CONTENTS
CONTENTS ............................................................................................................................. 1
PROGRAMME OVERVIEW .................................................................................................. 3
Course Team .................................................................................................................... 3
Aims of the programme.................................................................................................... 3
Programme content .......................................................................................................... 3
Programme Delivery ........................................................................................................ 4
Learning Outcomes and Assessment................................................................................ 4
PROGRAMME ACTIVITIES AND SUPPORT ..................................................................... 5
Academic Support ............................................................................................................ 5
Workshops: Indicative Content ........................................................................................ 5
Your personal tracking webpage ...................................................................................... 6
Teaching and Learning Showcase .................................................................................... 6
The PGA IAPP Blog ........................................................................................................ 6
Departmental Mentor ....................................................................................................... 7
BUILDING YOUR PORTFOLIO ........................................................................................... 8
Portfolio Development Plan ............................................................................................. 8
Portfolio Tasks ................................................................................................................. 8
Guidance on Portfolio Tasks ............................................................................................ 8
ASSESSMENT ...................................................................................................................... 12
Criteria............................................................................................................................ 12
Presentation of assessed work ........................................................................................ 13
General assessment procedures ...................................................................................... 13
RESOURCES ......................................................................................................................... 16
Online Resources............................................................................................................ 16
Core Texts ...................................................................................................................... 16
Further Reading .............................................................................................................. 16
General Texts ................................................................................................................. 16
Texts about Assessment ................................................................................................. 17
Texts about Student Learning ........................................................................................ 17
Texts about Teaching Techniques .................................................................................. 17
Texts about Diversity and Inclusion............................................................................... 18
APPENDIX 1- Portfolio Development Plan .......................................................................... 19
APPENDIX 2 - Portfolio Cover Sheet ................................................................................... 21
APPENDIX 3 - Observation form ......................................................................................... 23
1
2
PROGRAMME OVERVIEW
Part 1 of the programme “Introduction to Academic and Professional Practice” comprises of
either a 1-day workshop presented by the Learning and Development Centre or equivalent
programmes run within teaching departments. Part 1 is compulsory for all Postgraduates with
20 or more teaching contact hours in a year.
Part 2 of the programme provides formal accreditation for work in this area and is worth 30 Mlevel credits. The programme is twelve months and completion of part 1 (or equivalent) is a
prerequisite for enrolment on Part 2.
This guide relates to part 2 of the programme.
Course Team
Christine Smith
Jess Humphreys
Jenny MacDonald
Jayne Hunt
Course Leader
Course Tutor
Course Secretary
Course Secretary
Tel: 75580
Tel: 73109
Tel: 74012
Tel: 72874
All email enquiries should be addressed to pga@warwick.ac.uk.
Aims of the programme
This programme aims to meet the needs of postgraduates with teaching responsibilities. The
main aims of the programme are to equip you with:
1. A broad conceptual and practical understanding of the nature of learning in higher
education which is based on relevant educational theory.
2. Skills and competencies in the planning, delivery and evaluation of teaching and
learning activities.
3. Open and positive attitudes towards continuing professional development,
4. The ability to plan your own academic and professional development and an
understanding of how educational and disciplinary literature can inform your academic
and professional development.
Programme content
The following areas will be covered by participating in the programme activities and
undertaking and completing the portfolio tasks:
 Key ideas about student learning in higher education
 Approaches to large and small group teaching
 Evaluation techniques
 Undertaking classroom observation
 Giving and receiving feedback
 Assessment practices
 Inclusive education
 Reflective practice
 Professional development
 Working in the academic environment
3
Programme Delivery
This is a work-based learning programme which takes place over the period of twelve months.
It will comprise around 30 contact hours in the form of workshops, seminars and will include a
portfolio consultancy. There will be a further 30 hours to include teaching, tutorial/mentor
meetings and observation review meetings. You will need to carry out an independent study
for your portfolio. This will focus on reflecting on your practice and engaging with the
educational literature to complete a series of teaching activities that provide evidence for your
portfolio.
We recommend that you are teaching for a minimum of 12 hours a year. However participants
who have less teaching hours are strongly advised to contact the course team. The aim
is to ensure that you have time to undertake the teaching related activities required by the
programme. By teaching we mean, working with students and supporting their learning so this
may include lab demonstrating, seminars or tutorial work, running problem classes and
supervision of projects.
Learning Outcomes and Assessment
By the end of this module you should be able to:
 Plan and deliver teaching sessions informed by relevant principles of learning and
teaching
 Demonstrate how your academic and professional practice can be informed by
relevant educational and disciplinary research
 Demonstrate appropriate application of principles of inclusive education
 Exercise initiative, professional responsibility and sound judgement in interpreting
guidance and applying principles to complex problems and unpredictable situations
encountered in your academic and professional role
 Evaluate your own academic and professional practice in response to your own
reflections and analysis, feedback from students and colleagues, and reading in
relevant educational and disciplinary research
 Review, plan and undertake actions relating to the continuing development of your own
academic and professional practice
 Demonstrate clear and effective written and oral communication skills
You produce a portfolio of evidence (see page 8) to demonstrate how you have fulfilled these
requirements. Key elements of the portfolio are teaching observations, feedback activities,
session planning and reflections on your developing understanding of teaching and learning.
After the first workshop you will be asked to complete a portfolio development plan (see
Appendix 1, page 19) identifying when you will complete the teaching and learning activities
necessary to build your portfolio. At the end of the twelve-month programme you should
submit your completed portfolio.
4
PROGRAMME ACTIVITIES AND SUPPORT
Academic Support
The programme involves two full-day workshops, four shorter workshops (1.5 hours duration),
a short online activity and a portfolio consultancy. All the workshops are compulsory. Although
the portfolio consultancy is optional, it is highly recommended that you opt for this as it
provides an additional opportunity for support with the programme, your teaching and
completing the portfolio.
Dates for the programme activities can be found on the PGA website.
Workshops: Indicative Content
The workshops will give you the opportunity to discuss specific teaching and learning (and
where relevant or appropriate, broader e.g. university issues and requirements). They will
provide a forum for you to work with other participants to explore the different approaches to
teaching and learning and the implications of these.
Workshop 1:
 Introduction to the award
 Developing confidence/presence as a teacher
 Successfully managing small group teaching
o Motivating students – in and beyond the session
o Supporting a range of students
o Active listening
 Introduction to large group teaching
o Making your lectures engaging
o Supporting various learning styles
 Collecting a portfolio of evidence
Workshop 2:
 Marking and assessment
o Understanding departmental guidelines
o Giving feedback to students - written and verbal
o Practical tips for marking
o How students engage with feedback
 Developing reflective practice
o Collecting and using feedback from students
o Observing colleagues
o Being observed
o Becoming a reflective practitioner
 Building an action plan
Workshop 3: Reflective writing and portfolio tasks
Workshop 4: Inclusive Teaching

