The Certificate in
Learning and
Teaching
Participant Handbook
January 2012
1
Learning and Teaching Services
School of Education
2
3
Contents
Section 1 – General Information
4
1.1 The Teaching Team
4
1.2 The Non-Teaching Team
5
1.3 Contact Information
5
Section 2 – Background to the Certificate in Learning and Teaching
6
2.1 Introduction
6
2.2 The Local Context
7
2.3 The National Context
7
Section 3 – Course Information
8
3.1 Requirements of the Course
8
3.2 Programme Aims and Learning Outcomes
8
3.3 Course Delivery
9
3.4 Recording Progress
10
4
3.5 Timetabling
10
3.6 Module 1: Effective Learning and Teaching Environments
11
3.7 Module 2: Assessment and Design of Learning Activities
12
Section 4 – Assessment
13
4.1 Teaching Observation
13
4.2 Teaching Portfolio
15
4.3 Viva
24
4.4 Moderation
25
4.5 Appeals
25
4.6 Deadlines
25
4.7 Fails, Referral and Resubmission of Assessment
26
4.8 Extensions to Time-Limits for Portfolios
27
4.9 Leave of Absence
28
Section 5 – External Examiner
28
Section 6 – Evaluation
28
Section 7 – Exemptions
29
Section 8 – Session Outlines
31
8.1 Module 1
31
8.2 Module 2
48
Section 9 – Resources
61
Section 10 - Appendices
64
Section 1 – General Information
1.1 The Teaching Team
5
Luke Desforges
CiLT Course Director – Learning and Teaching Services
Esther Jubb
Professional Development Officer and CiLT Course Tutor – Learning and Teaching
Services
Nadine Wills
Professional Development Officer and CiLT Course Tutor – Learning and Teaching
Services
Margaret Freeman
Lecturer – Human Communication Sciences; Director of Learning and Teaching –
Faculty of Medicine, Dentistry and Health
Sandra Gittleson
Voice Coach
Lyn Parker
Head of Learning and Teaching Enhancement - Learning and Research Services,
University Library
Paul Rodgers
Student Development & Support Manager – Student Services
Julie Campbell
Senior HR Advisor for Equality – Human Resources
Jane Simm
Careers Adviser – Careers Service
1.2 The Non-Teaching Team
April Dawson
PA/Office Manager – Learning and Teaching Services
Course Administrator
Joelle Fanghanel
Director of Educational Development – University of West London
External Examiner
6
Alan Skelton
Senior Lecturer in Education – School of Education
Academic responsibility for CiLT in the School of Education
Paul White
Professor of Geography and Pro-Vice-Chancellor for Learning & Teaching
Chair of CiLT Exam Board
1.3 Contact Information
For all enquiries including booking, timetabling, queries about online activities,
extensions etc. please e-mail: cilt@sheffield.ac.uk
Staff contact details are as follows:
April Dawson
Learning and Teaching Services
5 Favell Road
Sheffield, S3 7QX
Tel: (0114) 22 20401
E-mail: a.dawson@sheffield.ac.uk
Luke Desforges
Learning and Teaching Services
5 Favell Road
Sheffield, S3 7QX
Tel: (0114) 22 20423
E-mail: l.desforges@sheffield.ac.uk
Esther Jubb
Learning and Teaching Services
5 Favell Road
Sheffield, S3 7QX
Tel: (0114) 22 22474
7
Nadine Wills
Learning and Teaching Services
5 Favell Road
Sheffield, S3 7QX
Tel: (0114) 22 20428
E-mail: n.wills@sheffield.ac.uk
8
Section 2 - Background to the
Certificate in Learning and Teaching
2.1 Introduction
The Certificate in Learning and Teaching (CiLT) is the University of Sheffield’s initial
professional development course on learning and teaching in higher education. CiLT
adopts a scholarly, inter-disciplinary approach and in doing so seeks to foster a
supportive and challenging environment within which participants will learn and
exchange thoughts and experiences.
It achieves this through a combination of
strategies:

identifying, sharing and discussing disciplinary practice and convention in
learning and teaching

exploring essential general principles and issues in learning and teaching
practice

encouraging considered reflection upon the application of (inter-)disciplinary
and general principles and issues within both discipline-specific environments
and the particular context of the University of Sheffield.
CiLT is intended to be completed part-time over a two-year period.
Successful
completion of CiLT is compulsory for all new academic staff employed by the
University on a probationary contract.
Successful completion leads to a masters-
level certificate awarded by the School of Education (60 level-M points).
Opportunities for further study are established via a pathway offering progression
from CiLT to the M.Ed. in Teaching and Learning in Higher Education 1 and the Ed.D.
programme (Higher Education)2 within the School of Education3.
1
http://www.shef.ac.uk/education/courses/masters/teachlea/index.html
2
http://www.shef.ac.uk/education/courses/edd/eddpt/index.html
9
CiLT is co-ordinated through Learning and Teaching Services. It comprises a range
of workshops and online activities, covering a broad spread of subjects delivered by
a team of experienced and specialist staff from across the institution.
As well as being internally certificated by the School of Education, CiLT is externally
accredited by the Higher Education Academy (HEA)4, thereby ensuring it conforms to
Government expectations as expressed in the White Paper on Higher Education5.
Successful completion of the CiLT course, therefore, will enable participants to
register as Fellows of the HEA.
2.2 The Local Context
Learning and teaching is a key element of professional practice at Sheffield with the
University deservedly having built a high reputation for the quality of its educational
provision. Maintaining and enhancing this standing is a thread that runs through the
key functional goals of the institution’s Mission, Values and Identity6 and the
Sheffield Academic statement7.
The University of Sheffield’s Learning and Teaching Strategy 2011-2015 supports and
reinforces this intention and identifies CiLT as a key element in the promotion of
professional standards in higher education teaching within the institution.
2.3 The National Context
3
https://www.shef.ac.uk/education/courses/masters/help/
4
http://www.heacademy.ac.uk/ourwork/supportingindividuals/professionalrecognition
5
The Department for Business, Innovation and Skills (2011) Students at the Heart of the System.
London, BIS.
6
http://www.sheffield.ac.uk/strategicplan/mvi
7
http://www.shef.ac.uk/hr/sheffieldacademic
10
Learning and teaching has been at the forefront of the national higher education
agenda since the Dearing Report into Higher Education (1997)8.
Amongst other
things, this report resulted in the formation of the national Higher Education
Academy. In 2011, the Government reiterated the importance of accredited training
in learning and teaching as key support for teaching quality (BIS 2011)9. This
continues the work of Universities UK, the Standing Conference of Principals and the
Higher Education Academy in their development of a framework of professional
standards10.
Further, the Government’s advocacy of increasing transparency and
accountability with respect to educational provision in higher education is likely to
have significant impact within the sector. Not least, the National Student Survey11
provides prospective parents and students with information independent of
universities regarding perceptions of teaching quality within higher education
institutions. Alongside these developments, the introduction of variable tuition fees
and the widening access agenda all highlight the need for quality assurance and
quality development in learning and teaching within the sector.
8
National Committee of Inquiry into Higher Education (1997) Higher Education in the Learning
Society. NCIHE Report 1. London: HMSO.
9
“A further way in which higher education institutions can demonstrate their recognition of the
importance of teaching is to publish anonymised information for prospective and existing students
about the teaching qualifications, fellowships and expertise of their teaching staff at all levels.” The
Department for Business, Innovation and Skills (2011) Students at the Heart of the System. London,
BIS.
10
http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStandardsFra
mework.pdf
11
http://unistats.direct.gov.uk/
11
Section 3 - Course Information
3.1 Requirements of the Course
CiLT is a part-time course which will be normally completed over the course of two
years, although extension into a third year is possible. It is designed to integrate
into participants’ daily professional practice in learning and teaching. The majority
of the course, therefore, is work-based although there are additional elements which
must be completed to a satisfactory standard before a candidate can be judged to
have passed. Successful completion of CiLT normally involves:

Participation in approximately 45 hours of face-to-face workshops

Participation in 8 online activities

Completion of a teaching observation process with a CiLT course tutor

Attendance of a portfolio support session (optional)

Satisfactory completion of two teaching portfolios, equivalent to 6,000 words
in length, and attendance of associated vivas
3.2 Programme Aims and Learning Outcomes
Aims

To help lecturers and university teachers to become competent teachers with
the capacity for continuing professional development, critical reflection and a
scholarly approach to their own course development

To encourage new lecturers to develop a genuine interest in and enthusiasm
for teaching, a deeper understanding of processes of learning, confidence in
12
their teaching ability and practical teaching skills appropriate to their subject
and to the stage of learner development

To encourage the participants to embrace the process of reflective practice to
facilitate the development and evaluation of innovative teaching practices.
Learning Outcomes
On completion of CiLT participants will be able to demonstrate the following
knowledge, understanding and skills:
K1 Understanding of the nature of learning and knowledge of different models
of learning
K2 Knowledge of a range of teaching methods appropriate to the subject area
and the level of academic programme
K3
Knowledge of a range of assessment, curriculum design and evaluation
methods appropriate to the subject area and the level of academic
programme
K4
Understanding of the appropriateness and potential impact of learning
technologies
S1 An ability to select and use teaching methods and learning activities that are
appropriate to the subject and to the stage of learners’ development
S2 An ability to use strategies and techniques that actively involve students in
learning and that promote independent and peer learning
S3 An ability to reflect upon experience as a means of analysing and evaluating
performance and for facilitating continuing professional development
S4
An ability to select and use assessment methods and activities that are
appropriate to the subject and to the stage of learners’ development
S5
An ability to use models of the curriculum in their own course design
strategies
S6 Attitudes consistent with a commitment to equity and equal opportunities
13
S7 An ability to work as part of a team managing and facilitating learning
3.3 Course Delivery
Workshops
CiLT is divided into two modules, both of which are compulsory elements of the
course.
Module 1 must be attended and completed before module 2 can be
started.
The majority of each module is delivered via a four or three day block
which is repeated three times in a single academic year (see section 3.5).
Participants may choose to attend on any of these occasions subject to availability
of places. It is anticipated that the usual route for completion of CiLT will involve
completion of module 1 in the first year of the course and completion of module 2
in the second year.
Online Learning Activities
The delivery of CiLT modules will combine face-to-face interaction within a multidisciplinary group setting with a series of structured activities to be conducted
successively online via the University of Sheffield’s My Online Learning Environment
(MOLE2). Because the activities correspond to attendance hours, each online activity
will result in a ‘product’ that confirms engagement.
As well as facilitating the
maintenance of contact with the course after attendance of the module block, the
online activities allow participants to receive tutor and peer feedback on both their
thoughts on learning and teaching practice within their discipline as well as on their
reflective writing, an integral component of the CiLT portfolio assessment (see
section 4.2). The products of the online activities are also designed to be included
directly in participants’ portfolios, or to significantly inform the development of their
portfolios.
In advance of attending CiLT all participants will be asked to provide details of their
University username.
This is in order that accounts can be created giving
participants access to the CiLT online course.
University’s Portal MUSE:
14
MOLE2 can be accessed via the
https://portal.shef.ac.uk/cp/home/displaylogin
or directly at:
https://vle.shef.ac.uk
Please note your username is case sensitive; use only lowercase letters.
Your
password should be typed exactly as it was given to you, or what you have changed
it to.
MOLE2 can be accessed remotely from the University as long as you have access to
a computer with an Internet browser and Internet connection.
University of Sheffield online support and training for MOLE2 can be found on
USpace (which will ask you to log in via MUSE) at:
http://uspace.shef.ac.uk/community/landt/mole_2_support
or via e-mail at:
mole@sheffield.ac.uk
3.4 Recording Progress
Participant progress upon CiLT will be recorded by the CiLT course administrator
and details as to progress on the course can be obtained at any time. Participants
are, however, advised to familiarise themselves thoroughly with course requirements
and deadlines (see appendices 1 and 2) as responsibility for satisfying these
requirements and meeting deadlines lies with the participants themselves.
15
3.5 Timetabling
Annual Delivery
CiLT modules 1 and 2 workshops will be delivered in blocks three times each
academic year. For the year 2011/2012, these will be on the following dates:
Delivery dates
Delivery dates
Delivery dates
Module
Mon 12th September –
Tues 10th January –
Mon 16th April –
1
Thurs 15th September
Fri 13th January 2012
Thurs 19th April
Module
2
2011
2012
Mon 5th September – Wed Wed 4th January –
Mon 2nd April –
7th September 2011
Wed 4th April 2012
Fri 6th January 2012
In addition, participants must attend the Microteaching Practical (2) session which is
delivered separately between 1.00 – 4.00 pm on the following dates over the course
of the academic year:
Monday 10th October 2011
Wednesday 9th November 2011
Tuesday 6th December 2011
Wednesday 8th February 2012
Thursday 8th March 2012
Tuesday 10th April 2012
Friday 18th May 2012
Monday 11th June 2012
Thursday 21st June 2012
Participants are advised that Microteaching Practical (2) should be completed after
attending CiLT module 1, so that they have the opportunity in the interim to
develop and extend their teaching practice and to experiment with what they have
learned from the workshops attended.
After attending each module block participants will need to satisfactorily complete a
series of online activities. These will include both individual work and collaborative
interaction with peers. The online activities are released successively over a period
16
of approximately six months. Participants are expected to meet the set deadlines
(see appendices 1 and 2) or, where legitimate reasons can be cited, to apply to the
course director for an extension (section 4.8).
3.6 Module 1: Effective Learning and Teaching
Environments
The focus of this module is on teaching methods and the support of students’
learning, both as individuals and as groups, within the ‘classroom’ setting. It will
examine a range of effective learning environments and student support systems.
Lecturers’ professional development is encouraged through exposure to a range of
teaching techniques, styles of learning, advice from experienced staff and through
the introduction of reflective practice and the observation of teaching.
Aims of Module 1:

To stimulate a genuine interest in and enthusiasm for teaching

To encourage thought and reflection within a multi-disciplinary environment

To highlight a number of models of learning

To present a range of teaching methods and techniques for participants to
consider

To enhance understanding of a broad range of educational issues
Learning Outcomes of Module 1:
By the end of Module 1 it is expected that participants will be able to:
17
1. Apply teaching methods that are appropriate to their subject
2. Apply teaching methods that are appropriate to the stage of learner
development
3. Apply strategies and techniques to involve students actively in their learning
4. Apply strategies and techniques to promote independent learning
5. Apply strategies and techniques to promote peer learning
6. Appraise their own development as professional educators through a process
of reflection
Full session outlines for module 1, including online activities, can be found in section
8.1. The timetabling of workshops for the 2011/2 academic year can be found in
appendix 3.
3.7 Module 2: Curriculum Design and Assessment
The focus of this module lifts up from day-to-day classroom interaction to a more
holistic consideration of the design of effective curricula including assessment
methods. Lecturers’ professional development is encouraged through exposure to
principles of good practice in curriculum design and assessment, as well as
introduction to a range of assessment techniques, curriculum models and through
the use of reflective practice.
Aims of Module 2:

To encourage new lecturers to develop a genuine interest in and enthusiasm
for course development

To stimulate thought and reflection within a multi-disciplinary environment
18

To highlight issues relating to the rationale and design of assessment and
curricula

To present a range of assessment and curricula design models for participants
to consider
Learning Outcomes of Module 2:
By the end of Module 2 it is expected that participants will be able to:
1. Demonstrate the selection and use of assessment methods and activities
appropriate to the subject
2. Demonstrate the selection and use of assessment methods and activities
appropriate to the stage of learners’ development
3. Apply relevant models of the curriculum in their own course design
strategies
4. Appraise their own development as professional educators through a
process of reflection
Full session outlines for module 2, including online activities, can be found in section
8.2 and the timetabling of workshops for 2011/12 in appendix 4.
Section 4 - Assessment
Module 1 and Module 2 of CiLT are assessed independently. Both modules have to
be passed to satisfy the conditions of completing CiLT. The modules are assessed in
the following ways:

Teaching observation (Module 1 only)
19

Teaching portfolio and viva
4.1 Teaching Observation
Module 1 requires a satisfactory report on a teaching observation carried out within
the participants’ home department by a CiLT course tutor12. The areas of teaching
which are observed by the CiLT course tutor are those which are outlined on the
Observation pro-forma in Appendix 5, as appropriate to the session being observed.
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. 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 briefing
The participant should inform their CiLT course tutor (via cilt@shef.ac.uk) 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:

12
Practical information (e.g. date, time, location etc. of teaching session)
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)
20

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 on
The pro forma in appendix 5 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. Observation
Your CiLT tutor will sit in on your teaching session using a pro forma
(appendix 5) to record their observations.
You should advise the tutor 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.
After the teaching session has finished, the tutor may have brief
conversation with the participant. However, detailed feedback and a copy of
the written observations is made available at a later post-observation
debriefing.
3. Post-observation de-briefing
As 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
21
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.
It is the responsibility of the CiLT course tutor to then provide participants
with a typed copy of their observation report. As soon as possible after the
‘debrief’ participants should write a further reflective statement. Section B of
appendix 6 can be used for this purpose. 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 tutor’s observation report and the participant’s reflections, together
with the pre-observation briefing, can be included as evidence in the
Module 1 teaching portfolio.
If a teaching observation 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.
Participants should also note that their departments will often also offer a teaching
observation as part of the Annual Dialogue scheme, which is designed to encourage
peer conversations about teaching to assist lecturing staff in developing their
teaching. This gives you the opportunity to discuss your teaching with a fellow
disciplinary expert. Your Departmental Director/Dean of Learning and Teaching will
normally be able to provide details, or see the weblink below.
http://www.shef.ac.uk/lets/staff/professional-development/index
4.2 Teaching Portfolio
22
Portfolios
Portfolios are an increasingly common method by which initial and continuing
professional development is monitored and assessed, both inside and outside of the
higher education sector13. Portfolios are composed of a body of work as opposed
to a single item. In terms of assessment, they are not as constrained in content as
more conventional methods, allowing the ‘author’ a high degree of choice in what
material to include in order to show they have achieved the assessment criteria to a
satisfactory standard. In the case of CiLT, portfolios provide the necessary flexibility
demanded by a work-based course in which the participants are drawn from a
diverse range of disciplines where a wide variation of teaching methods and
approaches are adopted. It is anticipated that portfolio assessment will provide the
opportunity for participants to progress through the course by demonstrating
competence through evidence derived from the discipline-specific areas in which
they are involved and in which they are particularly interested.
Both module 1 and module 2 of CiLT require the production of a teaching portfolio.
In both cases the portfolios will be assessed in line with the specified assessment
criteria as detailed later in this section. Both portfolios, in combination with their
viva, have to be judged satisfactory for a participant to pass CiLT.
The CiLT teaching portfolios comprise two key elements:
1. Evidence
Evidence included within the portfolio will primarily derive from work
developed during the participant’s professional teaching practice within their
department. This work need not, and indeed often will not, be produced
specifically for inclusion within the portfolio, but will have evolved naturally
as a result of day-to-day activities (for this reason evidence should not be
included in the portfolio word count). It is, however, possible that some of
the evidence included within the portfolio may be produced as a result of
13
For additional discussion, see Fry, H. and Ketteridge, S. 2003 Teaching portfolios, in H Fry et al
(ed) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
(second edition), pp. 242 - 252. London, Kogan Page. (http://books.google.co.uk/books?id=909T4JBBiEC&lpg=PR3&pg=PR3#v=onepage&q&f=false)
23
activities undertaken on the CiLT course.
This latter option provides an
opportunity to include a breadth of evidence relating to specific areas of
learning and teaching which a participant may not be able to call upon
solely as a result of their professional practice in their home department.
The following are examples of the kinds of evidence that can and have been
included within the CiLT portfolios, but they are by no means intended to be
an exhaustive list:
Module
1:
Effective
Learning
and
Teaching
Environments

CiLT teaching observation documentation

CiLT microteaching documentation / documentation from CiLT
sessions

Departmental Annual Dialogue or mentoring documentation

Extracts from teaching resources – original version and refined
versions of slides, OHTs, handouts, activity sheets etc to evidence
changes to teaching

Teaching plans / notes – original version and refined version after a
teaching session

Reading lists / independent learning aids

Other course documentation – e.g. extracts from module handbooks,
programme specifications etc.

Student evaluation pro formas

Student evaluation details

Video of teaching / teaching environment

Other details of teaching environment

E-mail correspondence with students (if appropriate)

Extracts from documentation arising from departmental teaching
committees etc. (if appropriate)

Annual course reviews

Multimedia – CDs / webpage links etc.

Extracts from relevant literature / research – either generic or
24
discipline-based

Documentation arising from relevant training courses

Newspaper articles

Other evidence not directly associated with HE learning and teaching
but which provides insight into the approach adopted (e.g. extra
curricular coaching etc.)
Module 2: Curriculum Design and Assessment

Documentation from CiLT sessions

Course documentation – module handbooks, E/1 forms, programme
specifications etc.

Student evaluations

Details of assessment tasks

Examples of assessment tasks and associated documentation

Examples of assessment work (if appropriate)

Examples of marking schemes

Examples of model answers

Examples of feedback practice / feedback pro formas etc

Screen captures of online feedback processes

Extracts from documentation arising from relevant departmental
learning and teaching committees / meetings

Documentation arising from relevant training courses

External examiner’s comments

Extracts from relevant literature / research – either generic or
discipline-based

Newspaper articles

Other evidence not directly associated with HE learning and teaching
but which provides insight into the approach adopted (e.g. extra
curricular coaching etc.)
25
It is important to stress that evidence included within the CiLT portfolios
must have a reason for being there and must be clearly labelled to enable
ease of cross-referencing with the second component of the portfolio, the
reflective account. It is not necessary to include any evidence that does not
inform the reflective account.
2. Critical Reflection
The reflective element of the portfolio, equivalent to 6,000 words in
length14, is likely to have been produced specifically for inclusion within the
portfolio. This element provides coherence to the document and gives the
evidence meaning by establishing its context and explaining what it has
been included to show. The reflective account should therefore refer to the
evidence and the evidence should support the reflective account: the two
need to be explicitly and closely linked.
Reflection has been viewed as means to solve problems, building upon
experience in order to apply new insight or knowledge and identify
appropriate avenues of approach for the future15.
Importantly, reflection
should not be viewed as the end result itself, but rather a means by which
constructive ways forward can be determined.
Reflection as it applies to
CiLT, therefore, is a conscious (re-)examination of current knowledge,
understanding
and
assumptions
through
structured
consideration
of
experience (and other inputs) after the fact. This is what has been defined
as
‘reflection-on-action’
as
opposed
to
‘reflection-in-action’
which
characterises ‘on the ball’ adjustment in accordance to immediate and
14
6,000 words is the standard expectation for the written assessment of a 30-credit masters module.
And in most cases is deemed sufficient to satisfy the CiLT assessment criteria. However, assessors
accept that given the very individual nature of the assessment method submissions may fall below or
exceed this nominal word limit.
15
For additional discussion see Brown, M., Fry, H. and Marshall, S. 2003 Reflective Practice, in H Fry
et al (ed) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
(second edition), pp. 215 - 125. London, Kogan Page. (http://books.google.co.uk/books?id=909T4JBBiEC&lpg=PR3&pg=PR3#v=onepage&q&f=false)
26
present experience and observation16.
Accordingly, the reflective writing
associated with CiLT portfolios may build up as follows:

Describe an activity or an experience. How did you think this activity /
experience would or should have gone and why did you think this (e.g.
prior experience as a teacher or learner, research evidence / theory etc.)?

What was the activity / experience trying to achieve? What issue was it
attempting to resolve?

What aspects of the activity do you think / feel were successful and why?

What aspects of the activity do you think / feel were not successful and
why?

What questions, problems or issues are raised by your experience?

Can you analyse and explain how and why the activity / experience
evolved as it did?
Can external sources (literature / research / theory)
help?

Does your experience have implications for how you originally envisaged
the activity / experience would evolve?

How does your experience resonate with how you might approach the
activity or issue in the future? What would you do next time?
If you have had the opportunity to return to the issue in question, you may
then decide to include more evidence and revisit some of the questions
raised above.
For reflection to be critical, your account will also consider the broader
context within which the activity / experience took place. This may involve
16
Schön, D. 1983 The Reflective Practitioner. London, Temple Smith.
27
engagement with pertinent social, historical, economic, political and policy
issues which might have affected or could help explain events and decisions.
You will also have to engage with ‘reflective scepticism’ which is an ability to
identify and understand your own assumptions and presumptions about
learning and teaching practice, to be able to explore what has contributed
towards these assumptions and to challenge their validity if appropriate and
imagine ways of thinking about issues that are ‘different’17.
Participants should aim to make the reflective account as genuine and
honest as possible.
It is inevitable that, given the portfolios are to be
assessed by third parties, a degree of artificiality and ‘distance’ will intrude
upon the writing. However, for it to be useful as a developmental exercise,
participants should be aware of this tendency and as far as possible
maintain a personal and exploratory perspective as opposed a detached and
justificatory one.
Reflective writing, taken to its extreme, is never a finished product, but a
constantly evolving practice intended to stimulate and facilitate professional
development.
Obviously however, for the purposes of CiLT the minimum
requirement is that the portfolio demonstrates a satisfactory level of
engagement and understanding with the module learning outcomes and the
criteria by which the learning outcomes are assessed.
Although there are no prescriptive rules on the proportion of evidence to
reflective writing or vice versa, participants are encouraged to think carefully
about the balance of each component.
It is important to provide
demonstrable evidence of relevant activity, but it is equally important that
the assessor is both able to understand the purpose of, and intention
behind, including particular evidence, whilst also being reassured that the
participant is ‘engaging’ with the portfolio composition process.
17
For further information on the process of reflection, see Race, P. (undated) Evidencing Reflection:
putting the 'w' into reflection, http://escalate.ac.uk/resources/reflection/index.html (accessed August
2010).
28
Using Online Activities in the Portfolio
The online learning activities which form part of module 1 and module 2 (see
section 3.3) are designed for participants to develop their capacity to reflect on
learning and teaching. The products of the online learning activities can therefore be
included in the portfolio. As the online learning activities provide a focus for
thinking about learning and teaching at particular points in the module, it is
important to note that where online activities are used in the portfolio, participants
need to develop their content to present more recent thinking and development.
This normally draws upon the feedback received following the online activity, as well
as other subsequent ideas and experiences that the participant has had in the time
since undertaking the online activity.
Keeping in mind the need to add further reflective commentary to online activities,
there are two ways of integrating these into the portfolio. The first is to use the
online activity and further commentary within the reflective section of the portfolio.
The material produced for online activities often provides a useful basis for chapters,
sections or case studies within the reflective section. A second approach is to
include one or more online activities within the ‘evidence’ section of the portfolio. If
this approach is taken, it is important to make sure that the reflective section both
references the online activities so that they are firmly integrated into the portfolio,
and includes further commentary on the participant’s learning. Participants are
welcome to use either of these two approaches to incorporate the online activities
into the portfolio.
Module Assessment Criteria
The assessment criteria for both Module 1 and Module 2 cover the same general
areas (although the descriptors are different as appropriate to the different content
of each Module). This purposeful repetition is to facilitate tangible development in
participants’ portfolio composition. However, it is important that the focus of
content within the portfolios reflects the nature of the Module in question.
Therefore, the Module 1 portfolio should very much be concerned with incidents of
face-to-face interaction participants have with students – what might be considered
29
the ‘micro-element’ of teaching practice.
Module 2 on the other hand should
emphasise a more holistic examination of the design of a significant course of
teaching – perhaps a unit or module – rather than the particular details of practical
teaching in the classroom.
Module 2 might therefore be considered the ‘macro-
element’ of teaching practice.
A more detailed assessment schema used by the assessors can be seen in Appendix
8.
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.
In the Module 1 portfolio your consideration will perhaps focus upon
specific individuals or groups of students you teach within a classroom
setting whilst in Module 2 your focus may broaden into a consideration
of student motivation within your subject area and students needs as
they relate to the programme curriculum more broadly.
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.
In the Module 1 portfolio your consideration will likely be concerned with
the particular content of particular teaching sessions and a discussion of
your teaching and your students learning.
30
In Module 2 you will be
concerned with the general approach you adopt to teaching and
assessing across a unit or module of study, how and why this is
appropriate to the learning outcomes of that module / unit.
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.
In the Module 1 portfolio you will focus upon development within the
context of face-to-face teaching, perhaps identifying particular instances
when you have already or intend to change your approach to teaching.
In Module 2 your focus will shift to a broader consideration of change at
the curriculum design level, perhaps including some discussion of the
relevant difficulties involved in changing practice at this level if there are
any.
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.
This need not occur systematically and continuously
throughout the portfolio, but it must be evident and well integrated.
Theory, research and literature may be used to throw light upon
experiences you have had. Additionally or as well as, you may prefer to
show how it has informed your practice or will inform your future
practice.
It is also legitimate to supplement your coverage of this
criterion through the application of research methodology to your
portfolio composition. This could, if appropriate, include the employment
31
of research principles used in your own subject research to investigate
learning and teaching practice. In Module 1, some reference or
demonstrated understanding of learning theory is usually expected. In
Module 2, some understanding of models of curriculum design should be
demonstrated.
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
descriptive
and should demonstrate
a fundamental
and genuine
investigation of practice).
In your Module 1 portfolio you may orientate criticality in your reflection
around an exploration of why you teach as you teach in the classroom,
what assumptions you have about learning and teaching practice at the
classroom level and the degree to which these assumptions are valid or
need to be challenged. In Module 2, as well as investigating assumptions
at the curriculum design and assessment level, you are also likely to
consider more broadly how departmental, institutional and national
policy / convention impact upon teaching (and learning) practice and the
benefits / drawbacks of this. However, these reflections do need to be
linked back to your practice in relation to curriculum design and
assessment.
At the portfolio stage, assessors will look for evidence that each of the criteria has
been addressed sufficiently to proceed to viva, and will provide a report on their
assessment. 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
32
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 (section 4.7).
Organisation and Structure
The precise content of the teaching portfolios is to a degree a decision for the
individual.
Evidence will relate to teaching practice in departments but equally it
may include evidence from other sources which, though not necessarily directly
linked to teaching activities, have had an impact upon the way those activities have
been undertaken or been thought about.
Having said that, the portfolio content should be organised in such a way to enable
ease of compilation for the participant as well as ease of navigation for the assessor.
The purpose of the portfolio is to demonstrate that participants are able to address
the assessment criteria of the module within the discipline-specific context of their
teaching. Only when the assessors are satisfied a participant has done this will they
be allowed to proceed to viva.
Each portfolio should have a clear contents page. Evidence should be labelled and,
where the author is not the author of particular content, or where collaboration has
taken place, this should be indicated. Links between the reflective account and the
evidence should be clear and unambiguous to allow efficient cross-referencing by
the assessor. It is worth emphasising that assessors will be looking for quality and
not quantity.
Consequently, participants should only include evidence that is
relevant and directly referred to. Credit will not be given to evidence that does not
seem to have any bearing upon what is said in the reflective accounts or is not
otherwise explained as contributing towards satisfying the portfolio assessment
criteria.
33
It is appreciated that many CiLT participants may be unfamiliar with the portfolio
method of assessment.
The intention is therefore to offer support in the
composition of the Module 1 portfolio by providing a possible starting point /
framework from which the document can develop.
This takes the form of the
teaching observation process and documentation thereby created. This activity will
lead participants through a process of action, self-reflection and dialogue which can
be incorporated into the portfolio.
Although there is no prescription on how the portfolio should be organised and
structured, some of the more common models include:

Criteria-based
Where the portfolio organisation is mapped onto the criteria by which it is being
assessed. For instance, in a criteria-based CiLT portfolio, there may be a contents
page and introduction, followed by a section on considering student needs /
requirements (criterion 1), a section on how the discipline and specific teachingcontent influences approach to practice (criterion 2), followed by a consideration
of possible changes to practice (criterion 3).
Incorporation of theory and
research (criterion 4) and credible and critical reflection (criterion 5) might then
be integral throughout.

Event- and / or experience-based
Where the portfolio is organised around a series of learning and teaching events
which are explored independently and in-depth.
instance, be the CiLT teaching observation.
One of these might, for
Equally, other particular teaching
sessions, supervisions, tutorials, meetings, conferences, assessment tasks or
feedback events etc. might be included. There should again be a contents and
introduction and a conclusion may serve to link the different events together.

