GRADUATE CERTIFICATE MODULE 1 - 2019/0
Module code: GCA3001
Theory and practice of teaching. This first module aims to examine your role as a teacher in managing the learning environment within which you work. The focus here is on developing your understanding of the context within which you teach. A significant aspect of this module will be the opportunity to engage in teaching observations which have been shown to be an important element in the development of our understanding of our practice (Lygo-Baker & Hatzipanagos, 2007). The module will focus on your practice and offer an opportunity to analyse a particular aspect in greater depth.
LYGO-BAKER Simon (Higher Ed.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: X300
Module cap (Maximum number of students): N/A
Session 1 (3 hours) The initial session will provide an introduction to the Module, setting expectations and introducing some key concepts. The session will then consider the current context of higher education and offer an opportunity for debate. The session will introduce you to the role of microteaching and how this practice can be used to help the development of practice. Working in small groups there will be the opportunity to consider how to begin to examine and evaluate practice, working on self and peer assessment and in particular how to provide effective feedback by considering what we should look for in our teaching. Finally the session will introduce you to an online Teacher’s Beliefs and Intentions questionnaire. Many of the participants from last years programme found the feedback that was provided very useful, as it allowed them to determine what their initial teaching practice was, and how their teaching practice changed over time. Therefore, we would like to offer you the opportunity so that you can consider your current teacher beliefs and intentions, how these teacher beliefs are similar or different from your peers. You will get detailed individualised feedback on your current teaching beliefs and intentions. An example is provided in Appendix 3).
Session 2 – Microteaching Week A microteaching session held in a university teaching room in which 4 or 5 of you will be expected to conduct a 15 minute teaching session on a topic of your choice. You may wish to teach an aspect of your own discipline but are not limited to this. You could as easily teach a hobby you enjoy or a skill you they have which is not related to your university discipline. The focus is on the process of the teaching and how the content is appropriate to the audience (which will be small and also likely to have experts from different disciplines present). This will be followed by a discussion on the experience led by the CEAD tutor.
Session 3 (2 hours) This session provides an opportunity, following reflection upon the microteaching experience, to meet as a small group to discuss aspects that have arisen. These discussions will provide the initial stages towards the development of the presentation and enable planning to begin.
Session 4 (2/3 hours) The fourth session will draw on the experiences from the microteaching and areas that participants are keen to explore further. The content of this session will be determined by the experiences that occur within the microteaching. However, it is anticipated to centre around the process of teaching, such as planning and timekeeping, maintaining engagement with the audience, assessing understanding and evaluating practice. This will be an opportunity to share experiences across groups and discuss possible responses and actions that can be taken to resolve the issues that have arisen. The role of the CEAD tutors will be to bring these experiences together using insights from relevant educational theory to consider whether this can assist with our understanding of how learning and teaching are connected.
Session 5 (2 hours) – Optional session This is an optional session to discuss and plan for the presentation.
Session 6 (1 hour) – Presentation Week – The final session will be a presentation based on the enhancement of learning and teaching..
|Assessment type||Unit of assessment||Weighting|
|Coursework||COURSEWORK - GROUP PRESENTATION||50|
|Coursework||COURSEWORK - SELF-REFLECTION||50|
- The intention of this module is for individual practice to form the basis of an examination of relevant learning and teaching theory. Rather than put forward different theories of learning and teaching, which may not appear relevant to you, the intention is for the CEAD tutors to build from the practice that is demonstrated by you. In this way the programme will aim to be flexible and responsive to the experiences of you as a learner.
|1||Examine practice and provide responses to problems and redefine knowledge to establish and apply new approaches to situations encountered in practice|
|2||Independently analyze different approaches and accurately assess your work and that of others|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 150
Methods of Teaching / Learning
Lectures, Workshops and Presentations
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for GRADUATE CERTIFICATE MODULE 1 : http://aspire.surrey.ac.uk/modules/gca3001
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.