Independent online activity followed by a face-to-face group discussion
5
The two further workshops will be selected from the free-choice workshops’.
‘Free Choice’ Workshops
The ‘free choice workshops’ have been introduced to allow you to tailor the programme to
meet your needs and interests. You are required to attend two out a possible five workshops
(although you are encouraged to attend as many of the workshops as possible). Where
possible each workshop will be run twice in order to give you the best possible opportunity to
attend the workshops of your choice.
You will be asked to select your free choice workshops after you have attended workshop 1.
Indicative workshops
 Engaging your students in critical thinking
 Teaching for creativity in small group teaching
 Teaching for creativity in the sciences
 Introduction to e-learning
 Marking and giving feedback practical approaches
Your personal tracking webpage
This will be available in the participants’ area of the website.
You will be able to view your programme details such as
 Dates of workshops you have selected
 Dates of workshops you have attended
 Submission of the analytical account from PGA Part 1 and the portfolio development
plan
Please note that this web page is protected so that only you can view your programme details.
Teaching and Learning Showcase
This event, which is hosted by the LDC, IATL and the Library, provides an opportunity to
celebrate the excellent teaching and learning at Warwick. We encourage you to attend as it
provides an opportunity for you to explore the best practice and innovative teaching that is
taking place across the university.
The PGA IAPP Blog
http://blogs.warwick.ac.uk/pga-iapp/
The blog has been introduced so that the course team can inform you of
 Programme announcements (e.g. new optional workshop, reminders of workshops,
changes of venue etc)
 Notice of teaching and learning events of particular interest
 Links to resources (articles, books, websites etc)
 Tips and guidance on teaching from Warwick experts
6
We will also be inviting you to participate in the blog by:
 Commenting on the usefulness of the resources
 Giving feedback on the teaching and learning events
 Adding your own resources and teaching tips
 Posting questions (and answers) on teaching and learning, the programme or the
portfolio
Disciplinary-focused guidance and support will be provided by your departmental mentor.
Departmental Mentor
Who should be my departmental mentor?
Who you choose to be your mentor to support you through this programme is up to you. You
may have been allocated a mentor when you started in the department, in which case you
may wish to ask them if they will also be willing to be your mentor for this programme. It is
important that you choose someone who you feel comfortable with and who you feel able to
talk to openly about your teaching. It is crucial that the Mentor/Mentee relationship is based on
mutual respect
It is also important that this person is experienced with a number of teaching approaches, has
taught for several years in higher education and is based in your department (or related
discipline) at Warwick. You will need to ask them if they would be willing to be your mentor and
check that they have the time required to provide you with the necessary support and
guidance. If you have any concerns regarding mentorship, please contact pga@warwick.ac.uk
What does my departmental mentor do?
In general departmental mentors are expected to:
 Have relevant experience of teaching which is compatible with your subject area so
that they have an appreciation of the issues faced
 Provide support, advice and encouragement with regard to your skills, self-awareness
and capacity to undertake the IAPP programme
 Maintain confidentiality and trust in supporting you and your professional development
Departmental mentors normally provide specific support for their mentees by:
 Observing your teaching and provide an agreed, formatively focused, written report of
the observation using the relevant forms,
 Provide regular guidance, advice and support within a discipline-focused, departmental
context
 Second marking your portfolio (unless you request for your portfolio to be second
marked by a member of the LDA team)
7
BUILDING YOUR PORTFOLIO
Deadlines for submission of the portfolio development plan, draft portfolios and final
submissions can be found on the PGA website and will be posted to the blog:
Portfolio Development Plan
A portfolio development plan should be completed after the first workshop and emailed to
pga@warwick.ac.uk. In this plan you will identify when and how you plan to complete the
portfolio tasks. A copy of this plan can be found in the appendices (on page 19).
Portfolio Tasks
Your portfolio will be compiled from the completion of specific tasks as follows:







Two teaching observations with reflective comments for each one
Evidence of giving feedback to students with reflective comments
Evidence of collecting feedback from students with reflective comments
A session plan with reflective comments
A comparison of two contrasting learning events
A reflective overview of your academic and professional practice
Action plan for future personal and professional development
Please note that all of these tasks should be completed whilst you are enrolled on the
course (for example, you could not use a teaching observation that was conducted in the
past). Consult the course team if you are unsure about this.
You are asked to demonstrate all of the programme learning outcomes (see page 4) in your
portfolio. However, some learning outcomes may figure more prominently in a particular
section.
Guidance on Portfolio Tasks
It is important that throughout the portfolio you engage with the relevant literature to
support your discussions and arguments.
Teaching Observations
You will need to be observed teaching by your departmental mentor or an experienced
colleague (who has been teaching for several years in higher education). You also need to
observe an experienced colleague teaching. Guidance on the process will be given in the
workshops, but it is important to note that the following elements need to be included in your
portfolio:



Completed forms for both observations – signed by observer and observee
(see page 23)
Handouts/support materials used in the sessions observed
Short reflective summary (around 700 words) for each observation
8
The purpose of the reflective summaries is for you to:




Highlight key points arising from the observation (whether it is you being observed or
you observing someone else)
Write your thoughts and feelings about the process
Show what you learned from the experience
Consider the implications for your own teaching
Your reflective summaries should elaborate on appropriate sections of the teaching
observation forms and demonstrate your ability to respond to feedback from colleagues. The
focus is on reflection and analysis of your teaching and a consideration of how it could be
further enhanced. It is important that you engage with the literature to support your
discussions
Feedback to Students
This task requires you to demonstrate that you have given students feedback on their
performance during your time on the programme. You may have been involved in marking
their work – writing comments and assigning grades, or you may have given feedback in other
ways like giving feedback on presentations, laboratory work or seminar contributions. You’ll
need to provide evidence of the feedback you’ve provided and write a short (around 700
words) reflective summary about it. This reflective summary should:




Set the context for the feedback (in terms of the student group, module etc.)
Explain how it was provided (written comments, checklist, verbal etc.)
Explain why you made the decisions you did (the wording/phrasing of the feedback,
marks awarded etc.)
Outline any areas where you feel you could improve your feedback to students and
consider how you could make these improvements. Here it is particularly important that
you use the literature to support your discussions and areas that you have identified for
further development.
Feedback from Students
For this task you need to show how you’ve gathered feedback on your teaching from your
students. You may have collected this feedback in a number of ways such as via a standard
module questionnaire; a feedback questionnaire you’ve designed yourself; a feedback
exercise; focus group; discussions with students etc. You need to provide evidence of the
feedback, and then write a short (around 700 words) reflective summary about it. This
summary should:



Set the feedback in context in terms of who the students were, how the feedback was
collected and why you chose to use that approach
Summarise the feedback provided
Discuss how you might develop or change your practice as a result
Overall, your reflective summary should demonstrate that you are able to effectively evaluate
your own performance, and show that you are able to plan your further development and again
it is important that you use the literature to support your discussions.
9
Session Plan
You need to include a session plan that you’ve produced for one of your teaching sessions,
and write a short (around 700 words) reflective commentary about it.
You’ll need to describe how you planned and prepared for the session, and explain the
decisions you made. You should also review your plan having delivered the session. How did
the plan work in practice? What might you change if you were to run a similar session in the
future? Would you make any changes to the planning process?
Comparison of two contrasting learning approaches
This task is a longer piece of work (around 1500 words) and requires you to choose two
contrasting learning approaches (for example: two different teaching methods e.g. lecture and
seminar; laboratory practical and problem class or two different assessment methods e.g.
essay and oral presentation; exam and laboratory report), describe them and then analyse
them in terms of their similarities and differences. You should consider:



The role of the tutor
The sort of tasks students engage in or the skills they demonstrate
Strengths and weaknesses of the learning events and how some of these could be
addressed.
It’s essential that you provide evidence of background reading from a range of sources
(including generic and subject-based educational texts) to support your discussions.
In this section you are likely to demonstrate many of the programme’s learning outcomes.
However you could choose to explore particular learning outcomes in more depth in order to
focus on the areas of the teaching which is meaningful to you.
A reflective overview of your academic and professional practice
The final section of your portfolio is the longest piece of work (around 2000 words) and should
draw together reflections and experiences from your academic and professional practice over
the duration of this course. This will focus on your teaching development but could incorporate
reflections on your research work and other activities in your department and/or discipline.
In this section you are likely to demonstrate many of the programme’s learning outcomes
including your ability to evaluate your academic practice. You could choose to expand on
some of the issues raised in other parts of your portfolio, or to address issues not previously
discussed. The list below offers several examples of areas you could chose to focus on in
your reflective overview:
 Reflections on a developmental journey – as you undertake this programme chose one
set of seminars/demonstrations/lectures and keep a diary/blog of how each session
went and your plans for the next session. At the end of this block of teaching use your
reflections to write a ‘story’ which explores this developmental journey.
 Supporting a range of learners – consider how have you developed techniques to
support learners with different learning preferences, of a variety of ability levels and
from a range of backgrounds.
10
 Engaging students with their learning – reflect on the way in which you have developed
your teaching practice to engage students both within and beyond the session,
consider the different activities you have introduced and the feedback you have
received.
 Developing learners’ independent study skills – think about how you have facilitated
students to develop a range of transferable skills that will support their independent
learning.
 Linking teaching and research – explore the ways in which your teaching and research
have overlapped during the last twelve months and how these links could be
developed to support student learning.
It is essential that you underpin your discussions with evidence from a range of
background materials – illustrating that you have read around the issues and developed
an understanding of educational literature relevant to your practice.
Action plan for future personal and professional development
Your portfolio should result in the construction of a personal action plan for your further
development - building on points and challenges raised in the various tasks. The plan could
reflect the different areas of your role – your teaching, research, departmental or disciplinary
activities etc or focus just on your teaching. This plan can then be used as a tool for you to
monitor and review your progress as you develop as an academic. Guidance on presenting
your plan will be provided during the workshops
There may be other pieces of supporting evidence that you wish to include in your portfolio to
show your development during the programme and demonstrate your achievement of the
learning outcomes. You should clearly label these materials and explain their relevance.
11
ASSESSMENT
Criteria
In order for a pass to be gained in a module, the work presented for assessment must:
 Be sufficient in breadth and depth to enable proficiency to be inferred in the learning
outcomes of the module
 Make appropriate use of skills of analysis, reflection and evaluation
 Be accompanied by appropriately completed documentation
 Make appropriate use of reading on education principles and ideas to inform practice
Assessment within the Postgraduate Award in Introduction to Academic and Professional
Practice (PGA IAPP) programme operates in accordance with the University of Warwick’s
Social Studies assessment criteria.
You are required, within your final Portfolio, to demonstrate that you have addressed the
learning outcomes for the programme. It is not necessary to address all the learning
outcomes within each element of your Portfolio. For the shorter tasks you may only address a
few of the outcomes, but in the longer tasks you would expect to address the majority of them.
The following guidance is offered to participants in relation to the marking of work:
Pass
Work meriting a pass will normally demonstrate many of the following:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
Clear evidence that appropriate and identified learning outcomes have been met
Clear evidence of relevance to the candidate's own academic practice and development
The competent and scholarly organisation of material
A logical conclusion set within an appropriate context for the task
Clear evidence of background reading
The use (e.g. critique) of relevant underpinning theory
The coherent and logical progression of ideas
An awareness of broader departmental, disciplinary, institutional, national and international
contexts where appropriate
Competence in handling primary sources where used
Well reasoned conclusions which are indicative of a recognition that there are likely to be
inherent tensions both in relation to practice/practical situations and within the supporting
literature
Effective referencing of sources and authorities
In the case of the Portfolio demonstrate that all the specified components have been
satisfactorily completed
A high standard of English grammar and punctuation
An appropriate bibliography
A short abstract
NB. A 'pass' with minor corrections expected may be awarded in certain occasional instances.
12
Refer
a. Limited evidence of ability to demonstrate relevance of appropriate learning outcome(s)
b. Limited or even poor organisation of material
c. Limited relevance to candidate’s academic work
d. Restricted understanding of the subject of the submission
e. Little or no evidence of secondary reading
f. Limited awareness of broader departmental, disciplinary, institutional, national and
international contexts when clearly relevant
g. Little or no evidence of critique and comment
h. Limited coherence and limited evidence of critique and comment
i. Failure to recognise sufficiently the inherent tensions in both practice and literature
