Postgraduate Certificate in Learning & Teaching

Module 1Assessment Guide

September 2012

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Contents

Module 1 Assessment page 5

Deadlines page 6

Portfolio Cover Sheet page 7

Checklist page 8

Assignment 1 page 9

Assignment 2 page 12

Assignment 3 page 14

Assignment 4 page 16

Module 1 Teaching Observations page 17

CiLT Community of Learning page 22

Final Activity page 23

Module 1 Assessment Criteria page 25

Further Guidance: The Teaching Observation page 30

Further Guidance: The Viva page 32

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The University of SheffieldPostgraduate Certificate in Learning and Teaching

September 2012

Module 1 Assessment

The Postgraduate Certificate in Learning and Teaching at Sheffield is a 60-credit programme at M Level. It consists of two 30-credit modules which are both assessed by Portfolio and Viva. The first Portfolio is a collection of work carried out during Module 1. You will find all the details you need in the sections below. The Viva is a professional development dialogue centred on your Portfolio and assessed against the CiLT assessment criteria.

Before you start work on Module 1 please read through ALL the assignments carefully. Assignments 1 and 2 must be submitted by the deadlines shown to be marked by CiLT tutors. Other Assignments should be completed in the semester indicated. Note that Assignment 4 requires you to book onto two “Supporting the Supporters” sessions and that you are advised to book early to secure your places (a new programme is available from late August each year).

On completion of all the assignments and teaching observations below you will have all the material you need for your Portfolio. Please complete and attach the cover sheet (page 7) and checklist (page 8) before you submit. If any part is missing your Portfolio will be returned and you will be asked to resubmit and you will not be permitted to proceed to Viva until all sections have been submitted.

Following submission your Portfolio will be assessed by your CiLT Tutor (and is subject to moderation by another). If successful you will be invited to attend a Viva where your Portfolio will be used as the basis of discussion against the CiLT assessment criteria (pages 25-29).

If you have any questions or are unsure about any of the activities please speak to your CiLT Tutor.

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DeadlinesModule 1 Attendance Block 10 – 14 September 2012

Assignment 1 (a): Teaching Philosophy Assignment 1 (b):Comments on PEERMARKAssignment 1 (c):Reflection on Carnell reading

Audio feedback from Tutor

5 October 2012

19 October 2012

2 November 2012

23 November 2012

Assignment 2:Critical Reading

Written feedback from Tutor

1 March 2013

22 March 2013

Assignment 3:Personal Tutoring form By end of Semester 1

Assignment 4: “Supporting the Supporters”

Session 1Session 2

By end of Semester 1By end of Semester 2

Teaching Observation:A and B By end of Semester 1

Teaching Observation:C and D By end of Semester 2

Community of Learning:

Reflection on session 1 Reflection on session 2

Semester 1Semester 2

Module 1 Final Reflection and Portfolio Submission

Written feedback from Tutor

17 May 2013

7 June 2013Viva (advised) By 5 July 2013

The University of Sheffield

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Postgraduate Certificate in Learning and Teaching

EDU6057 Portfolio Cover Sheet

Name:

CiLT start date:

Portfolio due date: Date submitted:

CiLT Tutor:

Deadlines are final and cannot be negotiated. Extensions may be granted in exceptional circumstances and should be negotiated in advance. Please refer to the programme handbook for more information about deadlines and extensions.

An extension has been granted for this work. The new deadline is:

I certify that this work is my own original work and that material has not been copied from any other work (published or otherwise) without acknowledgement in the text (see www.shef.ac.uk/lets/design/unfair).

Signature:

I have submitted two hard copies: in person by post

I agree that this assignment can be made available (anonymised) to future CiLT participants

CiLT MODULE 1 PORTFOLIO SUBMISSION RECEIPT

Learning and Teaching Services confirm the receipt of the CiLT Module 1 portfolio from:

Name: Department:

Date:

For office use:Received by (print): Signature:

CiLT Module 1 Portfolio

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CHECKLIST

Please complete the checklist below, attach at the front of your Portfolio along with the Portfolio Cover Sheet.

