ADP7217

Module Title: Learning and Teaching in the Disciplines (ADP7217)

Convener: Giorgia Pigato

Tutors: Heather McClean

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

Delivery mode: The module is delivered online with optional in-person activities. 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:

This module is the second core module for CILT and PGCAP and runs over one semester. It is also the final module of CILT and is aligned to Descriptor 1 (D1) of the UKPSF. The module is designed to build on the introduction to teaching and learning from the first module of the programme to support the authentication of professional practice.

This module enables participants to focus more closely on their broad disciplines and the forms of teaching specific to those. It consists of seven topics: the wider context of your practice, critical theory, small group learning and teaching, large group learning and teaching, assessment, marking and giving feedback, student support and reflecting on observations of professional practice.  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
• Critical pedagogy

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 your  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 your discipline.
• Demonstrate understanding of evidence, theories and practice of supporting learners academically.
• Demonstrate understanding of research and evidence around assessing and giving feedback to learners.

Disciplinary skills:

• Plan and deliver effective teaching sessions in your discipline, using educational literature and theory as well as your own evaluations of past practice.
• Take a productive part in the process of observation of professional practice, 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 your own discipline.
• Locate your practice within key disciplinary and institutional frameworks (such as QAA benchmark statements and Queen Mary strategy).
• Design and deliver effective resources for a face-to-face or online environment that align with learning outcomes, learner needs and disciplinary requirements.

Attributes: 

• A student-centred outlook on teaching and supporting learning: planning sessions and designing resources to meet your learners' needs.
• Commitment to designing effective resources that meet the diverse needs and backgrounds of your learners.
• An enquiring and collaborative attitude, seeking and using feedback effectively to improve your practice.
• Appreciation of the wider context in which you work, balancing the demands of disciplinary 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-in consultations with tutor for feedback on preparation for assignments.

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.