The Certificate in
Learning and
Teaching
Participant Handbook
September 2011
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 Academic Support – Academic Services Group, Library Services
Paul Rodgers
Student Development & Support Manager – Student Services
Claire Shanks
Disability Co-ordinator – Disability and Dyslexia Support Service
Jane Simm
Careers Adviser – Careers Service
1.2 The Non-Teaching Team
April Dawson
PA/Secretary – 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 disciplinespecific 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 masterslevel 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
9
Education1 and the Ed.D. programme (Higher Education)2 within the School of
Education3.
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.
1
http://www.shef.ac.uk/education/courses/masters/teachlea/index.html
2
http://www.shef.ac.uk/education/courses/edd/eddpt/index.html
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
2.3 The National Context
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.
10http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStanda
rdsFramework.pdf
11http://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
12
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 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
13
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
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
14
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. MOLE2 can be accessed via the
University’s Portal MUSE:
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
15
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.
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
Thurs 19th April
2011
2012
2012
Mon 5th September –
Wed 4th January –
Mon 2nd April –
Wed 7th September 2011
Fri 6th January 2012
Wed 4th April 2012
Module
2
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
Thursday 8th March 2012
Wednesday 8th February 2012
Tuesday 10th April 2012
Friday 18th May 2012
Monday 11th June 2012
Thursday 21st June 2012
16
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 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
environment

To highlight a number of models of learning
17
within
a
multi-disciplinary

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:
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
18
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

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
19
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)

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
12
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
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:

Practical information (e.g. date, time, location etc. of teaching
session)

The
teaching
context
(e.g.
course/module,
level,
student
background and learning needs, subject needs)

The topic/theme being covered

Aims/learning outcomes of the session

Methods/techniques adopted and why

Particular issues that the participant would like the observer to
report back 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
21
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 postobservation 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 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.
22
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
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
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
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 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
24

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
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
25

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.)
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
26
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-inaction’ which characterises ‘on the ball’ adjustment in accordance to
immediate and 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.)?
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)
16
Schön, D. 1983 The Reflective Practitioner. London, Temple Smith.
27

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 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
28
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.
Using Online Activities in the Portfolio
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).
29
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 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
30
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. In Module 2
you will be concerned with the general approach you adopt to
31
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 of research principles used in your own subject research
32
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 pass the CiLT assessment, all criteria need to be judged ‘pass’
33
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 disciplinespecific 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.
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
34
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 teaching-content 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. One of these might,
for instance, be the CiLT teaching observation.
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, seminars, tutorials, problemsolving classes, undergraduate/postgraduate supervisions, personal tutoring,
online learning/teaching etc. Similarly, in Module 2 different sections may
relate to different components of the curriculum – the learning outcomes, the
35
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 learningdiary 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”.
36
Assessors on 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).
37
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 second marker will also moderate the viva, and will attend along
38
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
29th June 2012
21st September
2nd November
2012
2012
Practical (2),
10th – 13th January
2012
Teaching
observation,
39
Portfolio
16th -19th April
Support Session,
18th January
22nd February
2013
2013
Hand-in Date
Viva to be
Tutorial,
2012
Portfolio
composition
Module 2
Activities to be
Attendance
completed
attended by
5th – 7th September
2011
18th May 2012
29th June 2012
21st September
2nd November
2012
2012
18th January
22nd February
2013
2013
Online Activities,
Portfolio
4th – 6th January
Support Session,
2012
Tutorial,
Portfolio
composition
2nd – 4th April 2012
All portfolios should be submitted to the CiLT course administrator, April
Dawson,
in
Learning
and
Teaching
Services
(for
postal
address,
see
http://www.shef.ac.uk/lets/contactus). 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.
40
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.
41
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.
42

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.
43
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:
44

