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The Certificate in Learning and Teaching

Participant Handbook September 2011

Learning and Teaching Services

School of Education

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Contents Section 1 – General Information 4

1.1 The Teaching Team 1.2 The Non-Teaching Team 1.3 Contact Information

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Section 2 – Background to the Certificate in Learning and Teaching 6

2.1 Introduction 2.2 The Local Context 2.3 The National Context

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Section 3 – Course Information 8

3.1 Requirements of the Course 3.2 Programme Aims and Learning Outcomes 3.3 Course Delivery 3.4 Recording Progress 3.5 Timetabling 3.6 Module 1: Effective Learning and Teaching Environments 3.7 Module 2: Assessment and Design of Learning Activities

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Section 4 – Assessment 13

4.1 Teaching Observation 4.2 Teaching Portfolio 4.3 Viva 4.4 Moderation 4.5 Appeals 4.6 Deadlines 4.7 Fails, Referral and Resubmission of Assessment 4.8 Extensions to Time-Limits for Portfolios

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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 8.2 Module 2

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Section 9 – Resources 61 Section 10 - Appendices 64

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Section 1 – General Information 1.1 The Teaching Team

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

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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 Nadine Wills Learning and Teaching Services 5 Favell Road Sheffield, S3 7QX Tel: (0114) 22 20428 E-mail: n.wills@sheffield.ac.uk

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Section 2 - Background to the Certificate in Learning and Teaching 2.1 Introduction The Certificate in Learning and Teaching (CiLT) is the University of Sheffield‟s initial professional development course on learning and teaching in higher education. CiLT adopts a scholarly, inter-disciplinary approach and in doing so seeks to foster a supportive and challenging environment within which participants will learn and exchange thoughts and experiences. It achieves this through a combination of strategies:

identifying, sharing and discussing disciplinary practice and convention in learning and teaching

exploring essential general principles and issues in learning and teaching practice

encouraging considered reflection upon the application of (inter-)disciplinary

and general principles and issues within both discipline-specific environments and the particular context of the University of Sheffield.

CiLT is intended to be completed part-time over a two-year period. Successful completion of CiLT is compulsory for all new academic staff employed by the University on a probationary contract. Successful completion leads to a masters-level certificate awarded by the School of Education (60 level-M points). Opportunities for further study are established via a pathway offering progression from CiLT to the M.Ed. in Teaching and Learning in Higher 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.

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.

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2.2 The Local Context Learning and teaching is a key element of professional practice at Sheffield with the University deservedly having built a high reputation for the quality of its educational provision. Maintaining and enhancing this standing is a thread that runs through the key functional goals of the institution‟s Mission, Values and Identity6 and the Sheffield Academic statement7. The University of Sheffield‟s Learning and Teaching Strategy 2011-2015 supports and reinforces this intention and identifies CiLT as a key element in the promotion of professional standards in higher education teaching within the institution.

2.3 The National Context 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.

6 http://www.sheffield.ac.uk/strategicplan/mvi

7 http://www.shef.ac.uk/hr/sheffieldacademic

8 National Committee of Inquiry into Higher Education (1997) Higher Education in the Learning Society.

NCIHE Report 1. London: HMSO. 9 “A further way in which higher education institutions can demonstrate their recognition of the

importance of teaching is to publish anonymised information for prospective and existing students about the teaching qualifications, fellowships and expertise of their teaching staff at all levels.” The Department for Business, Innovation and Skills (2011) Students at the Heart of the System. London, BIS. 10

http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStandardsFramework.pdf 11http://unistats.direct.gov.uk/

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Section 3 - Course Information 3.1 Requirements of the Course CiLT is a part-time course which will be normally completed over the course of two years, although extension into a third year is possible. It is designed to integrate into participants‟ daily professional practice in learning and teaching. The majority of the course, therefore, is work-based although there are additional elements which must be completed to a satisfactory standard before a candidate can be judged to have passed. Successful completion of CiLT normally involves:

Participation in approximately 45 hours of face-to-face workshops Participation in 8 online activities

Completion of a teaching observation process with a CiLT course tutor

Attendance of a portfolio support session (optional)

Satisfactory completion of two teaching portfolios, equivalent to 6,000 words in

length, and attendance of associated vivas

3.2 Programme Aims and Learning Outcomes

Aims To help lecturers and university teachers to become competent teachers with

the capacity for continuing professional development, critical reflection and a scholarly approach to their own course development

To encourage new lecturers to develop a genuine interest in and enthusiasm for teaching, a deeper understanding of processes of learning, confidence in 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

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K3 Knowledge of a range of assessment, curriculum design and evaluation methods appropriate to the subject area and the level of academic programme

K4 Understanding of the appropriateness and potential impact of learning technologies

S1 An ability to select and use teaching methods and learning activities that are

appropriate to the subject and to the stage of learners‟ development

S2 An ability to use strategies and techniques that actively involve students in learning and that promote independent and peer learning

S3 An ability to reflect upon experience as a means of analysing and evaluating performance and for facilitating continuing professional development

S4 An ability to select and use assessment methods and activities that are appropriate to the subject and to the stage of learners‟ development

S5 An ability to use models of the curriculum in their own course design strategies

S6 Attitudes consistent with a commitment to equity and equal opportunities

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 multi-disciplinary group setting with a series of structured activities to be conducted successively online via the University of Sheffield‟s My Online Learning Environment (MOLE2). Because the activities correspond to attendance hours, each online activity will result in a „product‟ that confirms engagement. As well as facilitating the maintenance of contact with the course after attendance of the module block, the online activities allow participants to receive tutor and peer feedback on both their thoughts on learning and teaching practice within their discipline as well as on their reflective writing, an integral component of the CiLT portfolio assessment (see section 4.2). The products of the online activities are also designed to be included directly in participants‟ portfolios, or to significantly inform the development of their portfolios. In advance of attending CiLT all participants will be asked to provide details of their University username. This is in order that accounts can be created giving participants

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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 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 1

Mon 12th September – Thurs 15th September 2011

Tues 10th January – Fri 13th January 2012

Mon 16th April – Thurs 19th April 2012

Module 2

Mon 5th September – Wed 7th September 2011

Wed 4th January – Fri 6th January 2012

Mon 2nd April – Wed 4th April 2012

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In addition, participants must attend the Microteaching Practical (2) session which is delivered separately between 1.00 – 4.00 pm on the following dates over the course of the academic year:

Monday 10th October 2011 Wednesday 9th November 2011 Tuesday 6th December 2011 Wednesday 8th February 2012 Thursday 8th March 2012 Tuesday 10th April 2012 Friday 18th May 2012 Monday 11th June 2012 Thursday 21st June 2012

Participants are advised that Microteaching Practical (2) should be completed after attending CiLT module 1, so that they have the opportunity in the interim to develop and extend their teaching practice and to experiment with what they have learned from the workshops attended. After attending each module block participants will need to satisfactorily complete a series of online activities. These will include both individual work and collaborative interaction with peers. The online activities are released successively over a period of approximately six months. Participants are expected to meet the set deadlines (see appendices 1 and 2) or, where legitimate reasons can be cited, to apply to the course director for an extension (section 4.8).