Context-based
Where the portfolio is organised around particular kinds of teaching or learning
and teaching activity. For example, in Module 1 there may be commentaries on
one
or
more
of
lectures,
undergraduate/postgraduate
learning/teaching etc.
seminars,
tutorials,
supervisions,
problem-solving
personal
tutoring,
classes,
online
Similarly, in Module 2 different sections may relate to
34
different components of the curriculum – the learning outcomes, the learning
and teaching activities, assessment methods, feedback strategies and evaluation
strategies for instance. As with previous models, contents and introduction and
some form of conclusion are important.

Journal-based
Where the portfolio is the result of continuous development over an extended
period of time. The above models imply a specific exercise in putting together a
piece of work for assessment. A journal based portfolio is likely to be a much
more organic document, perhaps similar to a learning-diary where the ‘author’
adds commentary and evidence as and when appropriate.
The journal-based
portfolio is perhaps the least-structured and often most fragmented of all the
outlined models here but in many ways can be the most useful for the
participant as a genuine medium through which to reflect and develop their
practice. Some form of introduction is important and a conclusion picking out
main points and how they map onto assessment criteria is often very useful.
Of course, combinations of the above and indeed alternative models are all equally
valid ways of compiling CiLT portfolios.
It is worth emphasising that the online activities, which participants complete after
attending the module workshop block, are intended to provide material that can
potentially be integrated into the portfolio.
Unfair Means
Assessment of the CiLT programme is the means by which the University sets a
standard in relation to teaching, and achieving this standard is normally integral to
the probationary contract. It is fundamentally important that all participants are
assessed fairly. As participants are academic members of staff, there is an additional
expectation about the standards of academic practice on the CiLT programme.
In submitting their portfolio, participants sign a declaration stating “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”. Assessors on
35
the CiLT programme use their judgement to detect unfair means, which if
appropriate may include using Turnitin18. Where assessors suspect unfair means, as
defined by the University, have been used in the completing an assessment, or in
assisting someone else to complete an assessment, the University’s procedures for
investigating and acting will be followed. Information on unfair means can be found
at:
http://www.shef.ac.uk/lets/design/unfair/intro.html
Additional Support
There are additional, optional avenues of support participants can engage with in
developing their portfolios:
1.
Portfolio support session
On several occasions during the course of the academic year lunch-time portfolio
support sessions are organised by the CiLT course team. The dates for these can
be found in Appendices 3 and 4.
These sessions will start with a short
presentation on portfolio composition followed by an opportunity for participants
to view anonymised portfolios which have already been submitted and passed
through the assessment process.
There will also be ample opportunity for
participants to ask CiLT course tutors questions.
2.
Tutorials
Participants have the option of asking to attend a tutorial with a CiLT course
tutor. The purpose of the tutorial is to provide guidance and advice on portfolio
composition, including feedback on a completed portfolio. It may also include
professional development in the area of learning and teaching as well as any
other issues which either participant or tutor may wish to raise. To arrange a
tutorial, contact your tutor via cilt@shef.ac.uk.
18
Turnitin is a text-matching tool which checks a document against over 800 million websites as well
as other assessed work already submitted to it, and creates an originality report highlighting matches
between the assessed work and source material
(http://www.shef.ac.uk/lets/design/unfair/turnitin.html).
36
4.3 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 up to 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.
4.4 Moderation
Participants’ portfolios are first marked by their CiLT tutors. Portfolios which are
assessed as ‘borderline’, where one or more assessment criteria cannot be clearly
assessed as ‘proceed’ to viva, are subject to blind double-marking (the second
marker does not see the original mark or comments given by the first marker). The
37
second marker will also moderate the viva, and will attend along with the first
marker. After the viva, a discussion will take place between the tutors until
agreement is reached as to whether the combined portfolio submission and viva
satisfactorily meet the assessment criteria to a pass standard. A sample of portfolios
and feedback to participants from both modules is seen by the external examiner.
4.5 Appeals
Course participants may apply in writing to the course director to have their
portfolio re-marked by a third tutor if they are unsatisfied with the initial grading.
The third marker’s decision is taken as final, subject to the approval of the Board of
Examiners. A participant may also apply under the University’s General Regulations
for Academic Appeals for a recommended grade for any unit or Degree classification
to be re-considered in the light of new evidence. Full details of these General
Regulations for Academic Appeals can be found at:
http://www.shef.ac.uk/ssid/procedures/grid.html
4.6 Deadlines
Deadlines for the submission of portfolios during the 2011/2012 academic year are
as follows:
Module 1
Activities to be
Attendance
completed
12th – 15th
Online Activities,
September 2011
Microteaching
Hand-in Date
Viva to be
attended by
18th May 2012
Practical (2),
38
29th June 2012
10th – 13th January
2012
Teaching
observation,
21st September
2nd November
2012
2012
18th January 2013
22nd February
Portfolio Support
Session,
16th -19th April 2012
Tutorial,
2013
Portfolio
composition
Module 2
Activities to be
Attendance
completed
Hand-in Date
attended by
5th – 7th September
2011
Viva to be
18th May 2012
29th June 2012
21st September
2nd November
2012
2012
18th January 2013
22nd February
Online Activities,
Portfolio Support
4th – 6th January
2012
Session,
Tutorial,
Portfolio
composition
2nd – 4th April 2012
2013
All portfolios should be submitted to the CiLT course administrator, April Dawson, in
Learning
and
Teaching
Services
http://www.shef.ac.uk/lets/contactus).
(for
postal
address,
see
You must submit two hard copies of each
portfolio, accompanied by a cover sheet which confirms that the portfolio is your
own original work and which includes a tear-off receipt slip (appendix 9). You are
advised to keep your own copy of each portfolio in the event of accidental loss.
The top copy of your portfolio will be returned to you after the exam board. The
second copy will be retained in compliance of University regulations for the
retention of assessed work.
Portfolios should normally be marked within three
weeks of submission.
39
4.7 Resubmission of Assessment and Fails
Submitted portfolios which are not assessed at the standard which is suitable for
‘proceeding’ to viva will receive guidance on changes to be made to reach this
standard. Participants are asked to resubmit the portfolio for a further assessment
within four weeks after the date of return. At this stage, if it is decided that any of
the criteria have not been sufficiently addressed to allow the portfolio to proceed to
viva, it will receive a fail grade.
Subject to approval by the board of examiners,
participants will then be offered a ‘referred’ opportunity to resubmit on a negotiated
date. A second fail at this stage will constitute a final fail of the module in question.
Participants should note that they will only be invited to viva once the portfolio
addresses all criteria to at least a ‘proceed’ standard.
If, after having proceeded to and attended a viva, it is judged that, across the
portfolio and viva, one or more criteria have not been satisfied to a pass standard,
the following procedure will be adopted:

Portfolio assessed as ‘proceed’ standard at first submission: participants offered a
further viva opportunity.

Portfolio not assessed as ‘proceed’ standard at first submission, but assessed as
‘proceed’ when resubmitted: fail grade awarded with one further opportunity
offered to attend a ‘referred’ viva subject to approval by the board of examiners.

Portfolio not assessed as ‘proceed’ standard at first submission, assessed as ‘fail’
when resubmitted, but offered a further ‘referred’ resubmission opportunity by
the board of examiners which is then assessed as ‘proceed’: final fail of the
module with no further opportunity for viva.
40
4.8 Extensions to Time-Limits for Portfolios19
Although it is expected that participants will operate to the deadlines of the course,
it is recognised that situations can arise which may on occasion make this difficult.
In this situation, extensions to deadlines can be negotiated within a specified
framework that is in accordance with University regulation:

Participants should formally apply to the course director for an extension in
advance of the portfolio submission deadline using the Portfolio Extension
Form (appendix 10).

The course director has responsibility for accepting or rejecting the
application and will normally inform the participant within 7 days of receiving
the application.

Criteria for granting extension may include: medical problems, personal or
medical problems arising from disability or specific learning difficulties,
extreme personal and family problems, a force majeure and work-related
problems.

If an extension is granted, the participant will be informed in writing by the
course director.
University regulations state that the length of extension
should be limited to ten working days. A request for extension beyond this
will need to be considered by either the School of Education’s Director of
Teaching or Head of Department. If a participant feels they need a longer
extension they should consider whether applying for a leave of absence
would be more appropriate (see section 4.9).
19
Online assignments do not form part of the summative assessment of CiLT. Extension requests
with regard these assignments are therefore not subject to the same conditions as portfolio extension
requests. Requests for extension to online assignment deadlines should be made to the Course
Director in writing or via e-mail, outlining the reasons for the request. It should be noted that,
although not part of the summative assessment, the online assignments are a course requirement
and therefore CiLT will not be considered completed until all the online assignments have been
attempted.
41

Please note, that if a portfolio is not handed in within one week of the
deadline, or an agreed extension deadline, a fail grade will be recorded.
Participants will then have one resubmission opportunity subject to approval
by the board of examiners (as detailed in section 4.7).
4.9 Leave of Absence
It is important that if a participant feels they will not be able to engage with CiLT for
a period of time that will mean they are unable to fulfill course requirements to the
published timetable, they apply for a leave of absence. Securing a leave of absence
will mean their registration upon CiLT is suspended for the duration of the absence.
Possible reasons for doing this may include maternity or extended paternity leave,
research or other obligations, long-term personal and medical circumstances etc.
Participants are advised to consult with course director in considering a leave of
absence. Relevant forms can be obtained from the course administrator.
Section 5 - External Examiner
The CiLT External Examiner will have responsibility to monitor standards across the
course and to ensure that assessment systems are fair and equitable.
This will
involve inspection of a sample of participant portfolios. The External Examiner for
the 2010/2011 academic year is Professor Joelle Fanghanel, Director of the Institute
for Teaching, Innovation and Learning, University of West London, Vice President of
the International Society for the Scholarship of Teaching and Learning, member of
the Governing Council of the Society for Research into Higher Education, and author
of “Being an Academic” (Routledge, 2011). The CiLT exam board will be held once
every academic year in July.
42
Section 6 - Evaluation
Participants are provided with the opportunity to make evaluative comments on
every CiLT workshop and online activity.
Further, the online evaluation exercise
integral to Module 2 allows participants to contribute to the composition of an
evaluation of the course as well as providing feedback upon it.
Issues raised in evaluation feedback are documented and forwarded to relevant
tutors for consideration.
Summaries of the evaluation data, together with tutor
responses and action points which may result in changes to CiLT sessions, are
posted within CiLT on MOLE.
On an annual basis the CiLT core tutor team undertake a course review, consider
external examiner and participant views and formulate action points for developing
CiLT.
Participants will be invited to forward comments for consideration at the
meeting and an open invitation stands for any participant to attend should they
wish to. A similar open invitation will stand for all tutors outside the core team to
attend.
Section 7 - Exemptions
Due to the range of experience that probationary lecturers bring to their posts,
some will feel they already have a) relevant qualifications or b) relevant experience
that should be taken into account when determining the conditions of their
probation.
Accreditation of experience and learning in order to gain some exemption from CiLT
coursework assessment will be processed through the School of Education’s
Accreditation of Prior Learning (APL) processes:
43

The staff member is advised to contact the Course Director to discuss
informally their wish to be considered for partial exemption via APL.

The staff member completes an application for APL, following the guidance
and using the form available at
http://www.lets.dept.shef.ac.uk/flats/APL.pdf
This form requires evidence for the experience / qualifications being cited as
evidence for exemption, and a reflective commentary explaining how the
experience / qualifications
meets the learning outcomes and assessment
criteria of the CiLT module for which APL is being claimed. Evidence is
normally supplied in the form of a portfolio. This is to enable the Course
Director to ensure the standard of this work is equivalent to, and has met
the requirements of, the module to be exempted.
 The staff member receives approval for the APL application for partial
exemption from his or her Head of Department by completing the form
from Human Resources available at
http://www.shef.ac.uk/hr/guidance/contracts/probation.html

Participant submits these two forms, along with supporting documentation,
to the Course Director.

The Course Director checks the documentation provided and completes
relevant APL forms.

The documentation is forwarded to the School of Education Teaching Quality
Co-ordinator who ensures parity across programmes. If the documentation
is approved by the Teaching Quality Co-ordinator, then the process moves
to the next stage.
44

The approved documentation is forwarded to the Student Services
Department, who forwards the application to the Faculty Director of Learning
and Teaching for final approval.

The participant is informed of the approval of the exemption or in the case
of rejection is informed and advised of the relevant appeal procedure
against such a decision.