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.
45

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
46
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
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.
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
47
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
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.
48
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/1983/00000008/00
000002
(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).
Small Group Teaching
Tutor(s):
Nadine Wills
49
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_smallgroupsr
eport.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).
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
50
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/resourcedat
abase/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 both how group dynamics
and possible problems can arise in small group work.
51
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 ejournal subscription from:
http://www.informaworld.com/smpp/content~content=a713696161~db=all
(Accessed 14th August 2009).
52
Online list (with links) of evidence-based Groupwork journals:
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:
Why become a reflective practitioner in your teaching practice? The main
two reasons are simple: so that you can reproduce successes and learn how
to avoid or find solutions for problems that arise in ways that feel personally
useful and relevant to you. This session will act as an introduction to
reflective practice and consider different approaches that may make this
useful in your teaching. It also 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. Describe some main purposes of reflective practice
2. Consider why you might use reflection in your own teaching
practice
3. Understand some ways you are expected to apply the concept of
“reflective practitioner” in CiLT (and in your ongoing teaching
practice leading forward to the Portfolio)
53
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
54
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
55
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 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
face-to-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.
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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
Reflective Writing: Approaches to reflection (2)
Tutor(s):
Nadine Wills
Outline:
Reflection can be carried out either formally or informally and either during
or after the process to be reflected on has taken place. However, there
usually is an underlying methodology and an approach to be chosen.
Deciding on how to “evidence,” “record” or collect data to demonstrate
and support your reflective process is a key consideration. This session
focuses on personal reflective practitioner methodologies and evaluates
some ways you may want to record this for the Reflective Commentary as
part of your Teaching Portfolio by yourself or with others.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Consider how you already use reflection in your day-to-day life
2. Review some approaches to personal and peer reflection
Further Reading:
Arnold, Lydia and Ian Tyndal. “Discovering Reflective Practice” website.
57
2006. http://firstclass.ultraversity.net/~ian.tindal/rm/modeloverview.html
Biggs, John, Teaching for Quality Learning at University, 2nd edition,
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~ta
b=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/
58
Evaluation
Tutor(s):
Nadine Wills
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_eval
uation_of_teaching_oct_2005.pdf
(Accessed 14th August 2009).
Technology Enhanced Learning
Tutor(s): Esther Jubb
60
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
Equality and Diversity
Tutor(s):
Claire Shanks, Luke Desforges
61
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 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
62
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)
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)
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.
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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.
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.
64
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).
Authenticity and assumptions in reflection (3)
Tutor(s):
Nadine Wills
Outline:
This session focuses on how you might begin to apply reflective practice and
structure it for the reflective commentary section of your Portfolio. What are
some of the “issues” that arise when carrying out reflection and how do
you plan or prepare for them in your record-collecting process and
evaluation? Why might you want to systematically evaluate and share (in
this commentary) what your underlying assumptions or
strengths/weaknesses in teaching are? How might this impact on your
teaching, enhance your students’ learning and what sorts of changes could
it lead to in the future?
65
Learning Outcomes:
By the end of this session, participants will be able to:
1. Explore which of the reflective approaches mentioned are best
suited to your style
2. Consider your teaching philosophy
3. Describe the importance of exploring underlying assumptions and
being authentic in reflection
4. Evaluate different methods for analysing reflection (selfassessment and benchmarking)
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.
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
66
Outline:
The ability to effectively supervise research students is a key skill for many
university academic staff. This session will give candidates an opportunity to
discuss the aims of a PhD, 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 PhD project.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Identify areas of support for research supervision within the
University
2. Consider the aims of a PhD, the systems in place to achieve those
and the associated responsibilities
3. Discuss some of the key issues that arise in research supervision
relationships
4. Plan the progress of an ideal PhD project.
67
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/a
rt00007
(Accessed: 14th August 2009).
Microteaching Practical (1)
Tutor:
Luke Desforges, Esther Jubb, Nadine Wills
68
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
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.
69
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.
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
70
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
Critical Reading on Effective Learning and Teaching
Environments
Tutor(s):
Luke Desforges, Esther Jubb, Nadine Wills
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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
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.
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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=curricu