3.6 Module 1: Effective Learning and Teaching Environments The focus of this module is on teaching methods and the support of students‟ learning, both as individuals and as groups, within the „classroom‟ setting. It will examine a range of effective learning environments and student support systems. Lecturers‟ professional development is encouraged through exposure to a range of teaching techniques, styles of learning, advice from experienced staff and through the introduction of reflective practice and the observation of teaching.

Aims of Module 1: To stimulate a genuine interest in and enthusiasm for teaching

To encourage thought and reflection within a multi-disciplinary environment

To highlight a number of models of learning

To present a range of teaching methods and techniques for participants to

consider

To enhance understanding of a broad range of educational issues

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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 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

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3. Apply relevant models of the curriculum in their own course design strategies

4. Appraise their own development as professional educators through a process

of reflection Full session outlines for module 2, including online activities, can be found in section 8.2 and the timetabling of workshops for 2011/12 in appendix 4.

Section 4 - Assessment Module 1 and Module 2 of CiLT are assessed independently. Both modules have to be passed to satisfy the conditions of completing CiLT. The modules are assessed in the following ways:

Teaching observation (Module 1 only)

Teaching portfolio and viva

4.1 Teaching Observation Module 1 requires a satisfactory report on a teaching observation carried out within the participants‟ home department by a CiLT course tutor12. The areas of teaching which are observed by the CiLT course tutor are those which are outlined on the Observation pro-forma in Appendix 5, as appropriate to the session being observed. Although participants must have demonstrated a satisfactory level of teaching by the end of CiLT to successfully complete the course (and “Pass” the summative aspect of the Observation), the focus of the observation is very much intended to be constructive and developmental. The teaching observation is intended to provide participants with the opportunity for a focused conversation on their teaching within their disciplinary and departmental context, and participants are asked to identify the areas where they would most benefit from feedback. The teaching observations will comprise a three-stage process:

1. Pre-observation briefing The participant should inform their CiLT course tutor (via cilt@shef.ac.uk) in plenty of time when they would like their teaching to be observed. The session chosen for the observation can be set within any legitimate teaching context (e.g. lecture, seminar, tutorial, laboratory practical, clinic). The participant should produce a briefing document for the observer and forward it to him/her

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

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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 you are happy with them to talk to the students should an appropriate opportunity arise. After the teaching session has finished, the tutor may have brief conversation with the participant. However, detailed feedback and a copy of the written observations is made available at a later post-observation debriefing.

3. Post-observation de-briefing As soon as possible after the observed session, the participant should reflect how they perceived the session to have gone. This reflection should relate back to the information provided in the pre-observation briefing. Section A of appendix 6 can be used for this purpose. A short time after the observation (normally within a week), there should be a „de-brief‟ between the observer and the participant. This will include a discussion of issues that were raised within the pre-observation briefing and 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.

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Both the tutor‟s observation report and the participant‟s reflections, together with the pre-observation briefing, can be included as evidence in the Module 1 teaching portfolio.

If a teaching observation is not satisfactory in the first instance, then the participant will be invited to identify another session to be observed following the same process detailed above. Participants should also note that their departments will often also offer a teaching observation as part of the Annual Dialogue scheme, which is designed to encourage peer conversations about teaching to assist lecturing staff in developing their teaching. This gives you the opportunity to discuss your teaching with a fellow disciplinary expert. Your Departmental Director/Dean of Learning and Teaching will normally be able to provide details, or see the weblink below.

http://www.shef.ac.uk/lets/staff/professional-development/index

4.2 Teaching Portfolio

Portfolios Portfolios are an increasingly common method by which initial and continuing professional development is monitored and assessed, both inside and outside of the higher education sector13. Portfolios are composed of a body of work as opposed to a single item. In terms of assessment, they are not as constrained in content as more conventional methods, allowing the „author‟ a high degree of choice in what material to include in order to show they have achieved the assessment criteria to a satisfactory standard. In the case of CiLT, portfolios provide the necessary flexibility demanded by a work-based course in which the participants are drawn from a diverse range of disciplines where a wide variation of teaching methods and approaches are adopted. It is anticipated that portfolio assessment will provide the opportunity for participants to progress through the course by demonstrating competence through evidence derived from the discipline-specific areas in which they are involved and in which they are particularly interested. Both module 1 and module 2 of CiLT require the production of a teaching portfolio. In both cases the portfolios will be assessed in line with the specified assessment criteria as detailed later in this section. Both portfolios, in combination with their viva, have to be judged satisfactory for a participant to pass CiLT. The CiLT teaching portfolios comprise two key elements:

1. Evidence Evidence included within the portfolio will primarily derive from work developed during the participant‟s professional teaching practice within their

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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)

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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

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.)

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Module 2: Curriculum Design and Assessment

Documentation from CiLT sessions

Course documentation – module handbooks, E/1 forms, programme specifications etc.

Student evaluations

Details of assessment tasks

Examples of assessment tasks and associated documentation

Examples of assessment work (if appropriate)

Examples of marking schemes

Examples of model answers

Examples of feedback practice / feedback pro formas etc

Screen captures of online feedback processes

Extracts from documentation arising from relevant departmental learning and teaching committees / meetings

Documentation arising from relevant training courses

External examiner‟s comments

Extracts from relevant literature / research – either generic or discipline-based

Newspaper articles

Other evidence not directly associated with HE learning and teaching but which provides insight into the approach adopted (e.g. extra curricular coaching etc.)

It is important to stress that evidence included within the CiLT portfolios must have a reason for being there and must be clearly labelled to enable ease of cross-referencing with the second component of the portfolio, the reflective account. It is not necessary to include any evidence that does not inform the reflective account.

2. Critical Reflection The reflective element of the portfolio, equivalent to 6,000 words in length14, is likely to have been produced specifically for inclusion within the portfolio. This element provides coherence to the document and gives the evidence meaning by establishing its context and explaining what it has been included to show. The reflective account should therefore refer to the evidence and the evidence should support the reflective account: the two need to be explicitly and closely linked. Reflection has been viewed as means to solve problems, building upon experience in order to apply new insight or knowledge and identify appropriate

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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.

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avenues of approach for the future15. Importantly, reflection should not be viewed as the end result itself, but rather a means by which constructive ways forward can be determined. Reflection as it applies to CiLT, therefore, is a conscious (re-)examination of current knowledge, understanding and assumptions through structured consideration of experience (and other inputs) after the fact. This is what has been defined as „reflection-on-action‟ as opposed to „reflection-in-action‟ which characterises „on the ball‟ adjustment in accordance to immediate and present experience and observation16. Accordingly, the reflective writing associated with CiLT portfolios may build up as follows: Describe an activity or an experience. How did you think this activity /

experience would or should have gone and why did you think this (e.g. prior experience as a teacher or learner, research evidence / theory etc.)?

What was the activity / experience trying to achieve? What issue was it

attempting to resolve?

What aspects of the activity do you think / feel were successful and why?