Please note that in all cases any portfolio/evidence of accredited work must
be kept by the Course Director for consultation by the external examiner, if
required.
The total exemption that can be received through APL processes is 50% of total
coursework assessment and/or attendance (i.e. one CiLT module).
In some cases, a participant may feel their qualifications and experience should
exempt them completely from undertaking CiLT, for instance if they already have a
certified qualification in education.
This relates to the participant’s conditions of
probation, and as such should be addressed through Human Resources, via the
participant’s Head of Department and the Pro-Vice-Chancellor for the Faculty, by
filling in the appropriate form available at:
http://www.shef.ac.uk/hr/guidance/contracts/probation.html
45
Section 8 – Session Outlines
All face-to-face workshops and online activities are outlined in detail below. Most
sessions are accompanied by some suggestions for further reading should
participants be interested. Given the unfamiliarity with educational literature many
participants may have, an attempt has been made to draw these readings from what
can be considered the core textbook for CiLT20 and other sources which are easily
accessible (e.g. online e-journals and other articles).
The readings are therefore
certainly not comprehensive nor necessarily even representative and participants are
directed to Section 9 for examples of additional resources.
8.1 Module 1
Workshops
Foundations to CiLT
Tutor(s):
Luke Desforges
20
Fry, H., Ketteridge, S. and Marshall, S. 2003 A Handbook for Teaching and Learning in Higher
Education: Enhancing Academic Practice. London, Kogan Page. http://books.google.co.uk/books?id=909T4JBBiEC&lpg=PR3&pg=PR3#v=onepage&q&f=false
46
Outline:
This first session will provide a brief introduction to CiLT: its structure,
requirements and how it fits with current national trends in learning and
teaching in higher education. It will elaborate on certain key issues, such as
course assessment and introduce the concept of critical interdisciplinarity which
underpins the course.
Learning Outcomes:
By the end of this session participants will be able to:
1. Outline CiLT content and requirements
2. Define the philosophy underpinning the course
3. Describe assessment by teaching portfolio
4. Identify further sources of information
Further Reading:
Neumann, R., Parry, S. and Becher, T., 2001. Teaching and Learning in their
Disciplinary Contexts: a conceptual analysis. Studies in Higher Education 27 (4),
405-417. Available through University of Sheffield e-journal subscription from:
http://dx.doi.org/10.1080/0307507022000011525 (Accessed 13th August 2010).
Davidson, M. , 2004. Bones of contention: using self and story in the quest to
professionalize higher education teaching – an interdisciplinary approach.
Teaching in Higher Education 9 (3), 299 – 310. Available through University of
Sheffield e-journal subscription from:
http://dx.doi.org/10.1080/1356251042000216624 (Accessed 13th August 2009).
Theories of Learning and Teaching
Tutor(s):
Luke Desforges
47
Outline:
This session will provide some theoretical framework for the workshops that
follow. It will begin to explore conceptions of how students learn, addressing
how motivation, ‘intelligence’ and experience might impact upon this. It will
also enable participants to begin to consider models of teaching and how these
may be employed to maximise student learning.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Outline some key theories of learning
2. Consider various influences that affect student learning
3. Identify and use appropriate models of teaching
Further Reading:
Atherton, J. S. Learning and Teaching: info [online]. Available from:
http://www.learningandteaching.info/ (Accessed: 13th August 2009).
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.ingentaconnect.com/content/routledg/cshe/1983/00000008/0000000
2
(Accessed 14th August 2009).
Fry, H. et al., 2003. Understanding Student Learning, in H Fry et al (ed) A
Handbook for Teaching and Learning in Higher Education: Enhancing Academic
Practice (second edition), pp. 9 - 25. London, Kogan Page.
Zinkiewicz, L. et al., 2003. Applying Psychology Disciplinary Knowledge to
Psychology Teaching and Learning: A review of selected psychological research
and theory with implications for teaching practice. LTSN Psychology Report
and Evaluation Series [online]. Available from:
http://www.psychology.heacademy.ac.uk/docs/pdf/p20030321_r2p.pdf (Accessed
14th August 2009).
48
Small Group Teaching
Tutor(s):
Nadine Wills
Outline:
Small group teaching is often associated with tutorials and seminars. The
session will therefore explore the tutor’s role in facilitating learning through a
participative process. We will also consider how to manage the kinds of
problems which can arise in small group work.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Define the advantages of small group teaching
2. Outline points of good practice in small group teaching
3. Evaluate common problems and possible lecturer interventions in
small group teaching
4. Reflect upon your own teaching practice through small group
activities
Further Reading:
Allan, D. Ed. In at the deep end: First experiences of university teaching. The
Innovation in Higher Education series. Unit for Innovation in Higher Education:
Lancaster, 1996.
Bennett, C., Howe, C., Truswell, E. Small Group Teaching and Learning in
Psychology: A review of research in small group teaching and suggestions for
good practice. LTSN Report and Evaluation Series No.1: 2002. Available from:
http://www.psychology.heacademy.ac.uk/docs/pdf/p20030116_smallgroupsrepor
t.pdf (Accessed 2nd September 2010).
Gunn, V. Approaches to Small Group Learning and Teaching. Learning and
Teaching Centre, University of Glasgow, 2007. Available from:
http://www.gla.ac.uk/media/media_12157_en.pdf (Accessed 2nd September
2010).
49
Highly recommended book available online (pp. 67-88). Gibbs, G. and
Habeshaw, T. Preparing to Teach: An introduction to effective teaching in higher
education. Interesting ways to teach series. Technical and Educational Services
Ltd., Bristol: Online version 2011. Available online:
http://www.keele.org.uk/docs/PreparingToTeach.pdf (Accessed 2nd September
2011).
Jaques, D. Small Group Teaching [online]. Available from:
http://www.brookes.ac.uk/services/ocsd/2_learntch/small-group/
(Accessed 14th August 2009).
Race, P. “Facilitating Learning in Small Groups.” HEA Paper [online] Available
from:
http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabas
e/id476_facilitating_learning_in_small_groups.pdf (Accessed 2nd September
2010).
Small Group Research Journal: http://sgr.sagepub.com/ (see Groupwork further
readings for a list on journals online).
Group Work
Tutor(s):
Nadine Wills
Outline:
Group work can be used to engage learners through active learning within
small group teaching, lectures and other types of teaching sessions. The session
will therefore explore the tutor’s role in facilitating learning through a
participative process. We will consider how group dynamics and problems can
arise in small group work and what solutions might be.
50
Learning Outcomes:
By the end of this session, participants will be able to:
1. Define the role of the teacher in supporting groupwork
2. Outline points of good practice with groupwork
3. Explore the rationale for and different approaches to groupwork
4. Evaluate common problems in groupwork and group dynamics
5. Reflect upon your own teaching practice with group activities
Further Reading:
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
2nd September 2010).
Garfield, J. 1993 Teaching Statistics Using Small-Group Cooperative Learning.
Journal of Statistics Education. 1(1) [online] Available from:
http://www.amstat.org/publications/jse/v1n1/garfield.html (Accessed 2nd
September 2010).
Jackson, M. and Prosser, M., 1989. Less Lecturing, More Learning, Studies in
Higher Education 14(1), 55-68 [online]. Available through University of Sheffield
e- journal subscription from:
http://dx.doi.org/10.1080/03075078912331377612 (Accessed 14th August 2009).
Livingstone, D and Lynch, K., 2000. Group Project Work and Student-centred
Active Learning: two different experiences, Studies in Higher Education Vol. 25,
no. 3, pp. 325 – 345 [online]. Available through University of Sheffield e-journal
subscription from:
http://www.informaworld.com/smpp/content~content=a713696161~db=all
(Accessed 14th August 2009).
Online list (with links) of evidence-based Groupwork journals:
51
http://www.evidencebasedgroupwork.com/13601/9443.html
Online list of keywords in order to search for group work reviews and articles:
http://www.evidencebasedgroupwork.com/9422.html
Reflection and your teaching practice (1)
Tutor(s):
Nadine Wills
Outline:
What do you think good teaching is and what do you try to achieve in your
classroom? We begin this short series of sessions by considering what you
believe is most important about learning and teaching and helping you find
ways to clearly articulate this in a teaching philosophy. We will also begin to
consider how what you do in the classroom day-to-day matches up with your
teaching philosophy. Finally, this session will also act as an introduction to basic
reflective questioning techniques and explains the process you will need to
undertake for the Reflective Commentary you need to write and submit as part
of your Teaching Portfolio.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Comprehend what a teaching philosophy is and how it relates to your
own practice
2. Describe some main purposes to applying critical thinking and
reflecting upon teaching
3. Consider some questioning techniques that may support “reflective
practitioner” writing in your in CiLT Portfolios
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Further Reading:
Brockbank, Anne and Ian McGill. Facilitating Reflective Learning in Higher
Education 2nd Ed. Maidenhead: SRHE and Open University Press, 2007.
Johns, Christopher. Becoming a Reflective Practitioner 3rd Ed. Oxford: WileyBlackwell, 2009.
Mortiboys, Alan. Teaching with Emotional Intelligence: A step-by-step guide for
higher and further education professionals. Abingdon: Routledge, 2005.
Rolfe, G. (2006) 'Do not ask who I am…': confession, emancipation and(self)management through reflection Journal of Nursing Management 14, pages
[Online] 593–600 http://onlinelibrary.wiley.com/doi/10.1111/j.13652934.2006.00717.x/abstract (Accessed 2nd September 2010)
Schön, D (1983) The Reflective Practitioner, Basic Books New York
Spalding, E. And Wilson, A. “Demystifying reflection: a study of pedagogical
strategies that encourage reflective journal writing.” Teachers College Record,
104(7), 2002: 1393–1421. Available on:
http://emmadron.net76.net/Demystifying%20reflection.pdf (Accessed August
2011).
Large Group Teaching
Tutor(s):
Esther Jubb
53
Outline:
The teaching of large groups remains fundamental to the higher education
teaching and learning experience despite the increasing, and often perceived
contradictory, call for ‘active’ and ‘student-centred’ learning. Indeed, as student
number rise, large group teaching is becoming more rather than less prevalent.
This session explores the particular role large group teaching has in higher
education and the various issues and problems that may arise. It will also seek
to addresses key points in being an effective teacher of large groups through
maintaining engagement and exploring ways of improving learning,
understanding and the retention of knowledge.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Define the role of the lecture in higher educationAnalyse problems
and issues which arise in large group teaching
3. Identify points of good practice in presenting to large groups
4. Discuss how research into student attention and knowledge retention
impacts upon lecture design
5. Identify points of good practice in structuring lectures
6. Explain the reasoning behind various types of handout used in large
group teaching contexts
7. Critique your own lectures in the light of ‘good practice’
Further Reading:
Biggs, J., 2000. Enriching large class teaching, in J. Biggs Teaching for Quality
Learning at University, pp. 97 to 120. Buckingham, Open University Press.
Brown, S. and Race, P., 2002. Lecturing: a Practical Guide. Kogan Page, London.
Morton, A.., 2009. Lecturing to Large Groups, in H Fry et al (ed) A Handbook for
Teaching and Learning in Higher Education: Enhancing Academic Practice (third
edition), pp. 58 - 71. London, Kogan Page.
Jackson, M. and Prosser, M.
1989.
Less Lecturing, More Learning, Studies in
Higher Education 14(1), 55-68 [online]. Available through University of Sheffield
54
e- journal subscription from:
http://dx.doi.org/10.1080/03075078912331377612
(Accessed 9 August 2010)
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 9 August 2010).
Voiceworks
Tutor(s):
Margaret Freeman, Sandra Gittleson
Outline:
Effective verbal communication is an essential component of all forms of faceto-face learning and teaching. This session aims to provide lecturers with
information and strategies which will enable them to deliver audible, lively
presentations, to develop the vocal stamina required for working with large
groups and to avoid the problems commonly associated with faulty use of
voice in teaching.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Understand the basic physical processes that support optimum
speech and voice production
2. Recognise the factors that limit or reduce their effective transmission
of the spoken message
3. Use strategies and techniques to promote more effective vocal
production and projection
4. Self-evaluate the verbal elements of their performance in related
workshops on presentation skills
5. Take action to limit the potential hazards of occupational voice use
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Reflective Research: Approaches to reflection (2)
Tutor(s):
Nadine Wills
Outline:
Reflection can be carried out either formally or informally and either during or
after the teaching and learning event to be reflected upon has taken place.
However, even if this is not a completely conscious process, there are
underlying assumptions and approaches that determine how reflection will
occur and what data will be used to make conclusions. In the area of teaching,
choosing a question to focus on consciously and deciding how you will collect
data in advance is usually called “action research.” This session will detail how
and why action research is used in teaching (choosing a question to consider,
deciding what data to collect and how to evaluate and write about this).
Learning Outcomes:
By the end of this session, participants will be able to:
1. Describe reflection in the context of CiLT assessment
2. Demonstrate an understanding of what Action Research is
Highly recommended:
Mettetal, Gwynn. “Toward the Best in the Academy” on The Professional &
Organizational Development Network in Higher Education website. Vol. 14, No.
7, 2002-2003. Available online:
http://cte.udel.edu/sites/cte.udel.edu/files/u7/v14n7.htm
Teacher and Action research website (George Mason University). Available
online: http://gse.gmu.edu/research/tr/tr_action/
Further Reading:
Arnold, Lydia and Ian Tyndal. “Discovering Reflective Practice” website. 2006.
http://firstclass.ultraversity.net/~ian.tindal/rm/modeloverview.html
Biggs,
John,
Teaching for Quality Learning at University, 2nd edition,
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Maidenhead: SRHE and Open University Press, 2003.
Brockbank, Anne and Ian McGill. Facilitating Reflective Learning in Higher
Education 2nd Ed. Maidenhead: SRHE and Open University Press, 2007.
Mele, Alfred. “Real self-deception” Behavioral and Brain Sciences 1997: 20, 91–
136. Available online: http://beyond-belief.org.uk/sites/beyondbelief.org.uk/files/Real%20self-deception.pdf (Accessed July 2011).
Mezirow, J. & Associates. (1990). Fostering critical reflection in adulthood. San
Francisco: Jossey-Bass Publishers.
Mohr, B. J., Smith, E. J., Watkins, J. M. (2000). “Appreciative Inquiry and Learning
Assessment.” Journal of the Organization Development Network Vol. 32. 36-52.
Available online:
http://appreciativeinquiry.case.edu/intro/bestcasesDetail.cfm?coid=318
(Accessed July 2011).
Moore, Alex. The Good Teacher: Dominant Discourses in Teaching and Teacher
Education: Dominant Discourses in Teacher Education. Abingdon: 2004.
http://www.informaworld.com/smpp/title~db=all~content=t734209746~tab=toc
Mortiboys, Alan. Teaching with Emotional Intelligence: A step-by-step guide for
higher and further education professionals. Abingdon: Routledge, 2005.
Race, P. “Evidencing Reflection: putting the ‘w’ into reflection.” HEA ESCalate
Resource Website. Accessed August 2010.
http://escalate.ac.uk/resources/reflection/
Evaluation
Tutor(s):
Nadine Wills
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Outline:
Evaluation is the process of gaining feedback from students on their learning,
and using this information to think critically about your teaching and to make
professional decisions about your approach. There are various methods of
gaining an understanding of how students are learning, and participants are
invited to explore the merits of these. The session considers how teaching staff
can integrate evaluation into teaching activity in a way that can make a
difference to the quality of student learning.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Outline the reason(s) for evaluating learning
2. Identify what can be evaluated
3. Know some advantages and drawbacks of different forms of
evaluation
4. Consider how evaluation can be integrated into teaching
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Further Reading:
Angelo, T. and Cross, P. Classroom Assessment Techniques: A handbook for
college teachers. 2nd Ed. San Francisco, Jossey-Bass, 1993.
Housell, D. 2003 Evaluating Courses and Teaching, in H Fry et al (ed) A
Handbook for Teaching and Learning in Higher Education: Enhancing Academic
Practice (third edition), pp. 198 - 212. London, Kogan Page.
Kember, D. and Wong, A. 2000 Implications for evaluation from a study of
students' perceptions of good and poor teaching, Higher Education 40(1), 69-97
[online]. Available through University of Sheffield e-journal subscription from:
http://www.springerlink.com/content/q636541160202203/ (Accessed 14th August
2009).
Johnstone, A. 2005 Evaluation of Teaching, A Physical Sciences Practice Guide
[online].
Available at:
http://wwwnew1.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/ps0073_evaluation_
of_teaching_oct_2005.pdf
(Accessed 14th August 2009).
Technology Enhanced Learning
Tutor(s): Esther Jubb
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Outline:
Technology enhanced learning is an umbrella term that covers many different
approaches to harnessing technology to support learning and teaching
activities. This session focuses on providing participants with an overview of
the technology enhanced learning options available to them and how they can
be used to enhance the learning experience of their students. Drawing upon
case studies of technology use across the disciplines (at the University of
Sheffield and beyond) participants will gain an awareness of the planning and
preparation required to ensure that technology is employed appropriately and
effectively within their teaching.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Identify approach to using Technology Enhanced Learning that is
appropriate to their subject and student needs
2. Select the appropriate technology and design learning activities to
support student learning
3. Discuss the benefits/hazards of utilizing technology to support student
learning
4. Critically evaluate case studies of TEL implementation from University of
Sheffield and beyond.
5. Identify further professional development needs related to TEL
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Supporting Students
Tutor(s):
Paul Rodgers
Outline:
This session introduces the role of Personal Tutor and the variety of ways in
which we can support students. We will identify non-academic issues that
different group of students might experience during different stages of the
student journey. A range of student support services that are generally available
in higher education institutions in the UK using The University of Sheffield as an
example will be presented. We will explore a professional approach to
identifying potential problems and dealing with urgent and emergency
situations. There will be opportunities for participants to discuss difficult
situations and confidentiality and how these could be dealt with in a
professional manner.
Learning Outcomes:
By the end of the session participants will be able to:
1. Identify the role of Personal Tutor
2. Consider the factors that lead to students experiencing difficulties.
3. Assess students welfare needs, and identify network of information
and support for academic staff engaged in supporting students.
4. Apply a professional approach to the support of students
Further Reading:
Fallows, S., 2003. Teaching and Learning for Student Skills Development, in H
Fry et al (ed) A Handbook for Teaching and Learning in Higher Education:
Enhancing Academic Practice (second edition), pp. 121 - 133. London, Kogan
Page. http://books.google.co.uk/books?id=909T4JBBiEC&lpg=PR3&pg=PR3#v=onepage&q&f=false (Accessed 9 August
2010)
Gosling, D., 2003. Support Student Learning, in H Fry et al (ed) A Handbook for
Teaching and Learning in Higher Education: Enhancing Academic Practice
(second edition), pp. 162 - 181. London, Kogan Page.
61
http://books.google.co.uk/books?id=909T4JBBiEC&lpg=PR3&pg=PR3#v=onepage&q&f=false (Accessed 9 August
2010)
On Personal Tutoring:
Resources for staff who are involved in supporting students at The University of
Sheffield
http://www.shef.ac.uk/ssd/welcome.html (Accessed 29th July 2010)
Wheeler, S and Birtle, J. 1993 A Handbook for Personal Tutors. Open University
Press.
On Personal Development Planning (PDP):
Information on Personal Development Planning (PDP) [online]. Available at:
http://www.heacademy.ac.uk/ourwork/learning/pdp (Accessed 9th
August 2010).
On Personal Issues:
Advice on supporting students from The University of Sheffield Counselling
Service [online]. Available at:
http://www.shef.ac.uk/counselling/advice (Accessed 9th August 2010).