lum&sr=0&nh=10&cs=iso-8859-1&sc=heaportalresources&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
(Accessed 9th August 2010).
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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,
477-501 [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.
Fox, N., 2009. Plagiarism and Turnitin: an Educational Approach [online].
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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
(Accessed 14th August 2009).
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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=&ha
sh= (Accessed 2nd Sepetmber 2010).
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
79
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/resourcedatabas
e/id353_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), 5364. [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.
81
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_cont
exts_for_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.
82
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.
83
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/learningandemployabil
ity
(Accessed 14th August 2009).
Pool, L.D. and Sewell, P. Education and Training Vol.49 No.4, 2007, pp.277289 [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
_subject/p!eXbLc (Accessed 14th August 2009).
Universities UK and the CBI (2009). Available from:
http://www.cbi.org.uk/pdf/20090326-CBI-FutureFit-Preparing-graduates84
for-the-world-of-work.pdf (Accessed 14th August 2009).
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
research-based 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
2011).
85
(Accessed 2nd September
Brew, A. - Quality Conversations: HERDSA Conference, Perth, 2002.
Available online:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.94.2723&rep=rep
1&type=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:schola
r.google.com/+angela+brew+Conceptions+of+Research:+A+phenomenogr
aphic+study&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_Ex
panded_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%3B2C (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+s
cholarship&sr=0&nh=10&cs=iso-8859-1&sc=heaportalresources&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/resourcedatabas
e/id493_scholarship_of_teaching_healey.pdf (Accessed July 2011).
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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 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/resourcedatabas
e/id585_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:w
ww.heacademy.ac.uk/assets/documents/LinkingTeachingAndResearch_April
07.pdf+linking+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-
87
09_1D/ (Accessed 2nd September 2011).
Top Higher Education journals:
http://resources.glos.ac.uk/tli/prsi/support/hejournals.cfm (Accessed 2nd
September 2011).
Information Literacy and Resources in the Curriculum
Tutor:
Lyn Parker
Outline:
This session will introduce the participants to the services offered by the
University library, how to access them and how to enhance both their
teaching and their students’ learning by doing so.
Learning Outcomes:
By the end of this session, participants will be able to:
1. Describe the current situation with regard to library resources for
learning and teaching at Sheffield
2. Assess the usefulness of library-facilitated production of resource
lists and packs to their own discipline
3. Assess the usefulness of the Information Skills module to their
own discipline
Approaches to Evaluating Learning and Teaching
Tutor(s):
Luke Desforges
88
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_eval
uation_of_teaching_oct_2005.pdf
(Accessed 14th August 2009).
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Online Activities
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.
90
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
91
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
92
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:
Jossey-Bass.
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
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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.
94
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
95
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/
96
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/
97
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
98
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
Stage 1: 25th November
Stage 1: 23rd March
Stage 1: 28th June 2012
2 (Identifying and
2011
2012
Online Activity
1 (Identifying and
Responding to
Student Needs)
Responding to
Subject Needs)
Stage 2: 9th December
2011
Stage 2: 13th July 2012
Stage 2: 13th April 2012
99
Online Activity
3 (Critical
20th January 2012
18th May 2012
24th August 2012
Online Activity
Stage 1: 17th February
Stage 1: 15th June 2012
Stage 1: 21st September
4 (Critical
2012
Reading on
Effective Learning
and Teaching
Environments)
Reflection 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
100
September 2011
January 2012
April 2012
5th – 7th September 2011
4th – 6th January 2012
2nd – 4th April 2012
Online Activity
Stage 1: 7th October
Stage 1: 3rd February
Stage 1: 4th May 2012
1 (Inquiry Based
2011
2012
Module 2
Attendance
Block
Learning)
Stage 2: 18th May 2012
Stage 2: 21st October
Stage 2: 17th February
2011
2012
2nd December 2011
30th March 2012
29th June 2012
Online Activity
Stage 1: 6th January
Stage 1: 27th April 2012
Stage 1: 27th July 2012
3 (Scholarship of
2012
Stage 2: 11th May 2012
Stage 2: 10th August
Online Activity
2 (Critical
Reading on
Curriculum
Design and
Assessment)
Teaching and
Learning)
Stage 2: 20th January
2012
2012
Online Activity
Stage 1: 3rd February
4 (Evaluating
2012
CiLT)
Stage 1: 25th May 2012
2012
Stage 2: 22nd June 2012
Stage 2: 2nd March 2012
Portfolio
Stage 1: 24th August
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)
101
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
E
Small Group
O
Teaching
F
Lunch
Teaching
E
9.45 – 11:15
11:15-12.45
DAY 2
9:45
12.45-
1.30-2.45
Reflec
3:00-4:30
1.30
C
tion
21
F
E
E
9.10 –
Group Work
C
Supporting
O
Equality and
Students
F
Diversity
F
Lunch
Large Group
Teaching
O
F
F
E
E
E
E
Note, the precise order of delivery of workshops may be subject to change
102
Large Group Teaching
9.10 –
9.45 – 10:45
11:00-12:30
DAY 3
9.45
Evaluation
Enhanced
F
Learning
DAY 4
tion
Lunch
Voiceworks
O
F
E
E
E
9.45 – 11.00
11:15-12.15
Voiceworks
F
E
9.45
Reflec
2:45-4:15
C
Technology
O
F
tion
9.10 –
1.15-2:30
–1:15
C
Reflec
12:30
12.15-
1.00-2.30
2:45-3:50
1.00
Research
Supervision
4:30
C
C
O
O
F
F
E
Research
Lunch
Microteaching
F
Microteaching
F
Supervision
E
next
steps
Wednesday 9th November 2011
Tuesday 6th December 2011
Wednesday 8th February 2012
Tuesday 10th April 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 reflection on teaching
(4) Critical reading on Effective Learning and Teaching Environments
Appendix 4 – CiLT Module 2 Timetable 2011/201222
Delivery Dates:

22
Monday 5th September – Wednesday 7th September 2011
Note, the precise order of delivery of workshops may be subject to change
103
n and
E
Monday 10th October 2011
Friday 18th May 2012
CiLT
evaluatio
E
Microteaching Practical 2 (all sessions 1.00 – 4.00 pm):
Thursday 8th March 2012
4:00-
9.30
9.45 – 12.00
12.00 –
12.45 – 2.45
3.00 – 4.00
DAY 1
12.45
Intro
C
C
O
O
Principles of
F
CiLT
Curriculum
F
Mod 2
Design
to
E
Principles of
Lunch
Curriculum
(provided)
Principles of
Assessment
Design
E
9.30 – 11.00
Plagiarism
F
F
E
E
11.15 – 12:45
12:45
1.30 – 3.00
3.15 – 4.45
DAY 2
– 1.30
Feedback
C
C
O
O
F
Curriculum Design in
F
Practice
E
Lunch
F
Employability in
F
the Curriculum
Curriculum
E
9.30 – 11.00
Learning
Technologies in the
11.15 – 12.45
12.45 –
E
E
1.30 – 3.00
3.15 – 4.15
DAY 3
1.30
C
C
O
O
Research-based
F
Research-based
Learning in the
F
Curriculum
E
E
Information Literacy
F
Learning in the
and Resources in the
F
Curriculum
Curriculum
Lunch
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) Student needs in curriculum redesign
(2) Scholarship of Teaching and Learning
(3) Peer review of curriculum design
(4) Evaluating CiLT
104
E
E
Evaluating
Curricula
105
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.)?
6. What are the student
106
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?
107
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:
108
Other information (including relevant comments on the teaching space or context of
the teaching session within the module etc.):
Name:
Date:
109
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
110
Introduction
Comments:
Begins session on time
Creates appropriate
atmosphere/learning
environment
Ground rules or
expectations for behaviour
clear
111
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
112
handouts are appropriately
used and competently
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
113
Needs improvement
If “No,” please state what will
need to be addressed at the next
Observation (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.
114
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
development)
115
116
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
There is some consideration of the
There is limited or no reference to
the students being taught. This
students in terms of their
students.
may include identification of
background etc. but it is somewhat
individual student’s issues,
cursory and perhaps lacks
consideration of student
specificity to the particular
background, group dynamics etc.
group(s)/individual(s) being taught.
There is little reference or
demonstrated understanding to the
range of students and their
different learning requirements.
There is clear and convincing
There is evidence for consideration
There is little or no
exploration of how the particular
of how potential student
recognition/consideration of
needs/requirements of specific
needs/requirements may influence
potential needs/requirements of
groups and/or individuals may
students’ learning, but this is
the students could influence their
influence their learning.
perhaps superficial, descriptive and
learning.
general.
There is considered and convincing
There is some explanation of how
There is limited or no description
explanation of how actions taken in
actions taken in a teaching capacity
of how specific actions are taken
a teaching capacity support
respond to student needs and
in a teaching capacity in order to
learning in a way that can be
requirements, However, the
respond to student needs and
demonstrated as directly
observations/assumptions they are
requirements.
responding to student needs and
based on or interventions taken
requirements. Observations and
may be unconvincing.
interventions are convincingly
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
highlight the issues and
117
precise, considered description of
the issues/characteristics pertinent
characteristics pertinent to the
issues and characteristics particular
to it, but this is somewhat cursory
subject matter being taught.
to it.
and is perhaps confined to
disciplinary considerations and not
the specific subject matter being
taught.
There is clear and convincing
There is evidence for consideration
There is little or no consideration
exploration of how subject matter
of how subject matter
of how subject matter
issues/characteristics may impact
issues/characteristics may impact
issues/characteristics may impact
upon teaching and student
upon teaching and student
upon teaching and student
learning.
learning, but this is superficial,
learning.
descriptive and general.
There is considered and convincing
There is some explanation of how
There is little or no attempt to
explanation of how the design and
the design and delivery of teaching
show how subject matter
delivery of teaching session(s) have
session(s) has been influenced by
issues/characteristics have been
taken into account and are suited
the subject matter but this lacks
taken into account in the design
to the subject matter being taught.
depth, perhaps suggesting
and delivery of teaching
particular subject matter demands
session(s).
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
preparedness to change teaching
preparedness to change teaching
evaluation to change teaching
practice, but this may not be clearly
practice to enhance student
practice for the benefit of student
derived from evaluation of practice
learning.
learning.
or tied explicitly to evidence or
theory.
The ways in which proposed
How and why proposed changes to
The reasoning behind any change
