What you will be required to do
Practice-based task and reflective account
Non-accredited route for the programme Certificate of Completion
Optional route for the accredited Postgraduate Certificate in Education
Small group teaching and tutorials
Large group teaching*
Assessment and marking
Support for learning.
*During either day 1 or day 2 of the module you will be asked to give a short (10 minute) presentation in the style of a lecture to the group of fellow participants.
Our objectives are for you to be able to:
The programme incorporates a practice-based task and reflective account that involves observations of your teaching by a member of staff from your department and a written reflection that will provide evidence of your thinking, awareness and growing competence in this area of teaching. The outcome of this task will depend on the particular route being followed. There are two routes: the non-accredited route for the programme attendance certificate and the optional route for the accredited Postgraduate Certificate in Education.
Programme Certificate of Completion
Please aim at a minimum of 2 observations of your teaching if you teach one kind of unit (i.e. you teach a seminar group but don't lecture) or 4 observations - 2 of each - if you teach two different kinds of units. We normally suggest more than 1 observation because a one-off session may be unrepresentative. You may wish to also include your own observations of a couple of sessions taught by a colleague. You are required to write a short (e.g. 2 x A4) account in which you use your analysis of the lesson(s) observed to reflect on strengths identified in this aspect of your teaching as well as on any areas for development / reflection / action. This will be forwarded with your observer's written notes.
Your reflective account should be submitted via Blackboard
Accredited Postgraduate Certificate in Education Assignment (optional)
Arrange with your mentor/colleague to observe two small group and two large group teaching sessions separated by a reasonable time. Should you have a relatively light teaching load, you can contact the tutor to negotiate a smaller number of observations of your own teaching. In this case you will also be asked to collaborate with other members of staff within your own department and go along to observe one of their teaching sessions and reflect on their work.
Before each observation, meet with your mentor/colleague and negotiate the details of the observation, e.g.:
After the observation, ask your mentor/colleague for written summary feedback. This (and any other evidence, e.g. student feedback) should be included as an appendix in your reflective account.
Write an account that combines these observations made of your small group teaching with those made of your lecture teaching (approximately 4000 words). In the account, you are expected to compare and contrast the differing teaching approaches used, identify particular issues for you and for students, identify strengths in your approach, acknowledge progress made and recognise areas for further development. Evidence of wider reading on these areas of teaching and learning is also required.
A good account will clearly distinguish between performance elements (e.g. voice, pace, use of equipment, etc.) and those elements concerned with the support and assessment of student learning. The following questions may help you to focus on student learning:
Those wishing to complete the assignment, but have few teaching commitments should organise to observe other staff teaching within the department and reflect on this work as well as their own within the journal. If you require further advice, contact the tutor, Tim Cole.
Your assignment should be submitted via Blackboard.
The accredited route leads to the award of 20 credit points through successful completion of the task. In the future, within a contract researcher or lecturer position, you will be able to gain a further 50 credit points. Those achieving 60 credit points may then be awarded the Postgraduate Certificate in Higher Education or may opt to gain further credit points towards an Advanced Diploma or Master's Degree in Education.
Baume, D. & Baume, C. (1996) Learning to Teaching: Running Tutorials and Seminars - Training Materials for Research Students, Oxford: Oxford Centre for Staff Development.
Cox, B. (1994) Practical points for university teachers, London: Kogan Page
Exley, K. & Dennick, R. (2004) Small Group Teaching - Tutorials, Seminars and Beyond, London: RoutledgeFalmer.
Marshall, S., Fry, H. & Ketteridge, S. (eds) (1999) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, London: Kogan Page
Tiberius, R. (1999) Small Group Teaching: A Trouble-shooting Guide, London: Kogan Page.