Virtual leaflets on a range of issues that may affect students [online]. Available
at: http://www.rhul.ac.uk/counselling/Common-Problems.html (Accessed 9th
August 2010).
Equality and Diversity
Tutor(s):
Luke Desforges, Julie Campbell
Outline:
This session supports participants in understanding the importance of offering
diverse student groups equality of opportunity, particularly in the light of the
Equality Act (2010), which has important implications for Universities. The
62
session identifies the role and the boundaries of teaching staff in seeking to
provide equality of opportunity, and other services available for student referral
in the University of Sheffield. With reference to case studies, the session
provides the opportunity for participant’s to apply their knowledge about
equality and diversity to their teaching context.
Learning Outcomes:
By the end of this session participants will be able to:
1. Identify the obligations on the HE sector to deliver equality of
opportunity for students.
2. Explain the role and boundaries of teaching staff in providing equality
of opportunity.
3. Identify wider sources of help/referral for students with particular
needs within the University of Sheffield.
4. Explain good practice in teaching students with varied needs, and
apply this knowledge to situations arising in the participant’s teaching
context.
Further Reading:
Adams, M. & Brown, S., 2006. Towards Inclusive Learning in Higher Education:
Developing curricula for disabled students. (Oxon: Routledge)
The Open University, 2006. Making Your Teaching Inclusive.
www.open.ac.uk/inclusiveteaching (Accessed 9 August 2010)
Doyle, C. & Robson, K., 2002. Accessible Curricula: good practice for all
(Cardiff: UWIC Press)
South West Academic Network for Disability Support, 2002. SENDA
Compliance in higher education: an audit and guidance tool for accessible
practice within a framework of teaching and learning.
http://www.plymouth.ac.uk/pages/view.asp?page=3243 (Accessed 9 August
2010)
63
Gravestock, P. 2006. Developing an inclusive curriculum: a guide for lecturers.
(Cheltenham: Geography Discipline Network)
Guidance on equity issues in Higher Education available at:
http://www.ecu.ac.uk/guidance/ (Accessed 26th July 2010).
Equality Challenge Unit, 2010. Equality Act 2010: Briefing for Higher Education
Institutions. London, ECU. http://www.ecu.ac.uk/publications/equality-act-2010
(Accessed 26th July 2010)
Researching reflection (3)
Tutor(s):
Nadine Wills
Outline:
This session helps you consider the first initial steps of action research and
reflection (looking forwards to your Portfolio). What do you want to consider in
your classroom? How are you going to collect this data? How will you evaluate
this data and how might this impact on your teaching, enhance your students’
learning and what sorts of changes could it lead to in the future?
Learning Outcomes:
By the end of this session, participants will be able to:
1. Consider how you might apply action research in your own context
2. Apply the concepts of validity , triangulation and authenticity in a
teaching and learning context
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Further Reading:
Adler, S. 1993. Teacher Education: Research as reflective practice. Teaching and
Teacher Education. 9 (2), 159-167. [online] Available from:
http://dx.doi.org/10.1016/0742-051X(93)90051-H
Brockbank, Anne and Ian McGill. Facilitating Reflective Learning in Higher
Education 2nd Ed. Maidenhead: SRHE and Open University Press, 2007.
Mortiboys, Alan. Teaching with Emotional Intelligence: A step-by-step guide for
higher and further education professionals. Abingdon: Routledge, 2005.
McNiff, Jean. Action Research for Professional Development. 2011.
Available online: http://www.jeanmcniff.com/ar-booklet.asp
Schön, D (1983) The Reflective Practitioner, Basic Books New York
If you want to look at the Portfolios more closely, book a Portfolio Session
(with April Dawson: a.dawson@shef.ac.uk)
Research Supervision
Tutor(s):
Esther Jubb
Outline:
The ability to effectively supervise research students, including PhDs, is a key
skill for many university academic staff. This session will give candidates an
opportunity to discuss the aims of a student research project, how those are
articulated and achieved at the university, and the associated responsibilities. It
will further provide a forum within which they can discuss amongst themselves
issues regarding the building and maintenance of a successful student /
supervisor relationship and the planning of a research project.
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Learning Outcomes:
By the end of this session, participants will be able to:
1. Discuss some of the key issues that arise in research supervision
relationships at a variety of levels (UG/PGT/PGR)
2. Consider the aims of student research, the systems in place to achieve
those and the associated responsibilities
3. Identify areas of support for research supervision within the University
4. Identify strategies for providing effective research supervision in a
variety of contexts.
Further Reading:
Eley, A, R. and Jennings, R., 2005. Effective Postgraduate Supervision: improving
the student/supervisor relationship. Maidenhead, Open University Press.
Marshall, S., 2003. Supervising Projects and Dissertations, in H Fry et al (ed) A
Handbook for Teaching and Learning in Higher Education: Enhancing Academic
Practice (second edition), pp. 105 - 120. London, Kogan Page.
Pearson, M. and Brew, A., 2002. Research training and supervision development,
Studies in Higher Education 27(2), 135-150 [online]. Available through
University of Sheffield e-journal subscription from:
http://www.informaworld.com/smpp/content~db=all~content=a718869467
(Accessed: 14th August 2009).
Phillips, E.D. and Pugh, D.S., 2000. How to get a PhD: a handbook for students
and their supervisors (3rd edition). Buckingham, Open University Press.
Woolhouse, M., 2002. Supervising dissertation projects: expectations of
Supervisors and students, Innovations in Education and Teaching International
39(2), 137-144 [online]. Available through University of Sheffield e-journal
subscription from:
http://www.ingentaconnect.com/content/routledg/riie/2002/00000039/00000002/art000
07
(Accessed: 14th August 2009).
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Microteaching Practical (1)
Tutor:
Luke Desforges, Esther Jubb, Nadine Wills
Outline:
Constructive feedback within a supportive environment and personal reflection
are important means by which to improve upon teaching practice. After
delivering a short session upon a subject with which they are comfortable, this
session will provide an opportunity for participants to both engage with active
reflection and to receive objective feedback on their teaching from a small
group of peers and a CiLT tutor.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Evaluate their own teaching practice through reflecting upon a video
of themselves teaching and consideration of peer feedback
2. Outline some points of good practice in teaching to a small group
3. Identify points for improvement in their own teaching practice
Microteaching Practical (2)
Tutors:
Luke Desforges, Esther Jubb, Nadine Wills
67
Outline:
A half-day session, which should be completed after the first microteaching
session so that participants have the opportunity in the interim to develop and
extend their teaching practice and to experiment with what they have learned
from the workshops attended. Participants will be expected to have addressed
a key developmental point identified in Microteaching 1. Feedback in this
microteaching session is from both peers and course tutors.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Assess the degree to which they have improved a developmental
point identified in Microteaching Practical 1
2. Evaluate their own teaching practice through consideration of peer
feedback
3. Identify points for improvement in their own teaching practice
Online Activities
Identifying and Responding to Student Needs
Tutor(s):
Luke Desforges, Esther Jubb, Nadine Wills
Outline:
This activity will provide you with an opportunity to explore what you perceive
to be the requirements / needs of a particular group or groups of students you
interact with within a teaching context. The activity is directly relevant to the
first portfolio assessment criteria and as such you may want to use it to
develop your thoughts for inclusion within the portfolio and to receive
feedback upon your reflections upon this criterion.
68
Learning Outcomes:
By the end of this session, participants will be able to:
1. Identify needs / requirements specific to a group or groups of
students they teach
2. Recognise how these needs / requirements may impact upon their
students’ learning
3. Discuss convincingly how their practice can meet their students’
needs / requirements
Identifying and Responding to Subject Needs
Tutor(s):
Luke Desforges, Esther Jubb, Nadine Wills
Outline:
This activity will provide you with an opportunity to explore what you perceive
to be the nature of particular subject matter you teach and how this impacts
upon how it should be taught to optimise student learning. The activity is
directly relevant to the second portfolio assessment criteria and as such you
may want to use it to develop your thoughts for inclusion within the portfolio
and to receive feedback upon your reflections upon this criterion.
Learning Outcomes:
By the end of this session participants will be able to:
1. Describe the nature of subject matter they teach
2. Explain what teaching methods lend themselves to this subject matter
3. Explain how these teaching methods serve to facilitate student
learning
69
Critical Reading on Effective Learning and Teaching
Environments
Tutor(s):
Luke Desforges, Esther Jubb, Nadine Wills
Outline:
The purpose of this activity is to encourage participants to engage with both
generic and discipline-specific literature and resources on a particular aspect of
teaching practice relevant to module 1. Participants will be required to
produce a critical précis of what literature and research says about this aspect
of teaching practice. This activity directly maps onto portfolio criterion 4 and is
therefore an opportunity for participants to develop a piece of work which can
be incorporated into their portfolio.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Identify literature, research and resources relevant to a particular
aspect of teaching practice
2. Critically evaluate the value of this material in informing their own
understanding of learning and teaching practice
Critical Reflection on Teaching and Learning
Tutor(s):
Luke Desforges, Esther Jubb, Nadine Wills
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Outline:
The purpose of this activity is to encourage participants to explore their own
approach to teaching from a critically reflective standpoint. This activity is
relevant to portfolio criterion 5 and is intended to allow participants to develop
their own sense of critical reflection in order to be able to more effectively
develop in their role as higher education teachers.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Explore their own approaches to teaching
2. Identify assumptions / presumptions which underlie their practice
3. Explore the legitimacy of maintaining these assumptions /
presumptions or challenging them.
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8.2 Module 2
Workshops
Principles of Curriculum Design
Tutor(s):
Luke Desforges
Outline:
This session will seek to throw light on issues that need to be considered when
devising new programmes and curricula: what are curricula? What types of
curriculum design are there? What components make up curricula and what
factors influence their construction?
It will look at the notion of ‘constructive
alignment’ in curriculum design, what it means and how it can be achieved in
practice.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Distinguish the components and influences which shape curricula
2. Describe different approaches to curriculum design
3. Evaluate the currently favoured approach to curriculum design –
constructive alignment
4. Outline the process of programme approval at the University of
Sheffield.
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Further Reading:
Biggs, J., 2003. Constructing learning by aligning teaching: constructive
alignment, in J. Biggs, Teaching for Quality Learning at University, pp. 11 - 32.
Birmingham, Open University Press.
Biggs, J. and Tang, C., 2007. Teaching for Quality Learning at University (3rd ed.).
Open University Press.
Biggs, J., 2003. Aligning teaching and assessment to curriculum objectives
[online]. Available at: http://event.ua.pt/iched/main/invcom/p182.pdf
(Accessed 14th August 2009)
D’Andrea, V-M., 2003. Organising Teaching and Learning: Outcomes-based
Planning, in H Fry et al (ed) A Handbook for Teaching and Learning in Higher
Education: Enhancing Academic Practice (second edition), pp. 26 - 41. London,
Kogan Page.
Higher Education Academy Resources Database: Curriculum [online]. Modify
search is desired. Available at:
http://search2.openobjects.com/kbroker/heaportal/resources/search/search.lsim?qt=curriculum&
sr=0&nh=10&cs=iso-8859-1&sc=heaportal-resources&sm=0&ha=1230&sf=&mt=1&x=27&y=7
(Accessed 14th August 2009).
Principles of Assessment
Tutor(s):
Nadine Wills
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Outline:
Assessment is a crucial element of teaching and learning in higher education
that does not necessarily always receive the attention in thought and planning
that it merits. This session will explore key concepts in assessment and how
assessment practice should be integrated firmly into the design of the
curriculum.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Discuss the purposes and types of assessment
2. Describe why assessment should be integral to broader curriculum
design
3. Define principles of good assessment practice
4. Evaluate the extent to their own assessment conforms to principles of
good practice.
Further Reading:
Brown, G., 2001. Assessment: a guide for lecturers, Higher Education Academy
Briefing on Assessment 3 [online]. Available from:
http://www.bioscience.heacademy.ac.uk/ftp/Resources/gc/Assess3.rtf
(Accessed 9th August 2010).
Brown, G., Bull, J. and Pendlebury, M., 1997. Assessing student learning in
higher education. London, Routledge.
Elton, L. and Johnston, B., 2002. Assessment in universities: a critical review of
research, Higher Education Academy [online]. Available at:
http://ltsnpsy.york.ac.uk/docs/pdf/p20030617_elton_johnstonassessment_in_universities_a_critical_view_o.pdf
(Accessed 9th August 2010).
Knight, P. T., 2002. Summative Assessment in Higher Education: practices in
disarray, Studies in Higher Education 27(3), 275-286 [online]. Available through
University of Sheffield e-journal subscription from:
http://www.informaworld.com/smpp/content~content=a713696275~db=all
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(Accessed 9th August 2010).
Norton, L., 2009. Assessing Student Learning, in H Fry et al (ed) A Handbook
for Teaching and Learning in Higher Education: Enhancing Academic Practice
(third edition), pp. 132 - 149. London, Kogan Page.
Yorke, M., 2003. Formative assessment in higher education: moves towards
theory and the enhancement of pedagogic practice, Higher Education 45, 477501 [online]. Available through University of Sheffield e-journal subscription
from: http://www.springerlink.com/content/n423r5p1011388j1/
(Accessed 9th August 2010).
Unfair Means
Tutor(s):
Nadine Wills
Outline:
Occurrences of plagiarism and collusion are perceived as being on the increase in
Higher Education. Universities are unmoving in their description of such practice as
'cheating.' This session aims to explore the meaning of plagiarism and collusion, why
it occurs and what can be done to detect and deter it.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Explain the difficulties in defining 'plagiarism' and 'collusion'
2. Outline reasons why students plagiarise / collude
3. Consider how plagiarism can be both prevented and detected
Further reading:
Carroll, J., 2007. A Handbook for Deterring Plagiarism in Higher Education, 2nd
edition, Oxford Centre for Staff and Learning Development, Oxford Brookes
University. Available from the SOLAR library.
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Fox, N., 2009. Plagiarism and Turnitin: an Educational Approach [online]. Available
from: http://www.shef.ac.uk/content/1/c6/08/04/13/Plagiarism.ppt
(Accessed 9th August 2010).
Ashworth, P.; Bannister, P.; Thorne, P. 1997 Guilty in whose eyes? University
students' perceptions of cheating and plagiarism in academic work and assessment
Studies in Higher Education 22(2), 1997: 187-203. Available through University of
Sheffield e-journal subscription from:
http://www.tandfonline.com/doi/abs/10.1080/03075079712331381034 (Accessed 2nd
September 2010).
Franklin-Stokes, A., and Newstead, S. E., "Undergraduate Cheating: Who does what
and why?" Studies in Higher Education 20(2): 1995. Available through University of
Sheffield e-journal subscription from:
http://www.tandfonline.com/doi/abs/10.1080/03075079512331381673 (Accessed 2nd
September 2011).
Highly recommended for all: Dick, M., Sheard, J., Bareiss, C., Carter, J., Joyce, D.,
Harding, T. and Laxer, C. “Addressing Student Cheating: Definitions and Solutions.”
Proceeding ITiCSE-WGR '02 Working group reports from ITiCSE on Innovation and
technology in computer science education. New York (2002): 172-184. Available
through University of Sheffield e-journal subscription from:
http://dl.acm.org/citation.cfm?id=783000&bnc=1 (Accessed 2nd September 2011).
Maxwell A, Curtis GJ, Vardanega L. “Does culture influence understanding and
perceived seriousness of plagiarism?” Int. J. Educational Integrity 4(2):25-40,
2008.Available online: http://ojs.ml.unisa.edu.au/index.php/IJEI/article/view/412
(Accessed July 2011).
University of Sheffield. Use of unfair means in the assessment process – an overview
[online]. Available from: http://www.shef.ac.uk/lets/design/unfair (accessed 14th
August 2009) and in particular Use of unfair means in the assessment process (non-
invigilated examinations) – guidance for staff:
http://lets.dept.shef.ac.uk/flats/plagiarism/guidance_for_staff.pdf
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(Accessed 14th August 2009).
Johnston, B., 2006. The Concept of Plagiarism [online]. Available from:
http://www.palatine.ac.uk/files/927.pdf (Accessed 14th August 2009).
Giving Feedback
Tutor(s):
Nadine Wills
Outline:
Feedback enables teachers to inform students of their progress and how they might
improve their performance in the future. It can be a means of motivating students
and encouraging them to achieve their maximum potential and opening up a
dialogue about the learning experience. However, feedback can also serve to
confuse, discourage and de-motivate. This session introduces the practice of giving
effective and useful feedback as a skill that can be learned and/developed by
teachers to and with students.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Describe the purpose of giving feedback to enhance student learning
2. Consider points of good practice in giving feedback that is useful to their
students
3. Evaluate the value of involving students in feedback and different modes
of delivery
Further Reading:
Bailey, R., Garner, M. 2010 Is the feedback in higher education assessment worth
the paper it is written on? Teachers' reflections on their practices Teaching in Hgiher
Education 15 (2), 187-198. [online] Available through University of Sheffield e-journal
subscription from:
http://www.informaworld.com/smpp/content~content=a920961608?words=&hash=
(Accessed 2nd Sepetmber 2010).
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Glover, C. & Brown, E. 2006 Written Feedback for Students: too much, too detailed
or too incomprehensible to be effective? Bioscience Education, 7(3).
http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.aspx (Accessed 2nd
Sepetmber 2010).
Juwah, C, Macfarlane-Dick, D, Matthew, B, Nicol, D, Ross, D, Smith, B., 2004.
Enhancing student learning through effective formative feedback [online]. Available
from:
http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id3
53_senlef_guide.pdf (Accessed 14th August 2009).
Price, M. & O’Donovan, B. (2006). Improving performance through enhancing
student understanding criteria and feedback. In C. Bryan & K. Clegg (Eds.),
Innovative Assessment in Higher Education, 100-109.
VandeWalle, D. & Cron, W. L. & Slocum, J. W. (2001). The Role of Goal Orientation
Following Performance Feedback. Journal of Applied Psychology, 86(4), 629-640.
[online] Available through University of Sheffield e-journal subscription from:
http://dvandewalle.cox.smu.edu/JAP%20%282001%29.pdf (Accessed 2nd September
2010).
Higgins, R, Hartley, P., Skelton, A. 2002 Studies in Higher Education. 27 (1), 53-64.
[online] Available through University of Sheffield e-journal subscription from:
http://www.informaworld.com/smpp/content~db=all~content=a713696218
(Accessed 2nd September 2010).
Curriculum Change
Tutor(s):
Luke Desforges
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Outline:
This session looks at the planning and implementation of changes to curricula.
Identifying specific changes to a module often requires consideration of the
needs of a number of different ‘stakeholders’, not only students but also the
degree programme, the discipline, the University and other external bodies.
Curriculum change also requires time and commitment from academic teaching
staff. How can a module leader negotiate all these different ‘interests’, and
influence others to implement changes to teaching?
Learning Outcomes:
By the end of this session, participants will be able to:
1. Evaluate the drivers influencing on your work in designing curricula.
2. Identify issues in managing change
3. Plan changes to curricula with a strong rationale.
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Further Reading:
Biggs, J., and Tang, C 2007. Implementing constructive alignment, in J. Biggs
and C. Tang, Teaching for Quality Learning at University, pp. 247 - 283.
Birmingham, Open University Press.
D’Andrea, V-M., 2003. Organising Teaching and Learning: Outcomes-based
