216)

Convener and tutors: Olumide Popoola, Heather McClean

Programme: This is the first core module for CILT and PGCAP

Delivery mode: Blended: you can choose to join an in-person or online seminar group.

Credits: 15 (Level 7)

Module Description:

This is the first module of CILT and PGCAP and runs over 1 semester.  

Designed as an introduction to the theory and practice of learning and teaching in higher education, the module will help participants develop the practice of reflecting on and enhancing their teaching. The module comprises eight core teaching sessions which will be focused around planning, designing and reflecting on teaching. Participants will be in interdisciplinary groups and encouraged to exchange practice between disciplines. Topics include:

• How students learn
• Orienting students and activating prior knowledge
• Presenting
• Application and activity
• Reviewing teaching and learning
• Reflection and evaluation of teaching
• Models of learning: flipped classroom

Learning outcomes:

By the end of this module participants should be able to

Academic content: 

• Explain key theories of learning and teaching and describe how these relate to your teaching practice
• Identify theories of reflection and evaluation of teaching and learning and explain how they can be used in practice
• Analyse strategies for orienting and activating prior learning, presenting and demonstrating, encouraging active learning and reviewing learning
• Critically evaluate pedagogic research around learning theories, session planning and teaching delivery

Disciplinary skills

• Plan effective sessions in a range of delivery modes (face to face, online, blended), including learning outcomes, well-selected resources and learning activities
• Effectively facilitate student learning, activating prior learning, ensuring active learning throughout the session and assessing or reviewing learning
• Reflect on and evaluate practice using feedback from others, self-reflection and educational literature
• Use tutor and peer feedback, in conjunction with educational literature and self-reflection, to plan changes to practice
• Use evaluation and reflection to plan your own development as an educator. 

Attributes: 

• Develop a student-centred approach to planning and delivering sessions to facilitate learning
• Design sessions to suit students’ diverse backgrounds and levels of prior knowledge
• Use feedback, reflection and educational research for continuous reflection and improvement of practice
• Learn from, and work with, disciplines other than your own

Assessment:

Formative assessment includes:

Feedback on forum posts, informal feedback in class. Peer feedback discussion on your summative assignment.

Summative assessment:

Assignment 1 – Authentic Session Plan - 30% weighting

Up to 1,000 words. This assignment is a plan, including session aims, learning outcomes and activities, for a session of teaching or facilitating learning that you will deliver this academic year.    

The plan is followed by an analysis of the plan, in which you can explain the reasoning, theories and literature behind the planned session. You can discuss any potential problems that may come up, as well as how you will know that the session has gone well and how you might evaluate the session.    

Assignment 2 – Reflection on your teaching / supporting learning – 70% weighting

Up to 2,000 words. This should be a written piece reflecting on your practice teaching or supporting student learning over the semester, on the session plan you submitted for assignment 1 and on the module topics.