What aspects of the activity do you think / feel were not successful and why?

What questions, problems or issues are raised by your experience?

Can you analyse and explain how and why the activity / experience evolved as it did? Can external sources (literature / research / theory) help?

Does your experience have implications for how you originally envisaged the

activity / experience would evolve?

How does your experience resonate with how you might approach the activity or issue in the future? What would you do next time?

If you have had the opportunity to return to the issue in question, you may then decide to include more evidence and revisit some of the questions raised above. For reflection to be critical, your account will also consider the broader context within which the activity / experience took place. This may involve 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

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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.

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assumptions and to challenge their validity if appropriate and imagine ways of thinking about issues that are „different‟17. Participants should aim to make the reflective account as genuine and honest as possible. It is inevitable that, given the portfolios are to be assessed by third parties, a degree of artificiality and „distance‟ will intrude upon the writing. However, for it to be useful as a developmental exercise, participants should be aware of this tendency and as far as possible maintain a personal and exploratory perspective as opposed a detached and justificatory one. Reflective writing, taken to its extreme, is never a finished product, but a constantly evolving practice intended to stimulate and facilitate professional development. Obviously however, for the purposes of CiLT the minimum requirement is that the portfolio demonstrates a satisfactory level of engagement and understanding with the module learning outcomes and the criteria by which the learning outcomes are assessed. Although there are no prescriptive rules on the proportion of evidence to reflective writing or vice versa, participants are encouraged to think carefully about the balance of each component. It is important to provide demonstrable evidence of relevant activity, but it is equally important that the assessor is both able to understand the purpose of, and intention behind, including particular evidence, whilst also being reassured that the participant is „engaging‟ with the portfolio composition process.

Using Online Activities in the Portfolio The online learning activities which form part of module 1 and module 2 (see section 3.3) are designed for participants to develop their capacity to reflect on learning and teaching. The products of the online learning activities can therefore be included in the portfolio. As the online learning activities provide a focus for thinking about learning and teaching at particular points in the module, it is important to note that where online activities are used in the portfolio, participants need to develop their content to present more recent thinking and development. This normally draws upon the feedback received following the online activity, as well as other subsequent ideas and experiences that the participant has had in the time since undertaking the online activity. Keeping in mind the need to add further reflective commentary to online activities, there are two ways of integrating these into the portfolio. The first is to use the online activity and further commentary within the reflective section of the portfolio. The material produced for online activities often provides a useful basis for chapters, sections or case studies within the reflective section. A second approach is to include one or more online activities within the „evidence‟ section of the portfolio. If this approach is taken, it is important to make sure that the reflective section both references the online activities so that they are firmly integrated into the portfolio, and

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).

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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 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 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

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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 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

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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‟ when the portfolio and viva are judged together i.e. the two methods are integral to the same assessment. Where the portfolio is not suitable to „proceed‟ to viva, the assessor‟s report will detail the areas for additional attention, and the participant will then be invited to resubmit within four weeks (section 4.7).

Organisation and Structure The precise content of the teaching portfolios is to a degree a decision for the individual. Evidence will relate to teaching practice in departments but equally it may include evidence from other sources which, though not necessarily directly linked to teaching activities, have had an impact upon the way those activities have been undertaken or been thought about. Having said that, the portfolio content should be organised in such a way to enable ease of compilation for the participant as well as ease of navigation for the assessor. The purpose of the portfolio is to demonstrate that participants are able to address the assessment criteria of the module within the discipline-specific context of their teaching. Only when the assessors are satisfied a participant has done this will they be allowed to proceed to viva. Each portfolio should have a clear contents page. Evidence should be labelled and, where the author is not the author of particular content, or where collaboration has taken place, this should be indicated. Links between the reflective account and the evidence should be clear and unambiguous to allow efficient cross-referencing by the assessor. It is worth emphasising that assessors will be looking for quality and not quantity. Consequently, participants should only include evidence that is relevant and directly referred to. Credit will not be given to evidence that does not seem to have any bearing upon what is said in the reflective accounts or is not otherwise explained as contributing towards satisfying the portfolio assessment criteria. It is appreciated that many CiLT participants may be unfamiliar with the portfolio method of assessment. The intention is therefore to offer support in the composition of the Module 1 portfolio by providing a possible starting point / framework from which the document can develop. This takes the form of the teaching observation process and documentation thereby created. This activity will lead participants through a process of action, self-reflection and dialogue which can be incorporated into the portfolio. Although there is no prescription on how the portfolio should be organised and structured, some of the more common models include:

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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, problem-solving 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 learning and teaching activities, assessment methods, feedback strategies and evaluation strategies for instance. As with previous models, contents and introduction and some form of conclusion are important. Journal-based

Where the portfolio is the result of continuous development over an extended period of time. The above models imply a specific exercise in putting together a piece of work for assessment. A journal based portfolio is likely to be a much more organic document, perhaps similar to a learning-diary where the „author‟ adds commentary and evidence as and when appropriate. The journal-based portfolio is perhaps the least-structured and often most fragmented of all the outlined models here but in many ways can be the most useful for the participant as a genuine medium through which to reflect and develop their practice. Some form of introduction is important and a conclusion picking out main points and how they map onto assessment criteria is often very useful.

Of course, combinations of the above and indeed alternative models are all equally valid ways of compiling CiLT portfolios. It is worth emphasising that the online activities, which participants complete after attending the module workshop block, are intended to provide material that can potentially be integrated into the portfolio.

Unfair Means

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Assessment of the CiLT programme is the means by which the University sets a standard in relation to teaching, and achieving this standard is normally integral to the probationary contract. It is fundamentally important that all participants are assessed fairly. As participants are academic members of staff, there is an additional expectation about the standards of academic practice on the CiLT programme. In submitting their portfolio, participants sign a declaration stating “I certify that this work is my own original work and that material has not been copied from any other work (published or otherwise) without acknowledgement in the text”. Assessors on 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.

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

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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).

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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 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:

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Module 1 Attendance Activities to be completed

Hand-in Date Viva to be attended by

12th – 15th September 2011

Online Activities, Microteaching Practical (2),

Teaching observation,

Portfolio Support Session, Tutorial, Portfolio

composition

18th May 2012 29th June 2012

10th – 13th January 2012

21st September 2012

2nd November 2012

16th -19th April 2012 18th January 2013 22nd February 2013

Module 2 Attendance

Activities to be completed

Hand-in Date Viva to be attended by

5th – 7th September 2011

Online Activities, Portfolio Support

Session, Tutorial, Portfolio

composition

18th May 2012 29th June 2012

4th – 6th January 2012 21st September 2012

2nd November 2012

2nd – 4th April 2012 18th January 2013 22nd February 2013

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.

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

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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.

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

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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.

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consider whether applying for a leave of absence would be more appropriate (see section 4.9).

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.

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.

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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:

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

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approved by the Teaching Quality Co-ordinator, then the process moves to the next stage.

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

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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.

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

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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

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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.

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/1983/00000008/00000002 (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).