j. In the case of the portfolio, evidence that some specified components are incomplete
k. Insufficiently high standard of English grammar and punctuation
NB A ‘referral’ indicates that the candidate should, in the view of markers, be able to achieve a
pass with some re-working of the material.
Presentation of assessed work
Format
Work submitted should be written in English and, where possible, typewritten or wordprocessed. Text should be double-spaced in 12-point type on A4 metric size paper. Pages
should be numbered, on one side of the paper only, and with margins of at least two
centimetres. The portfolio should be presented in a folder or ring binder with pages securely
fastened, and sections clearly labelled.
Number of copies
Two copies of each piece of work should be submitted. One copy will be returned with
comments from the assessors. The second copy will be retained for consultation by the
external examiner. It is not normally necessary to require participants to re-present work for
the final Board of Examiners. It is, however, the responsibility of each participant to ensure that
they are able to make their work available at any point. It is therefore important that
participants make and keep their own copy of all work submitted.
Cover sheets
The Portfolio cover sheet is at the back of this guide (page 21). This needs to be at the front of
the portfolio you submit.
Anonymity
References to observations or other investigations should not identify students by name.
Members of staff should not be identified by name, although the observation forms do not
need to be anonymised.
General assessment procedures
Your portfolio will be double-marked, normally by members of the Learning and Development
Centre and your department respectively. If you do not want your department to mark your
work you should indicate this on the portfolio cover sheet.
13
Please contact the PGA team if any of the following situations arise:
 If, having enrolled on the programme, you find that you do not have enough teaching to
complete the portfolio tasks please contact the course team who will be able to talk
you through the available options.
 If for any reason you take a break from your studies at the University please ensure
that you inform the course team as soon as possible.
 If you have any concerns about meeting the submission dates please contact a
member of the course team to discuss your options. Any extension required should be
negotiated before the set date for submission.
Handing in work
Two copies of assessed work should be handed in or sent to Jenny MacDonald or Jayne Hunt,
the course secretaries, in the Learning and Development Centre (found on the 2nd floor of
University House). An email receipt for your portfolio will be sent to you.
Deadlines for submission of draft portfolios and final submissions can be found on the PGA
website.
Return of assessed work
Wherever possible, the team will return assessed work with written feedback no later than one
month after the Exam Board following the submission date. Official feedback and formal
confirmation of pass/refer can only be made after the External Examination Board has taken
place. You will be informed when you submit your portfolio when the next Exam Board is due
to take place.
Holding of assessed work
Participants must keep all assessed work until after the final meeting of the Board of
Examiners.
Normally, one of the two copies of assessed work submitted by participants will be retained
indefinitely by the Learning and Development Centre for the purposes of assessment
moderation and the monitoring of course development and impact. Confidentiality is strictly
maintained and no access to copies of assessed work is permitted to any persons other than
those directly involved in assessment procedures and those undertaking course review under
quality assurance arrangements recognised by the University. If you do not want copies of
your work retained beyond the minimum period required by University procedures, please
inform the Course Leader and arrangements will be made for them to be destroyed or, if
feasible, returned.
External examination
The module is subject to the normal arrangements and procedures for external examination of
postgraduate awards in the Faculty of Social Sciences. Candidates must be available for
interview by an External Examiner if required.
14
Appeal
In the event of a participant disagreeing with an assessment decision of a tutor, the following
procedure will be adopted:
i. The participant will be required to submit a written statement of the grounds for complaint
to the Course Leader.
ii. The statement, the submitted work, the assessor's decision and comments, assessment
guidelines and any other relevant information will be sent to an External Examiner, who
will adjudicate.
Complaints concerning the quality of teaching or of pastoral care on the course are a different
category of grievance, which should be brought to the attention of the Course Leader.
15
RESOURCES
Online Resources
See the website dedicated to this module for electronic copies of the forms included in the
appendices and selected online resources:
You are strongly advised to search the website of the Higher Education Academy
http://www.heacademy.ac.uk for further resources and reading. In particular, visit the website
for your subject centre http://www.heacademy.ac.uk/SubjectNetwork.htm for discipline-based
support.
Useful resources will also be posted to the PGA IAPP blog on a regular basis.
Core Texts
Fry, H., Ketteridge, S. & Marshall, S., eds (2003) A Handbook for Teaching and Learning in
Higher Education: Enhancing Academic Practice. 2nd Edition. London: Kogan Page. (Available
as an online book from the library catalogue)
Gibbs, G. & Habeshaw, T. (1992) Preparing To Teach: An Introduction to Effective Teaching in
Higher Education. 2nd Edition. Bristol: Technical and Educational Services.
Morss, K. & Murray, R. (2005) Teaching at University: A Guide for Postgraduates and
Researchers. London: Sage.
Race, P. (2007) The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and
Teaching. 3rd Edition. London: Kogan Page. (Available as an online book from the library
catalogue)
Further Reading
General Texts
Blaxter, L., Hughes, C. & Tight, M. (1998) The Academic Career Handbook. Buckingham: OU
Press
Biggs, J. (2003) Teaching for Quality Learning at University. 2nd Edition. Buckingham: OU
Press & SRHE.
Cannon, R. & Newble, D. (2000) A Handbook for Teachers in Universities and Colleges. 3rd
Edition. London: Kogan Page.
Prosser, M. & Trigwell, K. (1999) Understanding Learning and Teaching: The Experience in
Higher Education. OU Press & SRHE.