ACTIVITY Date Completed

Assignment 1 (a): Teaching Philosophy

Assignment 1 (b): Peer feedback on Teaching Philosophy

Assignment 1 (c): Reflection on Carnell reading

Assignment 2: Critical Reading

Assignment 3: Personal Tutoring Form

Assignment 4 (a): “Supporting the Supporters” Session 1

Assignment 4 (b): “Supporting the Supporters” Session 2

Teaching Observation A(i): Observation Form (as observer)

Teaching Observation A(ii): Observation Form (as observed)

Teaching Observation A(iii): Reflection

Teaching Observation B(i): Observation Form (as observer)

Teaching Observation B(ii): Observation Form (as observed)

Teaching Observation B(iii): Reflection

Teaching Observation C(i): Observation Form (as observer)

Teaching Observation C(ii): Reflection

Teaching Observation D: Observation Form

Community of Learning (a): Reflection on Session 1

Community of Learning (b): Reflection on Session 2

Module 1 Final Reflection & Learner Assessment Form

Assignment 1: Teaching Philosophy

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This Assignment encourages you to reflect upon yourself as a teacher, the way you teach, the underlying influences that have shaped you as a teacher and what you perceive to be the purpose of ‘teaching’. Additionally, it asks you to consider the learning you want your students to be undertaking. It is a key requirement of the CiLT portfolio and viva assessment that you are able to demonstrate credibility and criticality in exploring your practice, and this necessarily means subjecting yourself as a teacher to, as far as is possible, honest and genuine self-scrutiny. It is anticipated that by completing this activity you will have produced a piece of writing that can be incorporated directly into your final portfolio.

ASSIGNMENT 1 (a)

WRITE your Teaching Philosophy (500 words maximum): This activity builds upon the “t-shirt” exercise you did in the first session of Module 1 on Teaching Philosophies. Thus, while there should be aspects that describe what teaching you do, it should not be solely descriptive or simply list your tasks. Instead, it should also be a statement of what you aim to do with your teaching. The questions below are not meant to be prescriptive but offer you some places to start constructing your Teaching Philosophy:

Start off with a couple sentences about your teaching background and current teaching load/experience. Consider answering the following questions using a reflective style:

i. Why do you teach the way you teach? / What has influenced your educational style?

ii. What is your philosophy on teaching? Why do you think this is suited to your specific discipline or teaching context?

iii. What kind of learning (or activities) do you think your students should be engaged in?

iv. How do you know your students are learning? Can you be confident they are learning what and in the way you want them to learn?

Continued...10

ASSIGNMENT 1 (b)

SUBMIT/POST your Teaching Philosophy online in PEERMARK: Three CiLT peers from your Cohort will be randomly assigned for you to comment on their teaching philosophies and for them to comment on yours (see Box 1 below). A guide to the use PEERMARK as a student is available at http://ebookbrowse.com/turnitin-peermark-student-guide-pdf-d83810741. Post your work by 5.00pm on the date of the deadline (see page 6). Please do not submit a Teaching Philosophy that is longer than 500 words.

BOX 1: Questions asked in PEERMARK (~100 words per question)

1. Is a "Teaching Philosophy" (TP) clearly articulated in this assignment?

Comments:

2. Does the TP do more than describe teaching/facilitation methods and learning activities?

Comments:

3. Is the TP specific about why they have chosen a specific approach to their teaching or facilitator role/identity role?

Comments:

4. Is the TP specific about why the teaching or facilitator role/identity role they generally perform or the learning activities they design supports student learning of their subject?

Comments:

5. Is the TP specific about why the teaching or facilitator role/identity role they perform or the learning activities they design has an impact on student learning and broader student needs/the student experience?

Comments:

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Continued...

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ASSIGNMENT 1 (c)

1. READ Carnell, E. (2007) Conceptions of effective teaching in higher education: extending the boundaries. Teaching in Higher Education 12(1), 25-40. Download link: http://dx.doi.org/10.1080/13562510601102081

2. WRITE a Short Reflection (250 words maximum): After reading the article and considering the feedback from your peer, write a reflective commentary which outlines:

The differences and/or similarities between your conceptions of teaching and those described in the article.

Whether reading the paper has furthered your thinking, or had no effect upon your Teaching Philosophy at all (and why).

What changes reading this article might mean for your teaching (if any).

3. SUBMIT/POST your Short Reflection online in MOLE2: Upload your Short reflection to the assignment submission box 2 in the Teaching Philosophy and Reflection Online Activity Folder by 5.00pm on the date of the deadline (see page 6).

4. FEEDBACK: You will receive audio feedback on your work from a CiLT tutor within three weeks of submitting your Short Reflection.