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Small Group Teaching

Tutor(s): Nadine Wills

Outline:

Small group teaching is often associated with tutorials and seminars. The session will therefore explore the tutor‟s role in facilitating learning through a participative process. We will also consider how to manage the kinds of problems which can arise in small group work.

Learning Outcomes: By the end of this session, participants will be able to:

1. Define the advantages of small group teaching 2. Outline points of good practice in small group teaching 3. Evaluate common problems and possible lecturer interventions in small

group teaching 4. Reflect upon your own teaching practice through small group activities

Further Reading: Allan, D. Ed. In at the deep end: First experiences of university teaching. The Innovation in Higher Education series. Unit for Innovation in Higher Education: Lancaster, 1996. Bennett, C., Howe, C., Truswell, E. Small Group Teaching and Learning in Psychology: A review of research in small group teaching and suggestions for good practice. LTSN Report and Evaluation Series No.1: 2002. Available from: http://www.psychology.heacademy.ac.uk/docs/pdf/p20030116_smallgroupsreport.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 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/resourcedatabase/id476_facilitating_learning_in_small_groups.pdf (Accessed 2nd September 2010).

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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.

Learning Outcomes: By the end of this session, participants will be able to:

1. Define the role of the teacher in supporting groupwork 2. Outline points of good practice with groupwork 3. Explore the rationale for and different approaches to groupwork 4. Evaluate common problems in groupwork and group dynamics 5. Reflect upon your own teaching practice with group activities

Further Reading: Cartney, P, Rouse, A. 2006 The emotional impact of learning in small groups: highlighting the impact on student progression and retention. Teaching in Higher Education. 11 (1), 79-91. [online]. Available through University of Sheffield e- journal subscription from: http://www.tandfonline.com/doi/abs/10.1080/13562510500400180 (Accessed 2nd September 2010). Garfield, J. 1993 Teaching Statistics Using Small-Group Cooperative Learning. Journal of Statistics Education. 1(1) [online] Available from: http://www.amstat.org/publications/jse/v1n1/garfield.html (Accessed 2nd September 2010). Jackson, M. and Prosser, M., 1989. Less Lecturing, More Learning, Studies in Higher Education 14(1), 55-68 [online]. Available through University of Sheffield e- journal subscription from: http://dx.doi.org/10.1080/03075078912331377612 (Accessed 14th August 2009). Livingstone, D and Lynch, K., 2000. Group Project Work and Student-centred Active Learning: two different experiences, Studies in Higher Education Vol. 25, no. 3, pp. 325 – 345 [online]. Available through University of Sheffield e-journal subscription from: http://www.informaworld.com/smpp/content~content=a713696161~db=all (Accessed 14th August 2009).

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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)

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Further Reading: Brockbank, Anne and Ian McGill. Facilitating Reflective Learning in Higher Education 2nd Ed. Maidenhead: SRHE and Open University Press, 2007. Johns, Christopher. Becoming a Reflective Practitioner 3rd Ed. Oxford: Wiley-Blackwell, 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.1365-2934.2006.00717.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

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

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group teaching contexts 7. Critique your own lectures in the light of „good practice‟

Further Reading: Biggs, J., 2000. Enriching large class teaching, in J. Biggs Teaching for Quality Learning at University, pp. 97 to 120. Buckingham, Open University Press. Brown, S. and Race, P., 2002. Lecturing: a Practical Guide. Kogan Page, London. Morton, A.., 2009. Lecturing to Large Groups, in H Fry et al (ed) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (third edition), pp. 58 - 71. London, Kogan Page. Jackson, M. and Prosser, M. 1989. Less Lecturing, More Learning, Studies in Higher Education 14(1), 55-68 [online]. Available through University of Sheffield 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.

Learning Outcomes: By the end of this session, participants will be able to:

1. Understand the basic physical processes that support optimum speech and voice production

2. Recognise the factors that limit or reduce their effective transmission of the spoken message

3. Use strategies and techniques to promote more effective vocal production and projection

4. Self-evaluate the verbal elements of their performance in related workshops on presentation skills

5. Take action to limit the potential hazards of occupational voice use

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Reflective 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. 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/beyond-belief.org.uk/files/Real%20self-deception.pdf (Accessed July 2011). Mezirow, J. & Associates. (1990). Fostering critical reflection in adulthood. San Francisco: Jossey-Bass Publishers. Mohr, B. J., Smith, E. J., Watkins, J. M. (2000). “Appreciative Inquiry and Learning Assessment.” Journal of the Organization Development Network Vol. 32. 36-52. Available online: http://appreciativeinquiry.case.edu/intro/bestcasesDetail.cfm?coid=318 (Accessed July 2011). Moore, Alex. The Good Teacher: Dominant Discourses in Teaching and Teacher Education: Dominant Discourses in Teacher Education. Abingdon: 2004. http://www.informaworld.com/smpp/title~db=all~content=t734209746~tab=toc Mortiboys, Alan. Teaching with Emotional Intelligence: A step-by-step guide for

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higher and further education professionals. Abingdon: Routledge, 2005. Race, P. “Evidencing Reflection: putting the „w‟ into reflection.” HEA ESCalate Resource Website. Accessed August 2010. http://escalate.ac.uk/resources/reflection/

Evaluation

Tutor(s): Nadine Wills

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

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://www-new1.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/ps0073_evaluation

_of_teaching_oct_2005.pdf (Accessed 14th August 2009).

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Technology Enhanced Learning

Tutor(s): Esther Jubb

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

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.

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Learning Outcomes: By the end of this session participants will be able to:

1. Identify the obligations on the HE sector to deliver equality of opportunity for students.

2. Explain the role and boundaries of teaching staff in providing equality of opportunity.

3. Identify wider sources of help/referral for students with particular needs within the University of Sheffield.

4. Explain good practice in teaching students with varied needs, and apply this knowledge to situations arising in the participant‟s teaching context.

Further Reading: Adams, M. & Brown, S., 2006. Towards Inclusive Learning in Higher Education: Developing curricula for disabled students. (Oxon: Routledge) The Open University, 2006. Making Your Teaching Inclusive. www.open.ac.uk/inclusiveteaching (Accessed 9 August 2010) Doyle, C. & Robson, K., 2002. Accessible Curricula: good practice for all (Cardiff: UWIC Press) South West Academic Network for Disability Support, 2002. SENDA Compliance in higher education: an audit and guidance tool for accessible practice within a framework of teaching and learning. http://www.plymouth.ac.uk/pages/view.asp?page=3243 (Accessed 9 August 2010) 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

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presented. We will explore a professional approach to identifying potential problems and dealing with urgent and emergency situations. There will be opportunities for participants to discuss difficult situations and confidentiality and how these could be dealt with in a professional manner.