Ramsden, P. (2003) Learning to Teach in Higher Education. 2nd Edition. London: Routledge
Falmer. (Available as an online book from the library catalogue)
16
Texts about Assessment
Brown, S. & Glasner, A. (1999) Assessment Matters in Higher Education - Choosing and
Using Diverse Approaches. Buckingham: OU Press & SRHE.
Brown, S. & Knight, P. (1994) Assessing Learners in Higher Education. London: Kogan Page.
Dunn, L., Morgan, C., O’Reilly, M. & Parry, S. (2004) The Student Assessment Handbook:
New Directions in Traditional & Online Assessment. London: Routledge Falmer
Texts about Student Learning
Boud, D. (1995). Developing Student Autonomy in Learning. London: Kogan Page.
Gibbs, G. (1994) Improving Student Learning – Theory and Practice. Oxford Centre for Staff
Development, Oxford.
Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and
Development. London: Prentice Hall.
Vygotsky, L.S. (1962) Thought and Language. London: Wiley.
Texts about Teaching Techniques
Bligh, D. (1998) What’s the Use of Lectures? Exeter: Intellect.
Bligh, D. (2000) What's the Point in Discussion? Exeter: Intellect.
Brown, S. & Race, P. (2002) Lecturing: A Practical Guide. London: Kogan Page.
Exley, K. & Dennick, R. (2004) Giving a Lecture: From presenting to teaching. London:
Routledge.
Exley, K. & Dennick, R. (2004) Small group teaching: Tutorials, seminars and beyond. London:
Routledge.
Gibbs, G., Habeshaw, S. & Habeshaw, T. (1988) 53 Interesting Ways to Appraise Your
Teaching, Technical and Educational Services, Bristol.
Jacques, D. & Salmon, G. (2007) Learning in groups: A Handbook for face-to-face and online
environments. 4th Edition. London: Routledge.
Jenkins A., Breen, R. & Lindsay, R. (2003) Reshaping Teaching in Higher Education: Linking
Teaching with Research. London: Kogan Page. (Available as an online book from the library
catalogue)
Kahn, P. & Walsh, L. (2006) Developing Your Teaching: Ideas, insights and action. London:
Routledge.
17
Macdonald, Janet. (2008) Blended Learning and Online Tutoring: Planning Learner Support
and Activity Design. Gower, Aldershot.
Salmon, G. (2000) E-Moderating: The Key to Teaching and Learning Online. Kogan Page:
London.
Texts about Diversity and Inclusion
Adams, M. & Brown, S. (2006) Towards Inclusive Learning in Higher Education: Developing
curricula for disabled students. London: Routledge.
Carroll, J. & Ryan, J. (2005) Teaching International Students: Improving Learning for All.
London: Routledge.
Doyle, C. & Robson, K. (2002) Accessible Curricula: Good Practice For All. Cardiff: University
of Wales Institute. Available to download from:
http://www.heacademy.ac.uk/resources/detail/SNAS/snas_272
Jones, E. & Brown, C. (2007) Internationalising Higher Education. London: Routledge.
Powell, S. (2003) Special Teaching in Higher Education: Successful Strategies for Access and
Inclusion. London: Kogan Page. (Available as an online book from the library catalogue)
Riddell, S., Tinklin, T. & Wilson, A. (2005) Disabled Students in Higher Education:
Perspectives on widening access and changing policy. London: Routledge
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APPENDIX 1- Portfolio Development Plan
The following plan covers all the assessment requirements for this module. The first
requirement is to submit a portfolio development plan to your mentor and to the module leader
at the Learning and Development Centre. Please refer to the guidance within the course
handbook for further details of each component.
The deadline for submission of this document can be found on the LDC website. Email your
plan to: pga@warwick.ac.uk
Name……………………………………………….…
Department and contact details……………………………………………………………………...
..................................................................................................................................................
Mentor name and contact details………………………………………………………………..….
It is important that this person is experienced with a number of teaching approaches and has
taught for several years in higher education, and is based in your department (or related
discipline) at Warwick
1. Observations
Observing an experienced colleague
I anticipate observing……………………………………….…….………on…………………..……
(Identify a teaching event you are able to observe – you will need to provide reflective
comments on this event – around 700 words)
Being observed by your mentor
I anticipate being observed by ……………………………....………….on…………………..……
(You will need to provide reflective comments on this event – around 700 words)
Note: There are forms for planning an observation and for carrying one out at the back of this
guide. You will find guidance notes on observations on the PGA website. If your department
provides observation forms, you may prefer to use those.
2. Feedback
I will collect student feedback on my teaching on (specify the module and session)
……………………………………………………………………………………………..……………
You will need to accompany this feedback with reflective comments (around 700 words). You
will find guidance notes on student evaluation on the PGA website.
I will present feedback I have given to students on their work/performance on (specify the
module and session)
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……………………………………………………………………………………………..……………
3. Session Plan
I will provide a session plan on (specify module and session)
……………………………………………………………………………………………..……………
You will need to accompany this plan with reflective comments (around 700 words)
4. Compare two contrasting learning events
The two contrasting learning events (for example: two different teaching methods e.g. lecture
and seminar; laboratory practical and problem class etc or two different assessment methods
e.g. essay and oral presentation; exam and laboratory report) need not be ones you teach
(though they can be). Provide a description of the events and a reflective piece on them.
I anticipate comparing …………………………………………………………………………….…
because………………………………………………………………………………………..………
………………………………………………………………………………………….…..…………..
This piece of work should be around 1,500 words
5. A reflective overview of your academic and professional practice
This will draw together your reflections and experiences and be underpinned by educational
theory - around 2,000 words. Guidance on writing reflectively will be provided in the
workshops.
6. Action plan for future personal and professional development
Produce an action plan at the end to summarise areas for further development.
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APPENDIX 2 - Portfolio Cover Sheet
Participant’s name:
Please ensure that you have included the following in your portfolio:
Please tick