5. Insert your Teaching Philosophy (Assignment 1 (a)), Peer feedback (Assignment 1 (b)) and Reflection on the Carnell article (Assignment 1 (c)) into your Module 1 Portfolio and complete the “date completed” box on the Checklist.

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Assignment 2: Critical Reading on Effective Learning and Teaching Environments

This assignment requires you to critically engage with a small-scale literature review exercise on an issue that is relevant to the topic of Effective Learning and Teaching Environments, that is, the face-to-face learning and teaching context. Thus, please adhere to all the academic conventions that usually apply for Literature Reviews. If you would like to compare the differences between your own disciplinary Literature Review conventions and what we expect here in CILT, please see the “Critical Reading PowerPoint” in the Module 1 Resources folder in MOLE2. Once completed, your literature review should be submitted to your Tutor via MOLE 2 before the deadline (see page 6). Following comments from your Tutor your completed literature review should be inserted into your Module 1 Portfolio.

The aim here is not to simply consider “theory” in an abstract way but to start to research a specific topic or research question that is of specific relevance to your practice. Ideally, you may conclude your review of the literature with some ideas about whether or not what you have read is of interest or of use to you in your practice.

ASSIGNMENT

Maximum: 1500 words

Read each of the four references below and then find one further article that has specific relevance to your teaching, either in your discipline or on a topic you are currently dealing with.

Write 150-300 words in response (bullet points are acceptable as long as your responses are coherent/clear to the marker) to each of these articles by answering the following questions:

1. What were the key points in this article or the ones you found most of interest?50-100 words

2. Critically evaluate the article: what did you find problematic about this piece?50-100 words

3. How could the ideas raised from this consideration be used to develop your own teaching practice or further support your students’ learning?50-100 words

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Articles for review:

1. Fox, D., 1983. Personal theories of teaching, Studies in Higher Education 8(2) 151-163 [online]. Available through University of Sheffield e-journal subscription from:http://www.tandfonline.com/doi/abs/10.1080/03075078312331379014 (Accessed August 2012).

2. Mortiboys, Alan: Teaching with Emotional Intelligence, Routledge (2012). Chapter 8: Reading and responding to the feelings of individuals and groups. Available in the University Library (via MyResource).

3. Saroyan, A. and Snell, L., 1997. Variations in lecturing styles, Higher Education 33(1), 85-104 [online]. Available through University of Sheffield journal subscription from: http://www.springerlink.com/content/x3n44675406q3128/(Accessed August 2012).

4. Cartney, P, Rouse, A. 2006 The emotional impact of learning in small groups: highlighting the impact on student progression and retention. Teaching in Higher Education. 11 (1), 79-91. [online]. Available through University of Sheffield e- journal subscription from: http://www.tandfonline.com/doi/abs/10.1080/13562510500400180 (Accessed August 2012).

5. Choose a discipline-related article that discusses subject-specific teaching or learning needs: an initial place to start looking for Higher Education journals is at: http://resources.glos.ac.uk/tli/prsi/support/hejournals.cfm (Accessed August 2012).

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Assignment 3: Personal Tutoring, Support & GuidanceThis assignment requires you to carry out a short, focussed, conversation with a more senior colleague in your department about supporting student needs. You should complete Part 1 before your conversation, which can be either face-to-face or over the ’phone/Skype and should be no longer than 30 minutes. Complete Part 2 after the conversation and insert into your Portfolio.

PART 1 – TO BE COMPLETED BEFORE CONVERSATION

Your name:

Colleague’s name:

Why did you choose this colleague for a peer conversation about personal tutoring/ giving guidance? (100 words maximum)

What do you think are important factors for a personal tutor/guidance role? (200 words maximum)

Identify an issue that could arise in a personal tutor/guidance role that

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you would like to discuss with your colleague. (100 words maximum)

PART 2 – TO BE COMPLETED AFTER CONVERSATION

Write a brief reflection on your conversation. (250 words maximum)

Once completed this form should be inserted into your Module 1 Portfolio.

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Assignment 4: Continuing Professional Development

Part of the Module 1 requirement is that you attend TWO sessions in the “Supporting the Supporters” Staff Development Programme provided by the University. The programme provides sessions that are usually 1½ hours to 1 day in length on a range of subjects. Some examples include:

Introduction to supporting students Managing inappropriate behaviour by students Careers service support Disability awareness training Cultural awareness Confidentiality and data protection

You will find details of programmes currently on available at the programme website: http://www.shef.ac.uk/ssd/support/training

You are advised to book places on your preferred courses as soon as possible.