Learning Outcomes: By the end of the session participants will be able to:

1. Identify the role of Personal Tutor 2. Consider the factors that lead to students experiencing difficulties. 3. Assess students welfare needs, and identify network of information and

support for academic staff engaged in supporting students. 4. Apply a professional approach to the support of students

Further Reading: Fallows, S., 2003. Teaching and Learning for Student Skills Development, in H Fry et al (ed) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (second edition), pp. 121 - 133. London, Kogan Page. http://books.google.co.uk/books?id=-909T4JBBiEC&lpg=PR3&pg=PR3#v=onepage&q&f=false (Accessed 9 August 2010) Gosling, D., 2003. Support Student Learning, in H Fry et al (ed) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (second edition), pp. 162 - 181. London, Kogan Page. http://books.google.co.uk/books?id=-909T4JBBiEC&lpg=PR3&pg=PR3#v=onepage&q&f=false (Accessed 9 August 2010) On Personal Tutoring: Resources for staff who are involved in supporting students at The University of Sheffield http://www.shef.ac.uk/ssd/welcome.html (Accessed 29th July 2010) Wheeler, S and Birtle, J. 1993 A Handbook for Personal Tutors. Open University Press.

On Personal Development Planning (PDP): Information on Personal Development Planning (PDP) [online]. Available at: http://www.heacademy.ac.uk/ourwork/learning/pdp (Accessed 9th August 2010). On Personal Issues: Advice on supporting students from The University of Sheffield Counselling Service [online]. Available at: http://www.shef.ac.uk/counselling/advice (Accessed 9th August 2010).

Virtual leaflets on a range of issues that may affect students [online]. Available at: http://www.rhul.ac.uk/counselling/Common-Problems.html (Accessed 9th August 2010).

Authenticity and assumptions in reflection (3)

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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?

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 (self-assessment 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)

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Research Supervision

Tutor(s): Esther Jubb

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.

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/art00007 (Accessed: 14th August 2009).

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Microteaching Practical (1)

Tutor: Luke Desforges, Esther Jubb, Nadine Wills

Outline: Constructive feedback within a supportive environment and personal reflection are important means by which to improve upon teaching practice. After delivering a short session upon a subject with which they are comfortable, this session will provide an opportunity for participants to both engage with active reflection and to receive objective feedback on their teaching from a small group of peers and a CiLT tutor.

Learning Outcomes: By the end of this session, participants will be able to:

1. Evaluate their own teaching practice through reflecting upon a video of themselves teaching and consideration of peer feedback

2. Outline some points of good practice in teaching to a small group 3. Identify points for improvement in their own teaching practice

Microteaching Practical (2)

Tutors: Luke Desforges, Esther Jubb, Nadine Wills

Outline: A half-day session, which should be completed after the first microteaching session so that participants have the opportunity in the interim to develop and extend their teaching practice and to experiment with what they have learned from the workshops attended. Participants will be expected to have addressed a key developmental point identified in Microteaching 1. Feedback in this microteaching session is from both peers and course tutors.

Learning Outcomes: By the end of this session, participants will be able to:

1. Assess the degree to which they have improved a developmental point identified in Microteaching Practical 1

2. Evaluate their own teaching practice through consideration of peer feedback

3. Identify points for improvement in their own teaching practice

Online Activities

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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

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

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Critical Reading on Effective Learning and Teaching Environments

Tutor(s): Luke Desforges, Esther Jubb, Nadine Wills

Outline: The purpose of this activity is to encourage participants to engage with both generic and discipline-specific literature and resources on a particular aspect of teaching practice relevant to module 1. Participants will be required to produce a critical précis of what literature and research says about this aspect of teaching practice. This activity directly maps onto portfolio criterion 4 and is therefore an opportunity for participants to develop a piece of work which can be incorporated into their portfolio.

Learning Outcomes: By the end of this session, participants will be able to:

1. Identify literature, research and resources relevant to a particular aspect of teaching practice

2. Critically evaluate the value of this material in informing their own understanding of learning and teaching practice

Critical Reflection on Teaching and Learning

Tutor(s): Luke Desforges, Esther Jubb, Nadine Wills

Outline: The purpose of this activity is to encourage participants to explore their own approach to teaching from a critically reflective standpoint. This activity is relevant to portfolio criterion 5 and is intended to allow participants to develop their own sense of critical reflection in order to be able to more effectively develop in their role as higher education teachers.

Learning Outcomes: By the end of this session, participants will be able to:

1. Explore their own approaches to teaching 2. Identify assumptions / presumptions which underlie their practice 3. Explore the legitimacy of maintaining these assumptions / presumptions

or challenging them.

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8.2 Module 2

Workshops

Principles of Curriculum Design

Tutor(s): Luke Desforges

Outline: This session will seek to throw light on issues that need to be considered when devising new programmes and curricula: what are curricula? What types of curriculum design are there? What components make up curricula and what factors influence their construction? It will look at the notion of „constructive alignment‟ in curriculum design, what it means and how it can be achieved in practice.

Learning Outcomes: By the end of this session, participants will be able to:

1. Distinguish the components and influences which shape curricula 2. Describe different approaches to curriculum design 3. Evaluate the currently favoured approach to curriculum design –

constructive alignment 4. Outline the process of programme approval at the University of Sheffield.

Further Reading: Biggs, J., 2003. Constructing learning by aligning teaching: constructive alignment, in J. Biggs, Teaching for Quality Learning at University, pp. 11 - 32. Birmingham, Open University Press. Biggs, J. and Tang, C., 2007. Teaching for Quality Learning at University (3rd ed.). Open University Press. Biggs, J., 2003. Aligning teaching and assessment to curriculum objectives [online]. Available at: http://event.ua.pt/iched/main/invcom/p182.pdf (Accessed 14th August 2009) D‟Andrea, V-M., 2003. Organising Teaching and Learning: Outcomes-based Planning, in H Fry et al (ed) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (second edition), pp. 26 - 41. London, Kogan Page. Higher Education Academy Resources Database: Curriculum [online]. Modify search is desired. Available at: http://search2.openobjects.com/kbroker/heaportal/resources/search/search.lsim?qt=curriculum&sr=0&nh=10&cs=iso-8859-1&sc=heaportal-resources&sm=0&ha=1230&sf=&mt=1&x=27&y=7 (Accessed 14th August 2009).

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Principles of Assessment

Tutor(s): Nadine Wills

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_johnston-assessment_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). 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/

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(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]. 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

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(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).

Johnston, B., 2006. The Concept of Plagiarism [online]. Available from: http://www.palatine.ac.uk/files/927.pdf (Accessed 14th August 2009).

Giving Feedback

Tutor(s): Nadine Wills

Outline: Feedback enables teachers to inform students of their progress and how they might improve their performance in the future. It can be a means of motivating students and encouraging them to achieve their maximum potential and opening up a dialogue about the learning experience. However, feedback can also serve to confuse, discourage and de-motivate. This session introduces the practice of giving effective and useful feedback as a skill that can be learned and/developed by teachers to and with students.