Table of contents

Reflective piece and letter of attendance from PGA Part 1

Observation of experienced colleague, with forms and
reflective comments

Being observed by mentor, with forms and reflective comments

Feedback to students and reflective comments

Feedback from students and reflective comments

Session plan with reflective comments

Comparison of two contrasting learning events

Reflective overview of academic and professional practice

Action Plan

Any other relevant evidence
It is normal practice for your portfolio to be marked by a member of the LDC team and your
departmental mentor. If you would prefer your departmental mentor not to see your work, we
can arrange for 2 LDC markers to assess your portfolio instead.
Please indicate your preference by ticking the relevant box below.
 I would like my portfolio to be second marked by my mentor: _________________ (name)
OR
 I would like my portfolio to be second marked by the LDC.
Signature:
Date:
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APPENDIX 3 - Observation form
Is this observation: (please tick)
You being observed by your mentor? 
You observing an experienced colleague? 
Part 1 Pre Observation
To be completed by the observee
Observee’s name
Observee’s department
Observer’s name
Observer’s department
Module Title
Mentor
Date
Peer
Adviser
Time
Session Title
Venue
Level
Year
Nature of session
Lecture
Seminar
Tutorial
Practical
Demonstration
Lab work
Other Please provide details
Learning outcomes
Please detail the learning outcomes for the session
What areas of your teaching would you find most useful to receive feedback on for
this session?
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Part 2 Post observation
To be completed by the observee
What went well during the observation?
Were there any issues/challenges? How did you manage them?
Part 3 Post observation
To be completed by the observer
Please provide feedback on the areas identified by the observee (see above)
Please comment on the following aspects of the session
Planning, organisation and structure.
Consider aspects such as; clarity of structure, context, links with previous sessions, learning
outcomes and how these were communicated to the students.
Delivery
Consider aspects such as; selection of appropriate methods and approaches, presentation,
engagement, pace, timing, use of language and the choice of learning resources.
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Content (if suitably qualified to comment)
Consider aspects such as; content pitched at correct level, currency, accuracy use of examples.
Student engagement and interaction
Consider aspects such as; use of questioning, determining student comprehension, management
of student interactions/questions, rapport, consideration of student diversity.
Overall style and ambience
Consider aspects such as; creating an appropriate learning environment, enthusiasm, confidence.
Part 4 Identifying next steps for the postgraduate student
To be completed jointly by the observer and observee
Recommendations and agreed actions
Consider the ways in which you can build on the strengths of this session and learn from any
challenges that arose.
Support
Is any additional support needed to address these recommendations? Where you will that support
come from? (Consider more experienced colleagues, peers and the educational literature.)
Observee
Observer
Name
Name
Signature
Signature
Date
Date
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