For each session you attended write a short reflection (250-300 words maximum). This should include the following information:

“Supporting the Supporters” session title Date attended Length of session A reflection where you consider the issues raised, and/or solutions

provided, in the “Supporting the Supporters” session in your own practice. (Note the reflection should not be a description of the session).

On completion, both reflections/evaluations should be inserted into your Module 1 Portfolio.

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Module 1 Teaching ObservationsDuring Module 1 you will participate in SIX teaching observation activities, either as observer or observed, using a variety of observation forms (details will have been given to you in the workshop sessions and can also be found at http://www.sheffield.ac.uk/lets/cpd/peer_obs). During this set of observations your own teaching will be observed three times. See the Further Guidance on Teaching Observations for more detail (pages 30-31)

Please follow these Observations in strict order. An overview of the teaching observations is provided at the end of this section. If you are unsure what to do at any time please speak to your CiLT Tutor.

Observation A: Peer Observation

After the CiLT Module 1 week you will be given contact details for colleagues from your cohort. You should arrange times to observe one of your colleague’s teaching and a time for them to observe you. In this observation the observer’s attention should be focussed on student engagement and evaluation of student learning.

Examples of teaching sessions (not exhaustive) you can observe include:

Seminars, workshops and other small group teaching sessions Lectures and other large group teaching sessions Research supervision sessions (one-to-one or group) Distance learning facilitation Bedside/chairside teaching Laboratory supervision Field work supervision Student-led group facilitation Groupwork session facilitation

You are free to choose which observation form you use, but please ensure it includes:

Name of observer Name of teacher* observed *The term “teacher” is used here

generically Title of module Date and location of lecture Pre-observation details Observation comments

Before the observation

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As a pair, agree which observation form you are going to use. The teacher being observed must send the observer the form with details about how they intend to (a) engage students and (b) evaluate student learning (100-150 words).

After the observation

The observer should send their completed observation form to the teacher and arrange a short (30 minutes) debrief session to go over their comments.

After you have had the debrief on your teaching, you should write a short reflection (150-200 words) on your own teaching following the comments received and include one area for improvement.

The observation forms for both teaching sessions and your reflection should be inserted into your Module 1 Portfolio.

You should now proceed to Observation B.

Observation B: Departmental Colleague

Pair with a member of established teaching staff in your department (you may wish to seek advice from your department’s CiLT Contact), observe one of their teaching activities and ask them to observe one of yours. In this observation the observer’s attention should be focussed on the design of learning activities in relation to subject needs (this relates to Bloom’s Taxonomy).

As in Observation A you are free to choose which observation form you use (other than that used in A). You should observe your colleague’s teaching session before they observe you.

Please ensure you have your colleague’s agreement to participate in this observation, and for their comments on your teaching to be included in your Portfolio. If they have any concerns please ask them to contact your CiLT Tutor.

Observation B1: You observing an experienced colleague from your department

Before the observation: You should send the observation form you are going to use to your departmental colleague and ask them to complete the first section, focussing on the design of learning activities in relation to subject specific needs, and return the form to you for the observation.

After the observation: You should send the completed observation form to the teacher and arrange a short (30 minutes) debrief session to go over the comments made (focussing on subject-specific needs).

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Observation B2: An experienced colleague from your department observing your teaching

Before the observation: You should complete the first section of the observation form, focussing on the design of learning activities in relation to subject-specific needs (100-150 words) and send this to the observer.

After the observation: You will receive the completed observation form from the observer and should arrange a short (30 minutes) debrief session to go over the comments made (focussing on subject-specific design of learning activities and how this impacts on student learning).

Following the debrief write a short reflection (200-250 words) on your teaching following comments received, focussing on subject-specific design of learning activities and how this impacts on student learning in relation to Bloom’s Taxonomy.

The observation form on your teaching and your reflection should be inserted into your Module 1 Portfolio.

You should now proceed to Observation C.

Observation C: “Good” Teacher

With the help of your department’s CiLT Contact, Faculty Director of Learning and Teaching, or your CiLT Tutor, identify someone in your faculty who is regarded as a ‘good’ teacher (see Box 2). Arrange with that teacher to observe one of their teaching sessions. Use the CiLT Teaching Observation Form ( http://www.sheffield.ac.uk/lets/cpd/peer_obs/observations) to carry out a full teaching observation.