changes in teaching practice will
teaching practice will enhance
is not mentioned.
118
enhance student learning are clearly
student learning may be described
and convincingly explained.
but are likely to be inadequately
explained.
Where relevant and possible, there
Where relevant and possible, there
There is little or no attempt, where
is appropriate evaluation of the
is some assessment of the impact
relevant and possible, to consider
impact that any changes in teaching
any changes in teaching practice
the impact any change has had on
practice have had on student
have had on student learning, but
student learning.
learning.
this is 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
knowledge of theories that have
insufficiently ascribed. There is
were 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
into learning and teaching
educational theory/literature to
the integration of such material
practice through consideration of
provide real insight into learning
with observations on practice may
educational theory, literature or
and teaching practice.
be poor and not provide
research.
meaningful 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.
119
Ability to reflect critically and credibly upon your teaching practice
Pass
Proceed
Resubmit/Refer
There is a clear understanding of
There are indications of an
There is little or no evidence for
the process of reflective writing as a
understanding of the process of
an understanding of the process
mechanism for the development of
reflective writing but there may not
or purpose of reflective writing.
practice in relation to teaching and
be an understanding of how it
its impact on student learning.
relates 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
its exploration of issues and may be
approach to reflection or evidence
used when reflecting on teaching
unfocussed or unable to
of a systematic exploration of
and its impact on student learning.
demonstrate impact on student
issues related to teaching and its
learning.
impact on student learning.
There is a genuine engagement
There is some engagement with the
There is little or no in-depth
with the process of reflection that
process of reflection, demonstrated
exploration of raised issues.
goes beyond describing events to
through the exploration of events
examine underlying assumptions,
and certain raised issues although
demonstrated through consistent
this will not always be in depth.
and 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
acknowledgement of what
contributes towards the formation
awareness of what contributes to
contributes towards the
of assumptions/beliefs and a
the formation of
formations of assumptions/beliefs.
willingness to think in ways which
assumptions/beliefs. There may not
question these.
be an attempt to think in ways
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.
120
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
There is some consideration of the
There is limited or no reference to
the students being taught. This
students in terms of their
students.
may include identification of
background etc. but it is somewhat
individual student’s issues,
cursory and perhaps lacks
consideration of student
specificity to the particular
background, group dynamics etc.
group(s)/individual(s) being taught.
There is clear and convincing
There is evidence for consideration
There is little or no
exploration of how the particular
of how potential student
recognition/consideration of
needs/requirements of specific
needs/requirements in relation to
potential needs/requirements of
groups and/or individuals in
curriculum design and assessment
the students in relation to
relation to curriculum
may influence students’ learning,
curriculum design and assessment
design/assessment may influence
but this is perhaps superficial,
could influence their learning.
their learning.
descriptive and general.
There is considered and convincing
There is some explanation of how
There is little or no attempt to
explanation of how specific actions
actions are taken in curriculum
show how s specific actions are
and taken are taken in curriculum
design/assessment in order to
taken in curriculum
design/assessment in order to
respond to student needs and
design/assessment in order to
respond to student needs and
requirements. However, the
respond to student needs and
requirements. Observations and
observations/assumptions they are
requirements.
interventions are convincingly
based on or interventions taken
described.
may be incomplete or
unconvincing.
Ability to employ appropriate methods/structure to the subject matter in curriculum design
and assessment
Pass
There is explicit reference to the
Proceed
There is some consideration of the
121
Resubmit/Refer
There is little or no attempt to
subject matter being taught and
subject matter being taught and
highlight the issues and
precise, considered description of
the issues/characteristics pertinent
characteristics pertinent to the
issues and characteristics particular
to it, but this is somewhat cursory
subject matter being taught.
to it.
and is perhaps confined to
disciplinary considerations and not
the specific subject matter being
taught.
There is clear and convincing
There is evidence for consideration
There is little or no consideration
exploration of how subject matter
of how subject matter
of how subject matter
issues/characteristics may impact
issues/characteristics may impact
issues/characteristics may impact
upon teaching and student learning
upon teaching and student
upon teaching and student
through curriculum