Learning Outcomes: By the end of this session, participants will be able to:

1. Describe the purpose of giving feedback to enhance student learning 2. Consider points of good practice in giving feedback that is useful to their

students 3. Evaluate the value of involving students in feedback and different modes of

delivery

Further Reading: Bailey, R., Garner, M. 2010 Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices Teaching in Hgiher Education 15 (2), 187-198. [online] Available through University of Sheffield e-journal subscription from: http://www.informaworld.com/smpp/content~content=a920961608?words=&hash= (Accessed 2nd Sepetmber 2010). Glover, C. & Brown, E. 2006 Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? Bioscience Education, 7(3). http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.aspx (Accessed 2nd Sepetmber 2010). Juwah, C, Macfarlane-Dick, D, Matthew, B, Nicol, D, Ross, D, Smith, B., 2004. Enhancing

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student learning through effective formative feedback [online]. Available from: http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/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), 53-64. [online] Available through University of Sheffield e-journal subscription from: http://www.informaworld.com/smpp/content~db=all~content=a713696218 (Accessed 2nd September 2010).

Curriculum Change

Tutor(s): Luke Desforges

Outline: This session looks at the planning and implementation of changes to curricula. Identifying specific changes to a module often requires consideration of the needs of a number of different „stakeholders‟, not only students but also the degree programme, the discipline, the University and other external bodies. Curriculum change also requires time and commitment from academic teaching staff. How can a module leader negotiate all these different „interests‟, and influence others to implement changes to teaching?

Learning Outcomes: By the end of this session, participants will be able to:

1. Evaluate the drivers influencing on your work in designing curricula. 2. Identify issues in managing change 3. Plan changes to curricula with a strong rationale.

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Further Reading: Biggs, J., and Tang, C 2007. Implementing constructive alignment, in J. Biggs and C. Tang, Teaching for Quality Learning at University, pp. 247 - 283. Birmingham, Open University Press. D‟Andrea, V-M., 2003. Organising Teaching and Learning: Outcomes-based Planning, in H Fry et al (ed) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (second edition), pp. 26 - 41. London, Kogan Page. Imaginative Curriculum Network (undated) Contexts for Curriculum Design: working with external pressures, http://www.heacademy.ac.uk/resources/detail/resource_database/id57_contexts_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.

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

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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.

Learning Outcomes: By the end of this session, participants will be able to:

1. Define your views on employability within an HE context 2. Describe the skills and attributes you wish to develop in your

students/researchers through your courses/departmental strategies etc.

3. Describe techniques and learning approaches currently practiced which may be incorporated into the curriculum to support the demonstration of employability

4. Access sources of support accessible to individuals who wish to develop employability within the curriculum

Further Reading: CIHE (The Council for Industry and Higher Education). A range of publications: http://www.cihe-uk.com/publications.php (Accessed 14th August 2009).

Higher Education Academy: Learning and Employability Series. http://www.heacademy.ac.uk/resources/publications/learningandemployability (Accessed 14th August 2009).

Pool, L.D. and Sewell, P. Education and Training Vol.49 No.4, 2007, pp.277-289 [online]. Available from: http://www.emeraldinsight.com/0040-0912.htm (Accessed 24 July 2007)

Prospects website. Options with your degree and skills listed. http://www.prospects.ac.uk/cms/ShowPage/Home_page/Options_with_your_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-graduates-for-the-world-of-work.pdf (Accessed 14th August 2009).

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Research-based Learning in the Curriculum

Tutor(s): Nadine Wills

Outline: There can be little doubt that one of the key characteristics of the University of Sheffield is its emphasis on research-led teaching. The student experience is one that should be enriched through the research carried out by academic and research staff. This session explores some of the ways that the relationship between teaching and research can be articulated and what impact it may have on students.

Learning Outcomes: By the end of the session, participants will be able to:

1. Outline why research-based learning is important 2. Articulate ways in which teaching and research can be linked 3. Describe a number of examples of research-led teaching 4. Explore different approaches to learning and assessment that support

research-based learning 5. Discuss common problems that may arise with an inquiry or 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 (Accessed 2nd September 2011). Brew, A. - Quality Conversations: HERDSA Conference, Perth, 2002. Available online: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.94.2723&rep=rep1&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:scholar.google.com/+angela+brew+Conceptions+of+Research:+A+phenomenographic+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_Expanded_Definitions_of_Scholarship,_the.7.aspx (Accessed July 2011).

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Hattie, J. and Marsh, H.W. “The relationship between research and teaching: A meta-analysis.” Review of Educational Research 66(4), 1996: 507-542 [online]. Available through University of Sheffield e-journal subscription from: http://links.jstor.org/sici?sici=0034-6543%28199624%2966%3A4%3C507%3ATRBRAT%3E2.0.CO%3B2-C

(Accessed 14th August 2009). Higher Education Academy Resources Database: Research and Scholarship [online]. Available at: http://search2.openobjects.com/kbroker/heaportal/resources/search/search.lsim?qt=research+and+scholarship&sr=0&nh=10&cs=iso-8859-1&sc=heaportal-resources&sm=0&ha=1230&sf=&mt=1&x=32&y=3

(Accessed 14th August 2009). Healey, M. “The scholarship of teaching in higher education: an evolving idea.” Higher Education Academy: 2001. Available at: http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id493_scholarship_of_teaching_healey.pdf (Accessed July 2011). Healey, M. “Promoting lifelong professional development in geographical education: developing the scholarship of teaching in higher education in the 21st century.” Invited paper presented to the plenary session of the 29th International Geographical Congress on 'Developing Geographical Educators for the 21st Century', 14-18th August 2000, Seoul, Korea. Available at: http://www.chelt.ac.uk/gdn/confpubl/seoul.htm (Accessed July 2011). Jenkins, A. “The relationship between teaching and research: where does geography stand and deliver?” Journal of Geography in Higher Education, 24 (3), 2000: 325-351. Available online: http://math.haifa.ac.il/robotics/UBC/Reaearch-Teaching/Alan-JGHE2000.pdf (Accessed July 2011). Jenkins, A. and Healey, M. Institutional Strategies to link research and teaching. Higher Education Academy: 2007. Available online: http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/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:www.heacademy.ac.uk/assets/documents/LinkingTeachingAndResearch_April07.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/mar15-09_1D/ (Accessed 2nd September 2011).

Top Higher Education journals:

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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

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

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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://www-new1.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/ps0073_evaluation

_of_teaching_oct_2005.pdf (Accessed 14th August 2009).

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

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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 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.

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

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Outline: In this activity you will be asked to undertake an evaluation of CiLT by using a variation of one of the methods outlined in the Approaches to Evaluating Learning and Teaching Session. The intention is to both allow you to judge how successful and useful this student-centred approach to evaluation is, as well as to provide a format within which you can take ownership of the evaluation construction and its completion.

Learning Outcomes: By the end of this session, participants wil:

1. Have been provided with the opportunity to participate in the construction of an evaluation for CiLT

2. Have participated in the completion of a student-centred approach to evaluation

3. Be able to evaluate the value of a student-centred approach to course evaluation

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Section 9 – Resources Resources to support specific CiLT workshops are provided in the preceding section. Further resources, as appropriate, will be provided during the workshops in question. Further information on relevant subjects will be available from the University Library which holds a large number of books and journals about higher education. There is also the Staff Open Learning and Resources centre (SOLAR) situated in the Staff Development Unit, 301 Glossop Road which holds a number of journals, books and reports as well as video and computing materials. The following is a brief list of titles, which are suitable for further reading on University learning and teaching. Banks S, Lally V and McConnell D (2002) Collaborative E-learning in Higher Education Issues and Strategies: University of Sheffield School of Education Biggs, J. and Tang, C. 2007. Teaching for Quality Learning at University (3rd edition). Maidenhead: SRHE and Open University Press. Boud, D. and Falchikov, N. (eds.) 2006 Rethinking assessment in higher education: learning for the longer term. London: Routledge. Brookfield, S.D. 1995 Becoming a critically reflective teacher. San Francisco: 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 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.