Following the observation arrange a short debrief with the teacher observed to give them your feedback. Keep a copy of the observation form for your Portfolio.

Following the debrief write a short reflection (150-200 words) on the teaching you have observed and the feedback process.

A copy of the observation form and your reflection should be inserted into your Module 1 Portfolio.

You are now ready for your formal teaching Observation D.

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BOX 2: What is ‘good’ teaching?

Ramsden (1992) identified 13 characteristics of good teaching from an individual lecturer’s point of view:

A desire to share your love of the subject

An ability to make the material stimulating and interesting

A facility for engaging with students at their level of understanding

A capacity to explain the material plainly and helpfully

A commitment to making it absolutely clear what has to be understood, at what level and why

Showing concern and respect for students

A commitment to encouraging student independence and experiment

An ability to improvise and adapt to new demands

Using teaching methods and academic tasks that require students to learn actively, responsibly and through cooperative endeavour

Using valid and fair assessment methods

A focus on key concepts and students’ current and future understanding of them, rather than just on covering the ground

Giving high quality feedback on students’ work

A desire to learn from students and others about the effects of your teaching and how it can be improved

Consideration of some of these can be useful as a part of the observation process.

Reference: Ramsden, P (1992) Learning to teach in higher education, Routledge, London.

Observation D: Formal CiLT Observation

Once you have completed Observations A-C, please book a formal teaching observation with your CiLT Tutor (by emailing cilt@sheffield.ac.uk). You will be assessed using the CiLT Teaching Observation (http://www.sheffield.ac.uk/lets/cpd/peer_obs/observations). To proceed to Module 2 of CiLT you must Pass your formal teaching observation. For further details please see pages 30-31 or ask your CiLT Tutor. Your observation form (indicating that you have passed your observation) should be included in your Module 1 Portfolio.

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Overview of Teaching Observation Activities

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CiLT Community of Learning

You are required to attend one session with your CiLT Tutor each semester of Module 1. The times are shown on the Course Timetable on page 5 of the Workshop Guide and should be booked via the cilt@ email address – you will be given a location in the confirmation).

You should bring the following to each session

Assignments completed Teaching observations completed

The session in Semester 1 will provide an opportunity to

engage in peer-led discussion; let your Tutor know how your CiLT assignments are progressing; discuss teaching observations; and look forward to the literature review (Assignment 2).

The session in Semester 2 will allow a further catch-up on progress. The focus of the session will be on the final preparation of the Portfolio and what to expect in the Viva.

Following each session you should write a short reflection (250 words maximum).

Both reflections should be included in your Module 1 Portfolio.

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Final Activity: Module 1 Reflection

The final activity for Module 1 is to compile your Portfolio. This should consist of the cover sheet, checklist, all assignments, teaching observations, your two Community of Learning reflections and the final activity below.

The focus of Module 1 is on teaching methods and supporting and evaluating subject needs and students’ learning, both as individuals and as groups, within the ‘classroom’ setting. It has examined a range of effective learning environments and student support systems. Professional development has been encouraged through exposure to a range of teaching techniques, styles of learning, advice from experienced staff and through the introduction of reflective practice and teaching observations.

Write a reflection (750-1000 words) considering the following:

1. What is your method for evaluating the effectiveness of your teaching?

2. How do you ensure (choose ONE of the following): an effective learning environment? equality of opportunity for learners? appropriate methods are used for your subject area and level of

academic programme?

Base your assertions on outcomes from your teaching observations, research, scholarship or CPD activities.

Once completed place this reflection along with your Learner Assessment Form (see page 24) at the end of your Module 1 Portfolio.

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Learner Assessment Form – Module 1Please complete this form and attach it to your Final Activity for Module 1 for one group of learners you teach:

Course/Module name:

Level:

Context:

Number of learners:

Age range:

Issues of diversity in the classroom? (eg cultural background, gender, disability, access needs, particular strengths and convictions you’ve noticed between students):

Subject experience, range or differences:

How do you assess prior learning?

How do you evaluate learning during a teaching session?

How do you obtain feedback on your teaching?

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Module 1 Assessment Criteria

1. Your ability to recognise and evaluate the particular needs / requirements of your students

Assessors will be looking for sustained exploration of how consideration of students has influenced professional practice. This is likely to include credible exploration of what student needs and requirements are, how this is likely to affect learning and how you as the teacher can respond to these needs / requirements in order to optimise learning.