learning, but this is superficial,
learning.
design/assessment.
descriptive and general.
There is considered and convincing
There is some explanation of how
There is little or no attempt to
explanation of how the design and
the design of curricula/assessment
show how subject matter
delivery of curricula/assessment
has been influenced by the subject
issues/characteristics have been
have taken into account and are
matter but this lacks depth, perhaps
taken into account in the design
suited to the subject matter being
suggesting particular subject matter
of curricula/assessment.
taught.
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
preparedness to change
preparedness to change
evaluation to change
curricula/assessment, but this may
curricula/assessment to enhance
curricula/assessment for the benefit
not be clearly derived from
student learning.
of student learning.
evaluation of practice.
The ways in which proposed
How and why proposed changes to
The reasoning behind any change
changes in curricula/assessment will
curricula/assessment will enhance
is not mentioned.
enhance student learning are clearly
student learning may be described
122
and convincingly explained.
but are likely to be inadequately
explained.
Where relevant and possible, there
Where relevant and possible, there
There is little or no attempt, where
is appropriate evaluation of the
is some assessment of the impact
relevant and possible, to consider
impact that any changes in
any changes in
the impact any change has had on
curricula/assessment have had on
curricula/assessment have had on
student learning.
student learning.
student learning, but this is 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
knowledge of theories that have
insufficiently ascribed. There is
have been addressed in the
been addressed in the Module.
awareness demonstrated of
Module.
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
into learning and teaching
educational theory/literature to
the integration of such material
practice through consideration of
provide real insight into learning
with observations on practice may
educational theory, literature or
and teaching practice.
be poor and not provide
research.
meaningful 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
There are indications of an
There is little or no evidence for
the process of reflective writing as a
understanding of the process of
an understanding of the process
mechanism for the development of
reflective writing but there may not
or purpose of reflective writing.
practice in relation to curriculum
be an understanding of how it
123
design and assessment.
relates to the development of
practice.
Reflection is focused and there is a
There is no obvious focus or
systematic method or approach
Reflection may not be precise or
approach to reflection or evidence
used for reflection on curriculum
systematic in its exploration of
of a systematic exploration of
design/assessment.
issues and not be fully relevant to
issues in relation to curriculum
the areas of curriculum
design/assessment.
design/assessment.
There is a genuine engagement
There is some engagement with the
There is little or no in-depth
with the process of reflection that
process of reflection, demonstrated
exploration of raised issues.
goes beyond describing events to
through the exploration of events
examine underlying assumptions,
and certain raised issues although
demonstrated through consistent
this will not always be in depth.
and 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
acknowledgement of what
contributes towards the formation
awareness of what contributes to
contributes towards the
of assumptions/beliefs and a
the formation of
formations of assumptions/beliefs.
willingness to think in ways which
assumptions/beliefs. There may not
question these particularly in
be an attempt to think in ways
relation to their practice in the
which question these particularly in
realm of curriculum design and
relation to curriculum 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
genuine.
also be unsupported and too
general. Claims and conclusions
made are unconvincing.
124
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
125
by post
CiLT Portfolio Submission Receipt
Learning and Teaching Services confirm receipt of the following CiLT Portfolio:
Name of Participant: ________________________
CiLT Module:
Date:
One
Department: ______________________
Two
(circle as appropriate)
________________________
Received by (Print):
________________________
_________________________
126
Signature:
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
127
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
→+
e.g.
Is
the
teacher
able
to
manage the equipment, activities
and room?
designed
Are handouts well
and
the
session
appropriately timed?
Structure
1
2
+
e.g. Does the session have a clear
and
logical
learning
structure?
outcomes
Are
clearly
expressed and is the session
concluded effectively?
128
3
4
5
→
Content
1
2
3
4
5
2
3
4
5
2
3
4
5
→+
e.g. Is explanation clear? Is the
content pitched
appropriately?
Are key points highlighted and
relevant examples used?
Methods
1
→+
e.g. Are appropriate methods
employed?
Is there adequate
variation?
Are AV aids and
handouts
used
effectively
to
facilitate learning?
Teacher
1
→+
e.g. Does the teacher interact
effectively with the audience? Is
voice
and
effective?
physical
Does
presence
the
teacher
monitor understanding?
Particular strengths
Particular points for development
129
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:
130
131