Planning, in H Fry et al (ed) A Handbook for Teaching and Learning in Higher
Education: Enhancing Academic Practice (second edition), pp. 26 - 41. London,
Kogan Page.
Imaginative Curriculum Network (undated) Contexts for Curriculum Design:
working with external pressures,
http://www.heacademy.ac.uk/resources/detail/resource_database/id57_contexts_f
or_curriculum_design (Accessed 8th September 2011)
Shepherd, J. (2002) Weaving a web of consistency: a case study of
implementing constructive alignment, http://hdl.handle.net/1959.14/14004
(Accessed 8th September 2011)
Learning Technologies in the Curriculum
Tutor(s): Esther Jubb
Outline:
The presence of learning technologies in learning and teaching in higher
education is increasing. This session aims to provide an overview of frequently
used technologies and their application within higher education. The session
will ask you to consider the curriculum design implications of embedding
technology and identify areas within your own teaching where technology can
play a role.
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Learning Outcomes:
By the end of this session participants will be able to:
1. Apply the principles of effective curriculum design as they relate to
technology enhanced learning.
2. Identify the appropriate learning technology to meet a specific
learning need within their own teaching context
3. Design TEL activities to support student learning.
4. Identify further professional development needs related to TEL
Employability in the Curriculum and the Sheffield Graduate
Tutor:
Jane Simm, Esther Jubb
Outline:
In an increasingly competitive graduate labour market our graduates have to be
able to demonstrate to employers their distinctiveness and employability. This
session will give you the opportunity to consider aspects of employability which
you may not have previously considered, to discuss with peers who may have
similar or divergent views and to reflect on the issues for your course and the
University. It will also give you the opportunity to discuss the concept of The
Sheffield Graduate outlined in the University’s Learning and Teaching
Assessment strategy.
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Learning Outcomes:
By the end of this session, participants will be able to:
1. Define your views on employability within an HE context
2. Describe the skills and attributes you wish to develop in your
students/researchers through your courses/departmental strategies
etc.
3. Describe techniques and learning approaches currently practiced
which may be incorporated into the curriculum to support the
demonstration of employability
4. Access sources of support accessible to individuals who wish to
develop employability within the curriculum
Further Reading:
CIHE (The Council for Industry and Higher Education). A range of publications:
http://www.cihe-uk.com/publications.php (Accessed 14th August 2009).
Higher Education Academy: Learning and Employability Series.
http://www.heacademy.ac.uk/resources/publications/learningandemployability
(Accessed 14th August 2009).
Pool, L.D. and Sewell, P. Education and Training Vol.49 No.4, 2007, pp.277-289
[online]. Available from: http://www.emeraldinsight.com/0040-0912.htm
(Accessed 24 July 2007)
Prospects website. Options with your degree and skills listed.
http://www.prospects.ac.uk/cms/ShowPage/Home_page/Options_with_your_subj
ect/p!eXbLc (Accessed 14th August 2009).
Universities UK and the CBI (2009). Available from:
http://www.cbi.org.uk/pdf/20090326-CBI-FutureFit-Preparing-graduates-for-theworld-of-work.pdf (Accessed 14th August 2009).
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Research-based Learning in the Curriculum
Tutor(s):
Nadine Wills
Outline:
There can be little doubt that one of the key characteristics of the University of
Sheffield is its emphasis on research-led teaching. The student experience is
one that should be enriched through the research carried out by academic and
research staff. This session explores some of the ways that the relationship
between teaching and research can be articulated and what impact it may have
on students.
Learning Outcomes:
By the end of the session, participants will be able to:
1. Outline why research-based learning is important
2. Articulate ways in which teaching and research can be linked
3. Describe a number of examples of research-led teaching
4. Explore different approaches to learning and assessment that support
research-based learning
5. Discuss common problems that may arise with an inquiry or researchbased approach to learning and ways to solve these problems
6. Begin to evaluate the extent to which inquiry or research-based
learning design is useful in your modules and curriculum
Further Reading
Boyer, Ernest. Scholarship Reconsidered: Priorities of the Professoriate. The
Carnegie Foundation for the advancement of teaching. 1990. Available online:
http://www.hadinur.com/paper/BoyerScholarshipReconsidered.pdf
(Accessed 2nd September
2011).
Brew, A. - Quality Conversations: HERDSA Conference, Perth, 2002.
Available online:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.94.2723&rep=rep1&ty
83
pe=pdf (Accessed July 2011).
Brew, A. Conceptions of Research: A phenomenographic study. Studies in
Higher Education , 26(2): 2001. Available online:
http://scholar.googleusercontent.com/scholar?q=cache:vXZBIl9v7hYJ:scholar.goo
gle.com/+angela+brew+Conceptions+of+Research:+A+phenomenographic+stu
dy&hl=en&as_sdt=0,5&as_vis=1 (Accessed July 2011).
Glassick, C. “Boyer's Expanded Definitions of Scholarship, the Standards for
Assessing Scholarship, and the Elusiveness of the Scholarship of Teaching.”
American Medicine. Vol 75 (9): 877-880, Sept 2000. Available online:
http://journals.lww.com/academicmedicine/Abstract/2000/09000/Boyer_s_Expand
ed_Definitions_of_Scholarship,_the.7.aspx (Accessed July 2011).
Hattie, J. and Marsh, H.W. “The relationship between research and teaching: A
meta-analysis.” Review of Educational Research 66(4), 1996: 507-542 [online].
Available through University of Sheffield e-journal subscription from:
http://links.jstor.org/sici?sici=0034-6543%28199624%2966%3A4%3C507%3ATRBRAT%3E2.0.CO%3B2-C
(Accessed 14th August 2009).
Higher Education Academy Resources Database: Research and Scholarship
[online]. Available at:
http://search2.openobjects.com/kbroker/heaportal/resources/search/search.lsim?qt=research+and+scholars
hip&sr=0&nh=10&cs=iso-8859-1&sc=heaportal-resources&sm=0&ha=1230&sf=&mt=1&x=32&y=3
(Accessed 14th August 2009).
Healey, M. “The scholarship of teaching in higher education: an evolving idea.”
Higher Education Academy: 2001. Available at:
http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id4
93_scholarship_of_teaching_healey.pdf
(Accessed July 2011).
Healey, M. “Promoting lifelong professional development in geographical
education: developing the scholarship of teaching in higher education in the
21st century.” Invited paper presented to the plenary session of the 29th
International Geographical Congress on 'Developing Geographical Educators for
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the 21st Century', 14-18th August 2000, Seoul, Korea. Available at:
http://www.chelt.ac.uk/gdn/confpubl/seoul.htm (Accessed July 2011).
Jenkins, A. “The relationship between teaching and research: where does
geography stand and deliver?” Journal of Geography in Higher Education, 24
(3), 2000: 325-351. Available online:
http://math.haifa.ac.il/robotics/UBC/Reaearch-Teaching/Alan-JGHE2000.pdf
(Accessed July 2011).
Jenkins, A. and Healey, M. Institutional Strategies to link research and teaching.
Higher Education Academy: 2007. Available online:
http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id5
85_institutional_strategies_to_link_teaching_and_research.pdf (Accessed July
2011).
Jenkins, A., Healey, M. And Zetter, R.Linking Teaching and Research in
disciplines and departments. Higher Education Academy: 2007. Available online:
http://webcache.googleusercontent.com/search?q=cache:rh05KEUApCYJ:www.he
academy.ac.uk/assets/documents/LinkingTeachingAndResearch_April07.pdf+linki
ng+teaching+and+research+in+disciplines+and+departments&hl=en&gl=uk
(Accessed July 2011).
Ramsden, P. and Moses, I. 1992 Associations between research and teaching
in Australian higher education, Higher Education 23(3), 273-295 [online].
Available through University of Sheffield e-journal subscription from:
http://springerlink.metapress.com/content/p55v3r7786569837/
(Accessed 14th August 2009).
Top Education journals list: http://sciencewatch.com/dr/sci/09/mar15-09_1D/
(Accessed 2nd September 2011).
Top Higher Education journals:
http://resources.glos.ac.uk/tli/prsi/support/hejournals.cfm (Accessed 2nd
September 2011).
85
Information Literacy and Resources in the Curriculum
Tutor:
Lyn Parker
Outline:
The Learning and Teaching Strategy (LTS) states that Sheffield Graduates are
information literate. This session will introduce the participants to the concept
of information literacy and the various skills involved; how to measure whether
students have acquired these competencies. Discussion will focus on how to
design activities and exercises to embed information literacy within the
curriculum.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Decide the scaffolding students require to achieve success on your
module.
2. Identify ways by which Information Literacy can be integrated into
your own curriculum.
3. Be able to explain Information Literacy within the framework of your
own discipline.
Approaches to Evaluating Learning and Teaching
Tutor(s):
Luke Desforges
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Outline:
Evaluation is the process of gaining feedback from students on their learning,
and using this information to think critically about your teaching and to make
professional decisions about your approach. There are various methods of
gaining an understanding of how students are learning, and participants are
invited to explore the merits of these. The session considers how teaching staff
can integrate evaluation into teaching activity in a way that can make a
difference to the quality of student learning.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Outline the reason(s) for evaluating learning
2. Identify what can be evaluated
3. Know the advantages and drawbacks of different forms of evaluation
4. Consider how evaluation can be integrated into teaching
Further Reading:
Housell, D. 2003 Evaluating Courses and Teaching, in H Fry et al (ed) A
Handbook for Teaching and Learning in Higher Education: Enhancing Academic
Practice (third edition), pp. 198 - 212. London, Kogan Page.
Kember, D. and Wong, A. 2000 Implications for evaluation from a study of
students' perceptions of good and poor teaching, Higher Education 40(1), 69-97
[online]. Available through University of Sheffield e-journal subscription from:
http://www.springerlink.com/content/q636541160202203/ (Accessed 14th August
2009).
Johnstone, A. 2005 Evaluation of Teaching, A Physical Sciences Practice Guide
[online].
Available at:
http://wwwnew1.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/ps0073_evaluation_
of_teaching_oct_2005.pdf
(Accessed 14th August 2009).
Online Activities
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Inquiry – Based Learning
Tutor:
Luke Desforges, Esther Jubb, Nadine Wills
Outline:
This online activity requires you to consider the application of inquiry-based
learning to your own discipline; to construct an outline of an inquiry-based
learning case study and finally to provide brief written feedback on a case
study developed by a peer.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Construct outline inquiry-based learning teaching ‘episodes’ /
scenarios
2. Evaluate the applicability of inquiry-based learning to your own
practice
Critical Reading on Curriculum Design and Assessment
Tutor(s):
Luke Desforges, Esther Jubb, Nadine Wills
Outline:
The purpose of this activity is to encourage participants to engage with both
generic and discipline-specific literature and resources on a particular aspect of
teaching practice relevant to module 2. Participants will be required to
produce a critical précis of what literature and research says about this aspect
of teaching practice. This activity directly maps onto portfolio criterion 4 and is
therefore an opportunity for participants to develop a piece of work which can
be incorporated into their portfolio.
88
Learning Outcomes:
By the end of this session, participants will be able to:
3. Identify literature, research and resources relevant to a particular
aspect of teaching practice
4. Critically evaluate the value of this material in informing their own
understanding of learning and teaching practice
Discipline-Based Curricula and the Scholarship of Teaching
Tutor:
Luke Desforges, Esther Jubb, Nadine Wills
Outline:
This session will explore what it means to take a scholarly approach to teaching
and why might it be important for an academic to do so. It will offer
participants the opportunity to challenge assumptions about what they teach,
the way they teach it and the way they conceptualise and represent their
subject discipline to students.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Evidence the strengths of their courses
2. Critique a course or curriculum in which they play a key role
3.
Provide and defend the rationale that underpins their courses
Evaluating CiLT
Tutor:
Luke Desforges, Esther Jubb, Nadine Wills
89
Outline:
In this activity you will be asked to undertake an evaluation of CiLT by using a
variation of one of the methods outlined in the Approaches to Evaluating
Learning and Teaching Session. The intention is to both allow you to judge
how successful and useful this student-centred approach to evaluation is, as
well as to provide a format within which you can take ownership of the
evaluation construction and its completion.
Learning Outcomes:
By the end of this session, participants wil:
1. Have been provided with the opportunity to participate in the
construction of an evaluation for CiLT
2. Have participated in the completion of a student-centred approach to
evaluation
3. Be able to evaluate the value of a student-centred approach to
course evaluation
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Section 9 – Resources
Resources to support specific CiLT workshops are provided in the preceding section.
Further resources, as appropriate, will be provided during the workshops in question.
Further information on relevant subjects will be available from the University Library
which holds a large number of books and journals about higher education. There is
also the Staff Open Learning and Resources centre (SOLAR) situated in the Staff
Development Unit, 301 Glossop Road which holds a number of journals, books and
reports as well as video and computing materials.
The following is a brief list of titles, which are suitable for further reading on
University learning and teaching.
Banks S, Lally V and McConnell D (2002) Collaborative E-learning in Higher
Education Issues and Strategies: University of Sheffield School of Education
Biggs, J. and Tang, C. 2007. Teaching for Quality Learning at University (3rd edition).
Maidenhead: SRHE and Open University Press.
Boud, D. and Falchikov, N. (eds.) 2006 Rethinking assessment in higher education:
learning for the longer term. London: Routledge.
Brookfield, S.D. 1995 Becoming a critically reflective teacher. San Francisco: JosseyBass.
Brookfield, S.D. 2006 The skillful teacher: on technique, trust and responsiveness in
the classroom (2nd edition). San Francisco: Jossey-Bass Brown, G. & Atkins, M. (1998)
Effective teaching in Higher Education, London: Routledge
Brown S and Race P (2002) Lecturing – A Practical Guide: THES/ Kogan Page
91
Butcher, C., Davies, C. and Highton, M.
2006
Designing Learning: From module
outline to effective teaching. London: Routledge.
Campbell, A. and Norton, L. eds. (2007) Learning, Teaching and Assessing in Higher
Education: Developing Reflective Practice, Exeter: Learning Matters.
Carroll, J. and Ryan, J. eds. 2005. Teaching International Students: Improving
Learning for All. London: Routledge.
Crosling G and Webb G eds (2002) Supporting Student Learning – Case Studies,
Experience and Practice from Higher Education: Kogan Page.
Forsyth, I. (1996) Teaching and Learning Materials and the Internet, London: Kogan
Page.
Fry, H., Ketteridge and Marshall (2009) A handbook for teaching and learning in
Higher Education, London: Kogan Page (Third Edition)
Gibbs, G. and Habeshaw, T (1998) 253 Ideas for your teaching, Bristol: TES.
Habeshaw, S, Gibbs, G. and Habeshaw, T (1986) 53 Interesting ways to assess your
students, Bristol: TES
Habeshaw, S, Gibbs, G. and Habeshaw, T (1992) 53 Ideas for your teaching: making
the best of a bad job, Bristol: TES
Habeshaw, S, Gibbs, G. and Habeshaw, T (1992) 53 Interesting things to do your
tutorials, Bristol:TES
Hunt, L, Bromage, A. and Tomkinson, B. (eds.) 2007
The Realities of Change in
Higher Education. London: Taylor and Francis
Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (eds.) 2006 Developing creativity in
higher education: an imaginative curriculum. London: Routledge.
92
Kahn, P. and Walsh, L. 2006 Developing your teaching: ideas, insight and action.
London: Routledge.
Ketteridge S, Marshall S and Fry, H (2002) The Effective Academic – A Handbook for
Enhanced Academic Practice: THES/ Kogan Page
Magin, D., Nightingale, P., Andresen, L. and Boud, D., (1993) Strategies for increasing
students’ independence, Birmingham: SCED.
McLean, M.
2008
Pedagogy and the University: Critical Theory and Practice.
London: Continuum.
Newble, D., Cannon, R. (1995) A handbook for university teachers in universities and
colleges. A guide to improving teaching methods, London: Kogan Page
Race P ed (1999) 2000 Tips for Lecturers: THES/ Kogan Page
Ramsden, P. (1992) Learning to teach in Higher Education, London: Routledge
Rowland, S. (2000) The Enquiring University Teacher, Buckingham: SRHE and Open
University Press
Rowntree, D. (1987) Assessing Students: How shall we know them?, New Jersey:
Nichols
In addition, the Main library holds many higher education based journals, several of
which via online subscription. Examples include:
Assessment and Evaluation in Higher Education
Association for Learning Technology Journal
Higher Education Research and Development
Innovations in Education and Teaching International
International Journal of Academic Development
Open Learning
Perspectives: Policy and Practice in Higher Education
93
Studies in Higher Education
Teaching in Higher Education
Many disciplines also have their own specialist educational journals which can be
searched through the e-journal catalogue.
Useful Web Sites
University of Sheffield pages
Careers Service
http://www.shef.ac.uk/careers/
Electronic Journals
http://librarylinks.shef.ac.uk:3210/sfxlcl3/az
ERIC educational database
http://www.shef.ac.uk/library/cdfiles/ericpq
Learning and Teaching Services
http://www.shef.ac.uk/lets
Student Services
http://www.shef.ac.uk/ssd/
National sites
Deliberations JISCMAIL discussion
http://www.londonmet.ac.uk/deliberations/deliberations-forum/
Higher Education Funding Council for England (HEFCE)
http://www.hefce.ac.uk/
94
Higher Education Academy (including subject centres)
http://www.heacademy.ac.uk/
The Quality Assurance Agency for HE
http://www.qaa.ac.uk/
Staff and Educational Developers Association (SEDA)
http://www.seda.ac.uk/
Universities UK
http://www.universitiesuk.ac.uk/
95
Section 10 – Appendices
Appendix 1
CiLT Module 1 Deadlines 2011/2012
Appendix 2
CiLT Module 2 Deadlines 2011/2012
Appendix 3
Module 1 Timetable 2011/2012
Appendix 4
Module 2 Timetable 2011/2012
Appendix 5
Teaching Observation Pro Forma
Appendix 6
Participant’s Observation Reflections
Pro Forma
Appendix 7
Assessment Criteria – Module 1
Appendix 8
Assessment Criteria – Module 2
Appendix 9
Portfolio Cover Sheet
Appendix 10
Portfolio Extension Request
Appendix 11
Microteaching 1 Feedback Pro Forma
Appendix 12
Microteaching 2 Feedback Pro Forma
96
Appendix 1 – CiLT Module 1 Deadlines 2011/2012
September 2011
January 2012
April 2012
Module 1
Attendance
Block
12th – 15th September
2011
10th – 13th January
16th – 19th April 2012
2012
Microteaching
See CiLT course
See CiLT course
See CiLT course
Practical 2
handbook p. 11
handbook p. 11
handbook p. 11
28th October 2011
24th February 2012
1st June 2012
Online Activity 2
Stage 1: 25th November
Stage 1: 23rd March 2012
Stage 1: 28th June 2012
(Identifying and
2011
Stage 2: 13th April 2012
Stage 2: 13th July 2012
Online Activity 1
(Identifying and
Responding to
Student Needs)
Responding to
Subject Needs)
Stage 2: 9th December
2011
97
Online Activity 3
(Critical Reading
20th January 2012
18th May 2012
24th August 2012
Online Activity 4
Stage 1: 17th February
Stage 1: 15th June 2012
Stage 1: 21st September
(Critical Reflection
2012
on Effective
Learning and
Teaching
Environments)
on Teaching)
2012
Stage 2: 29th June 2012
Stage 2: 5th October
2012
Stage 2: 29th February
2012
Teaching
Observation
Semester 1 2011-2012
Semester 2 2011-2012
Semester 1 2012-2013
(advised)
Portfolio
Semester 2 2011-2012 /
18th May 2012
21st September 2012
18th January 2013
By 29th June 2012
By 2nd November 2012
By 22nd February 2013
(submission
date)
Viva
(advised)
Appendix 2 – CiLT Module 2 Deadlines 2011/2012
98
September 2011
January 2012
April 2012
5th – 7th September 2011
4th – 6th January 2012
2nd – 4th April 2012
Stage 1: 7th October 2011
Stage 1: 3rd February
Stage 1: 4th May 2012
Module 2
Attendance
Block
Online Activity 1
(Inquiry Based
Learning)
2012
Stage 2: 21st October
2011
Stage 2: 18th May 2012
Stage 2: 17th February
2012
Online Activity 2
(Critical Reading
on Curriculum
2nd December 2011
30th March 2012
29th June 2012
Stage 1: 6th January 2012
Stage 1: 27th April 2012
Stage 1: 27th July 2012
Stage 2: 20th January
Stage 2: 11th May 2012
Stage 2: 10th August 2012
Stage 1: 25th May 2012
Stage 1: 24th August 2012
Design and
Assessment)
Online Activity 3
(Discipline Based
Curricula and the
Scholarship of
Teaching)
2012
Online Activity 4
Stage 1: 3rd February
(Evaluating CiLT)
2012
Stage 2: 22nd June 2012
Stage 2: 2nd March 2012
Portfolio
Stage 2: 21st September
2012
18th May 2012
21st September 2012
18th January 2013
By 29th June 2012
By 2nd November 2012
By 22nd February 2013
(submission
date)
Viva
(advised)
99
Appendix 3 – CiLT Module 1 Timetable 2011/201221
Delivery Dates:

Monday 12th September – Thursday 15th September 2011

Tuesday 10th January – Friday 13th January 2012

Monday 16th April – Thursday 19th April 2012
9.15 – 10.30
10.45-12.15
12.15
1.00-2.30
2:45-4:15
DAY 1
-1.00
C
C
Foundations
O
Theories of
to CiLT
F
Learning and
F
Small Group
O
Teaching
F
Lunch
Teaching
E
E
9.45 – 11:15
11:15-12.45
DAY 2
9:45
Supporting Students
DAY 3
21
3:00-4:30
C
C
Equality and
O
F
Diversity
9.45 – 10:45
Lunch
Large Group
Teaching
F
E
E
E
11:00-12:30
12:30
Large Group Teaching
F
E
9.45
1.15-2:30
2:45-4:15
–1:15
C
Evaluation
tion
1.30-2.45
O
F
tion
Reflec
12.451.30
Reflec
9.10 –
F
E
E
9.10 –
Group Work
O
F
C
Technology
Enhanced Learning
Lunch
Voiceworks
O
F
F
F
E
E
E
E
Note, the precise order of delivery of workshops may be subject to change
100
Voiceworks
9.10 –
9.45 – 11.00
11:15-12.15
12.15-
DAY 4
9.45
Reflect
1.00-2.30
2:45-3:50
Research
Supervision
ion
C
C
O
O
F
F
Research
Lunch
Supervision
Microteaching
F
Microteaching
F
n and
E
next
E
E
steps
Monday 10th October 2011
Wednesday 9th November 2011
Tuesday 6th December 2011
Thursday 8th March 2012
Wednesday 8th February 2012
Tuesday 10th April 2012
Friday 18th May 2012
Monday 11th June 2012
Thursday 21st June 2012
Portfolio Support Sessions (all sessions 1.00 – 2.00 pm):
Wednesday 12th October 2011
Thursday 10th November 2011
Wednesday 22nd February 2012
Friday 13th April 2012
Thursday 17th May 2012
Tuesday 3rd July 2012
Online Activities:
(1) Identifying and responding to student needs
(2) Identifying and responding to subject needs (with Departmental mentor)
(3) Critical reading on Effective Learning and Teaching Environments
(4) Critical reflection on teaching
Appendix 4 – CiLT Module 2 Timetable 2011/201222
Delivery Dates:

Wednesday 4th January – Friday 6th January 2012

Monday 2nd April – Wednesday 4th April 2012
9.45 – 12.00
12.00 –
12.45 – 2.45
12.45
22
CiLT
evaluatio
E
Microteaching Practical 2 (all sessions 1.00 – 4.00 pm):
9.30
4:00-4:30
1.00
Note, the precise order of delivery of workshops may be subject to change
101
3.00 – 4.30
Intro
to CiLT
Mod 2
C
C
O
O
Principles of
F
Curriculum
F
E
Design
Principles of
Lunch
Curriculum
(provided)
Principles of
Assessment
Design
E
9.30 – 11.00
F
Feedback
F
E
E
11.15 – 12:45
12:45 –
1.30 – 3.00
3.15 – 4.45
1.30
C
C
O
O
Curriculum Change in
F
Practice
F
Lunch
Internationalising the
Learning Technologies
Curriculum
E
in the Curriculum
E
F
Employability and
F
Enterprise in the
E
E
9.30 – 12.15
12.15 –
1.00 – 3.00
Curriculum
3.15 – 4.45
1.00
C
C
O
O
Research-based
F
Research-based
Learning
F
Learning in the
in
the
Curriculum
E
E
Lunch
Information Literacy and
F
Unfair Means
F
Curriculum
E
E
Portfolio Support Sessions (all sessions 1.00 – 2.00 pm):
Wednesday 12th October 2011
Thursday 10th November 2011
Wednesday 22nd February 2012
Friday 13th April 2012
Thursday 17th May 2012
Tuesday 3rd July 2012
Online Activities:
(1) Inquiry Based Learning
(2) Critical Reading on Curriculum Design and Assessment
(3) Discipline Based Curricula and the Scholarship of Teaching
(4) Evaluating CiLT
102
Evaluating Curricula
Appendix 5 – Teaching Observation Pro forma
Pre-Teaching Observation Planning Form
Lecturer’s Name:
Date:
Department:
Time:
Location:
Session Title/Module:
Level:
No. of students expected:
Planning
Observee’s Pre-Observation form: this should be filled in and sent to the Observer at least
24 hours before the session. Answers may be in bullet-point.
A definition of the difference between Aims and Learning Objectives/Outcomes is here:
http://admin.exeter.ac.uk/academic/tls/tqa/Part%205/5Bloutcome.pdf
Pre-Observation Information
1. Broad description of your
students
2. What type of session is it
(small vs large group,
seminar, lecture, problem
class, lab demonstration)?
3. Describe the context that
this session takes place
within (of the module and
in the overall course)
4. How have you designed this
session in order to deliver
the subject matter most
appropriately?
5. How will the students be
assessed on this session
(formative or summative
etc.)?
103
6. What are the student needs
and requirements for this
session?
7. What are the aims for this
session?
8. What are the learning
outcomes for this session?
9. ?
10. What do you think you will
find difficult?
104
11. If you have given this
session before, is there
anything you have
adaptations or changes
have you made this time?
12. Is there anything from CiLT
that you are incorporating
in this session?
Particular issues that the lecturer would like feedback on:
105
Other information (including relevant comments on the teaching space or context of the
teaching session within the module etc.):
Name:
Date:
106
Teaching Observation Form
Lecturer’s Name:
Department:
Observer’s Name:
Date:
Time:
Location:
Session Title/Module:
Level:
No. of students present:
General comments/summary:
Teaching Observation Criteria Checklist
Observer’s checklist and comments: the criteria below will be completed as appropriate to the
nature of the session.
Preparation
Comments:
Interacts with students before
the session to check learning
and assumptions
Session planned to be
inclusive of student
needs/requirement
Appropriate visual aids and
support materials prepared
107
Introduction
Comments:
Begins session on time
Creates appropriate
atmosphere/learning
environment
Ground rules or expectations
for behaviour clear
108
Aims and outcomes for the
session clearly communicated
Communicates the structure
of the session
Relates session to
module/course/previous
learning
Engages the students through
appropriate motivation and
broader perspective (e.g. links
to assessment, employability
etc.)
Delivery/facilitation of
Comments:
session
Audible and understandable
Modulation of voice and
rhythm
Appropriate speed of delivery
Appropriate non-verbal
communication
Varies teaching style
appropriately and holds
student attention
Checks student understanding
and pitch of information
Technical equipment and
handouts are appropriately
used and competently
109
managed
Manages groupwork and
activities effectively
Interacts with and questions
students in a skilled manner
Further expands upon and
clarifies concepts and ideas
where appropriate in
response to questions and
observation of students
Deals with challenges
appropriately and adapts to
the unexpected
Conclusion
Comments:
Outcomes and aims delivered
Summary given
Satisfactory conclusion to
session
Links session with future
learning
Finishes on time
Teaching Observation Pass?
Yes (Pass)
Exceptional
Advanced
No (Resubmit)
Satisfactory
If “No,” please state what will need to
be addressed at the next Observation
110
Needs improvement
(see Teaching Criteria below).
Observer Name _____________________________
Date
Lecturer Name______________________________
Date
__________________
__________________
Teaching Observation Descriptors
Exceptional
Teaching is at least advanced in all or nearly all respects and is exemplary in
significant elements. As a result, the session runs smoothly and students are
engaged and motivated and learning is evident.
Advanced
Lecturer engages with students appropriately and motivates them. The level
of challenge stretches without inhibiting. Based upon evaluation, teaching is
pitched appropriately so that a range of student needs and requirements are
met. Students are helped to assess their own work. Any resources and
activities are well deployed to support learning. Any unsatisfactory behaviour
is managed effectively.
Satisfactory
Teaching is inadequate in no major respect, and may be good in some
respects, enabling students to enjoy the subject and learn according to aims
and Learning Outcomes.
Needs improvement
Students generally, or particular groups of them, do not make adequate
progress because the teaching does not support learning. Lecturer’s
knowledge of the subject may be inadequately conveyed, and the level of
challenge is often wrongly pitched. The methods used do not sufficiently
engage and encourage the students. Some learners are excessively passive or
active. The learning and teaching environment is inappropriate and
consequently student behaviour is often inappropriate as well. However,
inappropriate behaviour is not adequately managed. Lecturer does not
demonstrate a clear understanding of student needs or respond to them
appropriately.
111
Appendix 6 - Participant’s Observation Reflections ProForma
Section A
Teacher’s Post-Session Reflection
Strengths:
Areas for Development:
General remarks / thoughts on the session:
Section B
Teacher’s Post De-briefing Reflection (including action points for
112
development)
113
Appendix 7 Assessment Criteria
Module 1 Portfolio – Assessment Criteria
Ability to recognize and evaluate the particular needs/requirements of your students in your
teaching practice
Pass
Proceed
Resubmit/Refer
There is considered description of the
There is some consideration of the
There is limited or no reference to
students being taught. This may
students in terms of their
students.
include identification of individual
background etc. but it is somewhat
student’s issues, consideration of
cursory and perhaps lacks specificity
student background, group dynamics
to the particular group(s)/individual(s)
etc.
being taught. There is little reference
or demonstrated understanding to
the range of students and their
different learning requirements.
There is clear and convincing
There is evidence for consideration of
There is little or no
exploration of how the particular
how potential student
recognition/consideration of
needs/requirements of specific
needs/requirements may influence
potential needs/requirements of the
groups and/or individuals may
students’ learning, but this is perhaps
students could influence their
influence their learning.
superficial, descriptive and general.
learning.
There is considered and convincing
There is some explanation of how
There is limited or no description of
explanation of how actions taken in a
actions taken in a teaching capacity
how specific actions are taken in a
teaching capacity support learning in
respond to student needs and
teaching capacity in order to
a way that can be demonstrated as
requirements, However, the
respond to student needs and
directly responding to student needs
observations/assumptions they are
requirements.
and requirements. Observations and
based on or interventions taken may
interventions are convincingly
be unconvincing.
described.
.
Ability to employ appropriate methods/structure to the subject matter in your teaching
practice
Pass
Proceed
Resubmit/Refer
There is explicit reference to the
There is some consideration of the
There is little or no attempt to
subject matter being taught and
subject matter being taught and the
highlight the issues and
precise, considered description of
issues/characteristics pertinent to it,
characteristics pertinent to the
issues and characteristics particular to
but this is somewhat cursory and is
subject matter being taught.
114
it.
perhaps confined to disciplinary
considerations and not the specific
subject matter being taught.
There is clear and convincing
There is evidence for consideration of
There is little or no consideration of
exploration of how subject matter
how subject matter
how subject matter
issues/characteristics may impact
issues/characteristics may impact
issues/characteristics may impact
upon teaching and student learning.
upon teaching and student learning,
upon teaching and student learning.
but this is superficial, descriptive and
general.
There is considered and convincing
There is some explanation of how the
There is little or no attempt to show
explanation of how the design and
design and delivery of teaching
how subject matter
delivery of teaching session(s) have
session(s) has been influenced by the
issues/characteristics have been
taken into account and are suited to
subject matter but this lacks depth,
taken into account in the design
the subject matter being taught.
perhaps suggesting particular subject
and delivery of teaching session(s).
matter demands were not explicitly
considered in aforementioned design
and delivery.
Preparedness to make changes in your teaching practice to enhance student learning
Pass
Proceed
Resubmit/Refer
There is explicit evidence of a
There is some evidence of a
There is little or no attempt to
willingness to evaluate teaching
willingness to evaluate teaching
evaluate teaching practice.
practice in a systematic manner.
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 explicit evidence of a
There is some evidence of a
There is little or no indication of
preparedness to act upon evaluation
preparedness to change teaching
preparedness to change teaching
to change teaching practice for the
practice, but this may not be clearly
practice to enhance student
benefit of student learning.
derived from evaluation of practice or
learning.
tied explicitly to evidence or theory.
The ways in which proposed changes
How and why proposed changes to
The reasoning behind any change is
in teaching practice will enhance
teaching practice will enhance
not mentioned.
student learning are clearly and
student learning may be described
convincingly explained.
but are likely to be inadequately
explained.
Where relevant and possible, there is
Where relevant and possible, there is
There is little or no attempt, where
appropriate evaluation of the impact
some assessment of the impact any
relevant and possible, to consider
115
that any changes in teaching practice
changes in teaching practice have
the impact any change has had on
have had on student learning.
had on student learning, but this is
student learning.
cursory and lacking analysis.
Ability to evaluate the application and/or relevance of theory in your teaching practice
Pass
Proceed
Resubmit/Refer
There is evidence of reasonable
There is evidence of engagement of
There is little or no evidence of an
engagement and awareness of
educational theory, literature and
explicit awareness of any
educational theory, literature and
research although it may be
educational theory, literature or
research. There is demonstrated
somewhat limited and/or
research, including those that were
knowledge of theories that have
insufficiently ascribed. There is
addressed in the Module.
been addressed in the Module.
awareness demonstrated of
knowledge of relevant theories that
have been addressed in the Module.
There is considered application and
There are attempts to apply
There is no attempt to gain insight
credible integration of relevant
educational theory/literature but the
into learning and teaching practice
educational theory/literature to
integration of such material with
through consideration of
provide real insight into learning and
observations on practice may be
educational theory, literature or
teaching practice.
poor and not provide meaningful
research.
insight into learning and teaching.
Where appropriate there is critical
There is little attempt to evaluate
There is no attempt to critically
evaluation of relevant educational
educational theory/literature; where
evaluate the value of educational
theory, literature or research.
evidence for evaluation is present, it
theory, literature or research to
tends to be cursory and uncritical.
teaching practice.
116
Ability to reflect critically and credibly upon your teaching practice
Pass
Proceed
Resubmit/Refer
There is a clear understanding of the
There are indications of an
There is little or no evidence for an
process of reflective writing as a
understanding of the process of
understanding of the process or
mechanism for the development of
reflective writing but there may not
purpose of reflective writing.
practice in relation to teaching and
be an understanding of how it relates
its impact on student learning.
to the development of practice in
relation to teaching and its impact on
student learning..
Reflection is focused and there is a
Reflection may not be systematic in
There is no obvious focus or
systematic method or approach used
its exploration of issues and may be
approach to reflection or evidence
when reflecting on teaching and its
unfocussed or unable to demonstrate
of a systematic exploration of issues
impact on student learning.
impact on student learning.
related to teaching and its impact
on student learning.
There is a genuine engagement with
There is some engagement with the
There is little or no in-depth
the process of reflection that goes
process of reflection, demonstrated
exploration of raised issues.
beyond describing events to examine
through the exploration of events
underlying assumptions,
and certain raised issues although
demonstrated through consistent and
this will not always be in depth.
full exploration of raised issues.
The reflection is critical in that there
There is some criticality in the
There is little or no
is an explicit awareness of what
reflection through implicit awareness
acknowledgement of what
contributes towards the formation of
of what contributes to the formation
contributes towards the formations
assumptions/beliefs and a willingness
of assumptions/beliefs. There may
of assumptions/beliefs.
to think in ways which question
not be an attempt to think in ways
these.
which question these.
The reflection is credible in that
There is some credibility to the
There is little or no sense of
assertions are evidence-based (or
reflective account, but support for
credibility to the reflection,
otherwise supported) and are
assertions and conclusions, is not
assertions may be superficial, only
convincing and genuine.
consolidated or convincing.
positive or descriptive and may also
be unsupported and too general.
Any claims and conclusions made
are unconvincing.
117
Appendix 8 Assessment Criteria
The University of Sheffield
Certificate in Learning and Teaching
___________________________________________________________________________
Module 2 Portfolio – Assessment Criteria
Ability to recognize and evaluate the particular needs/requirements of your students in
curriculum design and assessment
Pass
Proceed
Resubmit/Refer
There is considered description of the
There is some consideration of the
There is limited or no reference to
students being taught. This may
students in terms of their
students.
include identification of individual
background etc. but it is somewhat
student’s issues, consideration of
cursory and perhaps lacks specificity
student background, group dynamics
to the particular group(s)/individual(s)
etc.
being taught.
There is clear and convincing
There is evidence for consideration of
There is little or no
exploration of how the particular
how potential student
recognition/consideration of
needs/requirements of specific
needs/requirements in relation to
potential needs/requirements of the
groups and/or individuals in relation
curriculum design and assessment
students in relation to curriculum
to curriculum design/assessment may
may influence students’ learning, but
design and assessment could
influence their learning.
this is perhaps superficial, descriptive
influence their learning.
and general.
There is considered and convincing
There is some explanation of how
There is little or no attempt to show
explanation of how specific actions
actions are taken in curriculum
how s specific actions are taken in
and taken are taken in curriculum
design/assessment in order to
curriculum design/assessment in
design/assessment in order to
respond to student needs and
order to respond to student needs
respond to student needs and
requirements. However, the
and requirements.
requirements. Observations and
observations/assumptions they are
interventions are convincingly
based on or interventions taken may
described.
be incomplete or unconvincing.
Ability to employ appropriate methods/structure to the subject matter in curriculum design
and assessment
Pass
Proceed
Resubmit/Refer
There is explicit reference to the
There is some consideration of the
There is little or no attempt to
subject matter being taught and
subject matter being taught and the
highlight the issues and
precise, considered description of
issues/characteristics pertinent to it,
characteristics pertinent to the
118
issues and characteristics particular to
but this is somewhat cursory and is
it.
perhaps confined to disciplinary
subject matter being taught.
considerations and not the specific
subject matter being taught.
There is clear and convincing
There is evidence for consideration of
There is little or no consideration of
exploration of how subject matter
how subject matter
how subject matter
issues/characteristics may impact
issues/characteristics may impact
issues/characteristics may impact
upon teaching and student learning
upon teaching and student learning,
upon teaching and student learning.
through curriculum
but this is superficial, descriptive and
design/assessment.
general.
There is considered and convincing
There is some explanation of how the
There is little or no attempt to show
explanation of how the design and
design of curricula/assessment has
how subject matter
delivery of curricula/assessment have
been influenced by the subject
issues/characteristics have been
taken into account and are suited to
matter but this lacks depth, perhaps
taken into account in the design of
the subject matter being taught.
suggesting particular subject matter
curricula/assessment.
demands were not explicitly
considered in aforementioned design.
Preparedness to make changes in curriculum design and assessment to enhance student learning
Pass
Proceed
Resubmit/Refer
There is explicit evidence of a
There is some evidence of a
There is little or no attempt to
willingness to evaluate
willingness to evaluate
evaluate curricula/assessment.
curricula/assessment.
curricula/assessment, but this is not
explicit and may be rather
superficially chosen (there is little or
no rationale that connects evaluation
with change).
There is explicit evidence of a
There is some evidence of a
There is little or no indication of
preparedness to act upon evaluation
preparedness to change
preparedness to change
to change curricula/assessment for
curricula/assessment, but this may
curricula/assessment to enhance
the benefit of student learning.
not be clearly derived from
student learning.
evaluation of practice.
The ways in which proposed changes
How and why proposed changes to
The reasoning behind any change is
in curricula/assessment will enhance
curricula/assessment will enhance
not mentioned.
student learning are clearly and
student learning may be described
convincingly explained.
but are likely to be inadequately
explained.
119
Where relevant and possible, there is
Where relevant and possible, there is
There is little or no attempt, where
appropriate evaluation of the impact
some assessment of the impact any
relevant and possible, to consider
that any changes in
changes in curricula/assessment have
the impact any change has had on
curricula/assessment have had on
had on student learning, but this is
student learning.
student learning.
cursory and lacking analysis.
Ability to evaluate the application and/or relevance of theory in curriculum design and
assessment
Pass
Proceed
Resubmit/Refer
There is evidence of reasonable
There is evidence of engagement of
There is little or no evidence of an
engagement and awareness of
educational theory, literature and
explicit awareness of any
educational theory, literature and
research although it may be
educational theory, literature or
research. There is demonstrated
somewhat limited and/or
research, including those that have
knowledge of theories that have
insufficiently ascribed. There is
been addressed in the Module.
been addressed in the Module.
awareness demonstrated of theories
that have been addressed in the
Module.
There is considered application and
There are attempts to apply
There is no attempt to gain insight
credible integration of relevant
educational theory/literature but the
into learning and teaching practice
educational theory/literature to
integration of such material with
through consideration of
provide real insight into learning and
observations on practice may be
educational theory, literature or
teaching practice.
poor and not provide meaningful
research.
insight into learning and teaching.
Where appropriate there is critical
There is little attempt to evaluate
There is no attempt to critically
evaluation of relevant educational
educational theory/literature; where
evaluate the value of educational
theory, literature or research to
evidence for evaluation is present, it
theory, literature or research to
curricula/assessment design.
tends to be cursory and uncritical.
design of curricula/assessment.
Ability to reflect critically and credibly upon curriculum design and assessment
Pass
Proceed
Resubmit/Refer
There is a clear understanding of the
There are indications of an
There is little or no evidence for an
process of reflective writing as a
understanding of the process of
understanding of the process or
mechanism for the development of
reflective writing but there may not
purpose of reflective writing.
practice in relation to curriculum
be an understanding of how it relates
design and assessment.
to the development of practice.
Reflection is focused and there is a
Reflection may not be precise or
120
There is no obvious focus or
systematic method or approach used
systematic in its exploration of issues
approach to reflection or evidence
for reflection on curriculum
and not be fully relevant to the areas
of a systematic exploration of issues
design/assessment.
of curriculum design/assessment.
in relation to curriculum
design/assessment.
There is a genuine engagement with
There is some engagement with the
There is little or no in-depth
the process of reflection that goes
process of reflection, demonstrated
exploration of raised issues.
beyond describing events to examine
through the exploration of events
underlying assumptions,
and certain raised issues although
demonstrated through consistent and
this will not always be in depth.
full exploration of raised issues.
The reflection is critical in that there
There is some criticality in the
There is little or no
is an explicit awareness of what
reflection through implicit awareness
acknowledgement of what
contributes towards the formation of
of what contributes to the formation
contributes towards the formations
assumptions/beliefs and a willingness
of assumptions/beliefs. There may
of assumptions/beliefs.
to think in ways which question these
not be an attempt to think in ways
particularly in relation to their
which question these particularly in
practice in the realm of curriculum
relation to curriculum design and
design and assessment.
assessment.
The reflection is credible in that
There is some credibility to the
There is little or no sense of
assertions are evidence-based (or
reflective account, but support for
credibility to the reflection,
otherwise supported) and are
assertions and conclusions, is not
assertions may be superficial, only
convincing and appear to be
consolidated or convincing.
positive or descriptive and may also
genuine.
be unsupported and too general.
Claims and conclusions made are
unconvincing.
121
Appendix 9 – Portfolio Cover Sheet
The University of Sheffield
Certificate in Learning and Teaching
__________________________________________________________________
Portfolio Cover Sheet
To be completed by the CiLT participant and included with portfolio
Name: ____________________________________________
CiLT start date:_____________________________________
Module code:
EDU6057/8
Module title:
Module 1
2
[Circle as appropriate]
Word count [Reflective account only]:
(excluding additional evidence)
Portfolio deadline:
Date submitted:
Deadlines are final and cannot be negotiated. Extensions may be granted in exceptional circumstances and
should be negotiated in advance. Please refer to programme handbooks 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)
I have submitted two hard copies:
in person
I agree that this assignment can be made available (anonymised) to
future CiLT participants
122
by post
CiLT Portfolio Submission Receipt
Learning and Teaching Services confirm receipt of the following CiLT Portfolio:
Name of Participant: ________________________
Department: ______________________
CiLT Module:
(circle as appropriate)
Date:
One
Two
________________________
Received by (Print): ________________________
Signature: _________________________
123
Appendix 10 – Portfolio Extension Form
The University of Sheffield
Certificate in Learning and Teaching
_________________________________________________________________________
Portfolio Extension Form
Name of Participant
_____________________________
Module for which portfolio is due
_____________________________
Original Date of submission
_____________________________
Reason for application for extension
Head of Department’s signature of ______________________________
support (only required when workrelated issues are cited above)
Date: _________________________
Participant’s Signature
_____________________________
Date
_____________________________
_________________________________________________________________________
For course director only
124
Extension granted
Yes
No
Date of new deadline: _____________________________________________
Reason for Approval / Rejection
Course Director’s signature
_____________________________
Date
_____________________________
Appendix 11 - CiLT Microteaching Practical Feedback Sheet
Name:
Date:
Title / Topic:
Organisation
1
2
3
4
5
1
2
3
4
5
→+
e.g. Is the teacher able to manage
the
equipment,
room?
Are
designed
and
activities
and
handouts
well
the
session
appropriately timed?
Structure
→+
e.g. Does the session have a clear
and logical structure? Are learning
outcomes clearly expressed and is
the session concluded effectively?
125
Content
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
→+
e.g. Is explanation clear?
content
pitched
Is the
appropriately?
Are key points highlighted and
relevant examples used?
Methods
→+
e.g.
Are
employed?
appropriate
methods
Is there adequate
variation?
Are
handouts
used
AV
aids
effectively
and
to
facilitate learning?
Teacher
→+
e.g.
Does
the teacher
interact
effectively with the audience?
voice
and
effective?
physical
Does
the
Is
presence
teacher
monitor understanding?
Particular strengths
Particular points for development
126
Appendix 12 - CiLT Microteaching Practical 2 - Feedback Sheet
Name:
Date:
Title / Topic:
Strengths
Weaknesses
Organisation and
preparation
Structure of content
Clarity and pitch
Appropriate
methods and
variety
Teacher qualities
and delivery
Developmental points from MT1
Comment:
127
128