2. Your ability to employ appropriate methods / structure to the subject matter you are teaching

Assessors will be looking for sustained exploration of how consideration of specific subject matter has influenced professional practice. This is likely to include credible description of the subject matter you teach; what methods and strategies lend themselves to this subject matter and why.

3. Your preparedness to consider changes in your own practice to enhance student learning

Assessors will be looking for a genuine engagement with evaluation practice and a willingness to change practice when appropriate. This will include discussion of the ways you have considered changing, or actually have introduced change in your professional practice, why and what you hope will be or you have observed is the benefit of this change on student learning.

4. Your ability to evaluate the application and / or relevance of theory in your teaching practice

You must be able to demonstrate you are aware of relevant generic/discipline-specific pedagogical theory, research and literature and are able to evaluate its applicability and/or accuracy with relation to your own experience.

5. Your ability to reflect critically and credibly upon your own teaching practice

Your reflection must be credible rather than consisting unsupported assertions (the assessors must have grounds for confidence in your claims and conclusions through your reference to portfolio evidence, careful consideration of your experience or other support). Your reflection should be critical (it should not be superficial or mainly

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descriptive and should demonstrate a fundamental and genuine investigation of practice).

At the portfolio stage, assessors will look for evidence that each of the criteria has been addressed sufficiently to proceed to viva. Please note that this does not mean the criteria has been achieved to a pass standard, only that there is adequate evidence in the Portfolio for CiLT assessors to explore the criteria in more depth with the participant during Viva. To pass the CiLT assessment, all criteria need to be judged ‘pass’ when the Portfolio and Viva are judged together i.e. the two methods are integral to the same assessment.

Where the portfolio is not suitable to ‘proceed’ to viva, the assessor’s report will detail the areas for additional attention, and the participant will then be invited to resubmit within four weeks.

The full assessment criteria used by CiLT tutors are shown as follows:

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1. Ability to recognize and evaluate the particular needs/requirements of your students in your teaching practice

Pass Proceed Resubmit/ReferThere is considered description of the students being taught. This may include identification of individual student’s issues, consideration of student background, group dynamics etc.

There is some consideration of the students in terms of their background etc. but it is somewhat cursory and perhaps lacks specificity to the particular group(s)/individual(s) being taught. There is little reference or demonstrated understanding to the range of students and their different learning requirements.

There is limited or no reference to students.

There is clear and convincing exploration of how the particular needs/requirements of specific groups and/or individuals may influence their learning.

There is evidence for consideration of how potential student needs/requirements may influence students’ learning, but this is perhaps superficial, descriptive and general.

There is little or no recognition/consideration of potential needs/requirements of the students could influence their learning.

There is considered and convincing explanation of how actions taken in a teaching capacity support learning in a way that can be demonstrated as directly responding to student needs and requirements. Observations and interventions are convincingly described..

There is some explanation of how actions taken in a teaching capacity respond to student needs and requirements, However, the observations/assumptions they are based on or interventions taken may be unconvincing.

There is limited or no description of how specific actions are taken in a teaching capacity in order to respond to student needs and requirements.

2. Ability to employ appropriate methods/structure to the subject matter in your teaching practice

Pass Proceed Resubmit/ReferThere is explicit reference to the subject matter being taught and precise, considered description of issues and characteristics particular to it.

There is some consideration of the subject matter being taught and the issues/characteristics pertinent to it, but this is somewhat cursory and is perhaps confined to disciplinary considerations and not the specific subject matter being taught.

There is little or no attempt to highlight the issues and characteristics pertinent to the subject matter being taught.

There is clear and convincing exploration of how subject matter issues/characteristics may impact upon teaching and student learning.

There is evidence for consideration of how subject matter issues/characteristics may impact upon teaching and student learning, but this is superficial, descriptive and general.

There is little or no consideration of how subject matter issues/characteristics may impact upon teaching and student learning.

There is considered and convincing explanation of how the design and delivery of teaching session(s) have taken into account and are suited to the subject matter being taught.

There is some explanation of how the design and delivery of teaching session(s) has been influenced by the subject matter but this lacks depth, perhaps suggesting particular subject

There is little or no attempt to show how subject matter issues/characteristics have been taken into account in the design and delivery of teaching session(s).

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matter demands were not explicitly considered in aforementioned design and delivery.

3. Preparedness to make changes in your teaching practice to enhance student learning

Pass Proceed Resubmit/ReferThere is explicit evidence of a willingness to evaluate teaching practice in a systematic manner.