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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. 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

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Innovations in Education and Teaching International International Journal of Academic Development Open Learning Perspectives: Policy and Practice in Higher Education 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/ 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/

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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

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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 2012

16th – 19th April 2012

Microteaching Practical 2

See CiLT course handbook p. 11

See CiLT course handbook p. 11

See CiLT course handbook p. 11

Online Activity 1 (Identifying and Responding to

Student Needs)

28th October 2011

24th February 2012

1st June 2012

Online Activity 2 (Identifying and Responding to

Subject Needs)

Stage 1: 25th November 2011

Stage 2: 9th December 2011

Stage 1: 23rd March 2012

Stage 2: 13th April 2012

Stage 1: 28th June 2012

Stage 2: 13th July 2012

Online Activity 3 (Critical Reading on Effective Learning

and Teaching Environments)

20th January 2012

18th May 2012

24th August 2012

Online Activity 4 (Critical Reflection

on Teaching)

Stage 1: 17th February 2012

Stage 2: 29th February

2012

Stage 1: 15th June 2012

Stage 2: 29th June 2012

Stage 1: 21st September 2012

Stage 2: 5th October 2012

Teaching Observation

(advised)

Semester 1 2011-2012

Semester 2 2011-2012

Semester 2 2011-2012 / Semester 1 2012-2013

Portfolio (submission date)

18th May 2012 21st September 2012 18th January 2013

Viva (advised)

By 29th June 2012 By 2nd November 2012 By 22nd February 2013

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Appendix 2 – CiLT Module 2 Deadlines 2011/2012

September 2011 January 2012 April 2012

Module 2 Attendance Block

5th – 7th September 2011

4th – 6th January 2012

2nd – 4th April 2012

Online Activity 1 (Inquiry Based

Learning)

Stage 1: 7th October 2011

Stage 2: 21st October 2011

Stage 1: 3rd February 2012

Stage 2: 17th February 2012

Stage 1: 4th May 2012

Stage 2: 18th May 2012

Online Activity 2 (Critical Reading on Curriculum Design and Assessment)

2nd December 2011

30th March 2012

29th June 2012

Online Activity 3 (Discipline Based Curricula and the

Scholarship of Teaching)

Stage 1: 6th January 2012

Stage 2: 20th January 2012

Stage 1: 27th April 2012

Stage 2: 11th May 2012

Stage 1: 27th July 2012

Stage 2: 10th August 2012

Online Activity 4 (Evaluating CiLT)

Stage 1: 3rd February 2012

Stage 2: 2nd March 2012

Stage 1: 25th May 2012

Stage 2: 22nd June 2012

Stage 1: 24th August 2012

Stage 2: 21st September

2012

Portfolio (submission date)

18th May 2012 21st September 2012 18th January 2013

Viva (advised)

By 29th June 2012 By 2nd November 2012 By 22nd February 2013

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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

DA

Y 1

9.15 – 10.30 10.45-12.15 12.15-1.00

1.00-2.30 2:45-4:15

Foundations to CiLT

C O F F E E

Theories of Learning and Teaching

Lunch

Small Group Teaching

C O F F E E

Group Work

DA

Y 2

9.10 – 9:45

9.45 – 11:15 11:15-12.45 12.45-1.30

1.30-2.45 3:00-4:30

Reflec

tion

Supporting Students

C O F F E E

Equality and Diversity

Lunch

Large Group

Teaching

C O F F E E

Large Group Teaching

DA

Y 3

9.10 – 9.45

9.45 – 10:45 11:00-12:30 12:30 –1:15

1.15-2:30 2:45-4:15

Reflec

tion

Evaluation

C O F F E E

Technology

Enhanced Learning

Lunch

Voiceworks

C O F F E E

Voiceworks

DA

Y 4

9.10 – 9.45

9.45 – 11.00 11:15-12.15 12.15-1.00

1.00-2.30 2:45-3:50 4:00-4:30

Reflect

ion

Research Supervision

C O F F E E

Research Supervision

Lunch

Microteaching

C O F F E E

Microteaching

CiLT evaluation and next

steps

Microteaching Practical 2 (all sessions 1.00 – 4.00 pm): Monday 10

th October 2011 Wednesday 9

th November 2011

Tuesday 6th

December 2011 Wednesday 8th

February 2012 Thursday 8

th March 2012 Tuesday 10

th April 2012

Friday 18th

May 2012 Monday 11th

June 2012 Thursday 21

st June 2012

Portfolio Support Sessions (all sessions 1.00 – 2.00 pm): Wednesday 12

th October 2011 Thursday 10

th November 2011

Wednesday 22nd

February 2012 Friday 13th

April 2012 Thursday 17

th May 2012 Tuesday 3

rd July 2012

Online Activities: (1) Identifying and responding to student needs (2) Identifying and responding to subject needs (with Departmental mentor) (3) Critical reading on Effective Learning and Teaching Environments (4) Critical reflection on teaching

21

Note, the precise order of delivery of workshops may be subject to change

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Appendix 4 – CiLT Module 2 Timetable 2011/201222

Delivery Dates:

Monday 5th September – Wednesday 7th September 2011

DA

Y 1

9.30 9.45 – 12.00 12.00 – 12.45 12.45 – 2.45 3.00 – 4.00

Intro to CiLT

Mod 2

Principles of Curriculum

Design

C O F F E E

Principles of Curriculum

Design

Lunch (provided)

Principles of Assessment

C O F F E E

Unfair Means

DA

Y 2

9.30 – 11.00 11.15 – 12:45 12:45 – 1.30

1.30 – 3.00 3.15 – 4.45

Giving Feedback

C O F F E E

Curriculum Change

Lunch

Learning Technologies in the Curriculum

C O F F E E

Employability in the Curriculum

DA

Y 3

9.30 – 11.00 11.15 – 12.45 12.45 – 1.30

1.30 – 3.00 3.15 – 4.15

Research-based Learning in the

Curriculum

C O F F E E

Research-based Learning in the

Curriculum

Lunch

Information Literacy and Resources in the

Curriculum

C O F F E E

Approaches to

Evaluating Learning & Teaching

Portfolio Support Sessions (all sessions 1.00 – 2.00 pm):

Wednesday 12th

October 2011 Thursday 10th

November 2011 Wednesday 22

nd February 2012 Friday 13

th April 2012

Thursday 17th

May 2012 Tuesday 3rd

July 2012

Online Activities: (1) Inquiry Based Learning (2) Critical Reading on Curriculum Design and Assessment (3) Discipline Based Curricula and the Scholarship of Teaching (4) Evaluating CiLT

22

Note, the precise order of delivery of workshops may be subject to change

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Appendix 5 – Teaching Observation Pro forma

Pre-Teaching Observation Planning Form

Lecturer‟s Name: Department:

Date: 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 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?