There is some evidence of a willingness to evaluate teaching practice, but this is not explicit and may be rather superficially chosen (there is little or no rationale that connects evaluation with change).

There is little or no attempt to evaluate teaching practice.

There is explicit evidence of a preparedness to act upon evaluation to change teaching practice for the benefit of student learning.

There is some evidence of a preparedness to change teaching practice, but this may not be clearly derived from evaluation of practice or tied explicitly to evidence or theory.

There is little or no indication of preparedness to change teaching practice to enhance student learning.

The ways in which proposed changes in teaching practice will enhance student learning are clearly and convincingly explained.

How and why proposed changes to teaching practice will enhance student learning may be described but are likely to be inadequately explained.

The reasoning behind any change is not mentioned.

Where relevant and possible, there is appropriate evaluation of the impact that any changes in teaching practice have had on student learning.

Where relevant and possible, there is some assessment of the impact any changes in teaching practice have had on student learning, but this is cursory and lacking analysis.

There is little or no attempt, where relevant and possible, to consider the impact any change has had on student learning.

4. Ability to evaluate the application and/or relevance of theory in your teaching practice

Pass Proceed Resubmit/ReferThere is evidence of reasonable engagement and awareness of educational theory, literature and research. There is demonstrated knowledge of theories that have been addressed in the Module.

There is evidence of engagement of educational theory, literature and research although it may be somewhat limited and/or insufficiently ascribed. There is awareness demonstrated of knowledge of relevant theories that have been addressed in the Module.

There is little or no evidence of an explicit awareness of any educational theory, literature or research, including those that were addressed in the Module.

There is considered application and credible integration of relevant educational theory/literature to provide real insight into learning and teaching practice.

There are attempts to apply educational theory/literature but the integration of such material with observations on practice may be poor and not provide meaningful insight into learning

There is no attempt to gain insight into learning and teaching practice through consideration of educational theory, literature or research.

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and teaching.

Where appropriate there is critical evaluation of relevant educational theory, literature or research.

There is little attempt to evaluate educational theory/literature; where evidence for evaluation is present, it tends to be cursory and uncritical.

There is no attempt to critically evaluate the value of educational theory, literature or research to teaching practice.

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5. Ability to reflect critically and credibly upon your teaching practice

Pass Proceed Resubmit/ReferThere is a clear understanding of the process of reflective writing as a mechanism for the development of practice in relation to teaching and its impact on student learning.

There are indications of an understanding of the process of reflective writing but there may not be an understanding of how it relates to the development of practice in relation to teaching and its impact on student learning.

There is little or no evidence for an understanding of the process or purpose of reflective writing.

Reflection is focused and there is a systematic method or approach used when reflecting on teaching and its impact on student learning.

Reflection may not be systematic in its exploration of issues and may be unfocussed or unable to demonstrate impact on student learning.

There is no obvious focus or approach to reflection or evidence of a systematic exploration of issues related to teaching and its impact on student learning.

There is a genuine engagement with the process of reflection that goes beyond describing events to examine underlying assumptions, demonstrated through consistent and full exploration of raised issues.

There is some engagement with the process of reflection, demonstrated through the exploration of events and certain raised issues although this will not always be in depth.

There is little or no in-depth exploration of raised issues.

The reflection is critical in that there is an explicit awareness of what contributes towards the formation of assumptions/beliefs and a willingness to think in ways which question these.

There is some criticality in the reflection through implicit awareness of what contributes to the formation of assumptions/beliefs. There may not be an attempt to think in ways which question these.

There is little or no acknowledgement of what contributes towards the formations of assumptions/beliefs.

The reflection is credible in that assertions are evidence-based (or otherwise supported) and are convincing and genuine.

There is some credibility to the reflective account, but support for assertions and conclusions, is not consolidated or convincing.

There is little or no sense of credibility to the reflection, assertions may be superficial, only positive or descriptive and may also be unsupported and too general. Any claims and conclusions made are unconvincing.

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Further Guidance: The Teaching ObservationModule 1 requires a satisfactory report on a teaching observation carried out within the participants’ home department by a CiLT course tutor1. Although participants must have demonstrated a satisfactory level of teaching by the end of CiLT to successfully complete the course (and “Pass” the summative aspect of the Observation), the focus of the observation is very much intended to be constructive and developmental. To that end participants will take part in a series of observations leading up to the formal CiLT observation (see pages 17-21 above). The teaching observation is intended to provide participants with the opportunity for a focused conversation on their teaching within their disciplinary and departmental context, and participants are asked to identify the areas where they would most benefit from feedback.

The teaching observations will comprise a three-stage process:

1. Pre-observation briefingThe participant should inform their observer in plenty of time when they would like their teaching to be observed. The session chosen for the observation can be set within any legitimate teaching context (e.g. lecture, seminar, tutorial, laboratory practical, clinic). The participant should produce a briefing document for the observer and forward it to him/her in advance of the teaching session that is to be observed. This briefing document should outline:

Practical information (e.g. date, time, location etc. of teaching session)

The teaching context (e.g. course/module, level, student background and learning needs, subject needs)

The topic/theme being covered Aims/learning outcomes of the session Methods/techniques adopted and why Particular issues that the participant would like the observer to

report back onA pro-forma may be used for this purpose. Opportunity should be provided for the observer to clarify and/or discuss points after receiving the briefing document, should they need to. This can be done face-to-face or via e-mail / telephone.

2. ObservationThe observer will sit in on your teaching session using a pro-forma to record their observations. You should advise the observer if there is anywhere in particular you would like them to sit and whether you are happy with them to talk to the students should an appropriate opportunity arise.

1 For a discussion on the philosophy of the observation of teaching, see Fullerton, H. 2003 Observation of teaching, in H Fry et al (ed) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (second edition), pp. 226 - 237. London, Kogan Page. (http://books.google.co.uk/books?id=-909T4JBBiEC&lpg=PR3&pg=PR3#v=onepage&q&f=false)

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After the teaching session has finished, the observer may have a brief conversation with the participant. However, detailed feedback and a copy of the written observations is normally made available at a later post-observation debriefing.

3. Post-observation de-briefingAs soon as possible after the observed session, the participant should reflect how they perceived the session to have gone. This reflection should relate back to the information provided in the pre-observation briefing. Section A of appendix 6 can be used for this purpose.

A short time after the observation (normally within a week), there should be a ‘de-brief’ between the observer and the participant. This will include a discussion of issues that were raised within the pre-observation briefing and a discussion of the participant’s views and perspectives on the teaching session. It will also allow for developmental issues to be raised and targets / goals to be set.

As soon as possible after the ‘debrief’ participants should write a reflective statement. This should discuss the de-brief session itself and whether the participant’s original perceptions have stayed the same or changed, and what developmental points they would wish to take forward with regard to their teaching.

Both the observation report and the participant’s reflections, together with the pre-observation briefing, should be included in the Module 1 Portfolio.

If the formal CiLT teaching observation (Observation D) is not satisfactory in the first instance, then the participant will be invited to identify another session to be observed following the same process detailed above.

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Further Guidance: The Viva

For each module of CiLT, participants will be required to attend a Viva with a course tutor. The Viva forms the second half of the assessment process of which the Portfolio is the first part. Each Viva will usually last approximately one hour during which time participants will be engaged through dialogue in a reflective consideration of their teaching practice as evidenced by the Portfolio. The assessment criteria for the Viva are the same as those for the associated Portfolio. Summative assessment of whether a participant has addressed these criteria to a pass standard will be determined through consideration of both the Portfolio and the Viva. The Viva therefore provides the CiLT assessor the opportunity to ‘drill down’ into criteria that were deemed of ‘proceed’ rather than ‘pass’ standard in the Portfolio and provides participants with the opportunity to demonstrate through an alternative means of assessment that they are able to satisfy the assessment criteria to a pass standard. Participants should therefore expect the Viva to focus upon one or more of the specified criteria and should be prepared to demonstrate, through reflective dialogue with the CiLT tutor, satisfactory engagement with these criteria.

A secondary purpose of the Viva is to provide further development opportunity for participants by allowing an exchange of ideas and thoughts with regard practice through constructive dialogue. Discussion can provide a useful external stimulus for the development of new ideas and approaches and encourages an ‘active’ and responsive reflection through a mutual unpicking of issues which participants have identified as important in their Portfolios.

To enable a more free conversation, Viva discussions will be recorded; the recording will form the official record of the Viva and will be sent to the participant for their records. The recording may only be listened to by another CiLT tutor as moderator and/or by the External Examiner. Participants are asked not to distribute or make the recording publicly available. If you do not wish your Viva to be recorded please let your CiLT tutor know before the Viva.

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