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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:

Other information (including relevant comments on the teaching space or context of the teaching session within the module etc.):

Name:

Date:

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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

Introduction Comments: Begins session on time Creates appropriate atmosphere/learning environment

Ground rules or expectations for behaviour clear

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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 session Comments:

Audible and understandable

Modulation of voice and rhythm

Appropriate speed of delivery

Appropriate non-verbal communication

Varies teaching style appropriately and holds student attention

Checks student understanding and pitch of information

Technical equipment and handouts are appropriately used and competently 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

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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) No (Resubmit) Exceptional Advanced Satisfactory 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.

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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)

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Appendix 7 Assessment Criteria

Module 1 Portfolio – Assessment Criteria

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

Pass Proceed Resubmit/Refer

There is considered description of the students being taught. This may include identification of individual student‟s issues, consideration of student background, group dynamics etc.

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

There is limited or no reference to students.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

There is some explanation of how the design and delivery of teaching session(s) has been influenced by the subject matter but this lacks depth, perhaps suggesting particular subject matter demands were not explicitly considered in aforementioned design and delivery.

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

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

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Pass Proceed Resubmit/Refer

There is explicit evidence of a willingness to evaluate teaching practice in a systematic manner.

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

There is little or no attempt to evaluate teaching practice.

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

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

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

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

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

The reasoning behind any change is not mentioned.

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

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

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

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

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

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

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

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

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

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

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

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

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

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Ability to reflect critically and credibly upon your teaching practice

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Appendix 8 Assessment Criteria

The University of Sheffield

Certificate in Learning and Teaching ___________________________________________________________________________

Module 2 Portfolio – Assessment Criteria

Ability to recognize and evaluate the particular needs/requirements of your students in curriculum design and assessment

Pass Proceed Resubmit/Refer

There is considered description of the students being taught. This may include identification of individual student‟s issues, consideration of student background, group dynamics etc.

There is some consideration of the students in terms of their background etc. but it is somewhat cursory and perhaps lacks specificity to the particular group(s)/individual(s) being taught.

There is limited or no reference to students.

There is clear and convincing exploration of how the particular needs/requirements of specific groups and/or individuals in relation to curriculum design/assessment may influence their learning.

There is evidence for consideration of how potential student needs/requirements in relation to curriculum design and assessment may influence students‟ learning, but this is perhaps superficial, descriptive and general.

There is little or no recognition/consideration of potential needs/requirements of the students in relation to curriculum design and assessment could influence their learning.

There is considered and convincing explanation of how specific actions and taken are taken in curriculum design/assessment in order to respond to student needs and requirements. Observations and interventions are convincingly described.

There is some explanation of how actions are taken in curriculum design/assessment in order to respond to student needs and requirements. However, the observations/assumptions they are based on or interventions taken may be incomplete or unconvincing.

There is little or no attempt to show how s specific actions are taken in curriculum design/assessment in order to respond to student needs and requirements.

Ability to employ appropriate methods/structure to the subject matter in curriculum design and assessment

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

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

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

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

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

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

There is considered and convincing explanation of how the design and delivery of curricula/assessment have taken into account and are suited to the subject matter being taught.

There is some explanation of how the design of curricula/assessment has been influenced by the subject matter but this lacks depth, perhaps suggesting particular subject matter demands were not explicitly considered in aforementioned design.

There is little or no attempt to show how subject matter issues/characteristics have been taken into account in the design of curricula/assessment.

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Preparedness to make changes in curriculum design and assessment to enhance student learning

Pass Proceed Resubmit/Refer There is explicit evidence of a willingness to evaluate curricula/assessment.

There is some evidence of a willingness to evaluate 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 little or no attempt to evaluate curricula/assessment.

There is explicit evidence of a preparedness to act upon evaluation to change curricula/assessment for the benefit of student learning.

There is some evidence of a preparedness to change curricula/assessment, but this may not be clearly derived from evaluation of practice.

There is little or no indication of preparedness to change curricula/assessment to enhance student learning.

The ways in which proposed changes in curricula/assessment will enhance student learning are clearly and convincingly explained.

How and why proposed changes to curricula/assessment will enhance student learning may be described but are likely to be inadequately explained.

The reasoning behind any change is not mentioned.

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

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

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

Ability to evaluate the application and/or relevance of theory in curriculum design and assessment

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

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

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

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

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

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

Where appropriate there is critical evaluation of relevant educational theory, literature or research to curricula/assessment design.

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

There is no attempt to critically evaluate the value of educational theory, literature or research to design of curricula/assessment.

Ability to reflect critically and credibly upon curriculum design and assessment

Pass Proceed Resubmit/Refer There is a clear understanding of the process of reflective writing as a mechanism for the development of practice in relation to curriculum design and assessment. Reflection is focused and there is a systematic method or approach used

There are indications of an understanding of the process of reflective writing but there may not be an understanding of how it relates to the development of practice. Reflection may not be precise or systematic in its exploration of issues

There is little or no evidence for an understanding of the process or purpose of reflective writing. There is no obvious focus or approach to reflection or evidence of

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for reflection on curriculum design/assessment.

and not be fully relevant to the areas of curriculum design/assessment.

a systematic exploration of issues in relation to curriculum design/assessment.

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

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

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

The reflection is critical in that there is an explicit awareness of what contributes towards the formation of assumptions/beliefs and a willingness to think in ways which question these particularly in relation to their practice in the realm of curriculum design and assessment.

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

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

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

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

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

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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 by post

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

CiLT Portfolio Submission Receipt

Learning and Teaching Services confirm receipt of the following CiLT Portfolio:

Name of Participant: ________________________ Department: ______________________

CiLT Module: One Two (circle as appropriate)

Date: ________________________

Received by (Print): ________________________ Signature: _________________________

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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 work-related issues are cited above)

______________________________ Date: _________________________

Participant‟s Signature _____________________________ Date _____________________________ _________________________________________________________________________ For course director only Extension granted Yes No Date of new deadline: _____________________________________________ Reason for Approval / Rejection Course Director‟s signature _____________________________ Date _____________________________

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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? Are handouts well designed and the session appropriately timed?

Structure 1 2 3 4 5 → + e.g. Does the session have a clear and logical structure? Are learning outcomes clearly expressed and is the session concluded effectively?

Content 1 2 3 4 5 → +

e.g. Is explanation clear? Is the content pitched appropriately? Are key points highlighted and relevant examples used?

Methods 1 2 3 4 5 → +

e.g. Are appropriate methods employed? Is there adequate variation? Are AV aids and handouts used effectively to facilitate learning?

Teacher 1 2 3 4 5 → +

e.g. Does the teacher interact effectively with the audience? Is voice and physical presence effective? Does the teacher monitor understanding?

Particular strengths

Particular points for development

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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: