A SCHEME FOR PROFESSIONALS IN HIGHER

EDUCATION

Post Graduate Certificate in HE

Advanced Diploma

Session 1

• Welcome and introductions

• PGCHE - What’s in it for you?

• Overview of Scheme

• Questions & Answers

• CPD Theme Learning Outcomes

• Thinking About My Own Learning

• Keeping a Reflective Journal

Introductions

• Something you are proud of

• Something you find funny about yourself

• Something dark

What’s in it for you? • time to step back from teaching role and reflect• opportunity to meet and

share ideas and understanding with colleagues across the university

• support to improve your teaching and students’ learning – time to develop yourself

• opportunity to publish article in incubator journal

Completion of course• Gain up to 60 credits at

either masters or level 3• access to Higher

Education Academy membership through accredited course

• Opportunity to gain research funding -up to £1000

• Linked to reward and promotion round

Wow! -- £1000 – now I can find out how my new course went

Wow! -- £1000 – now I can find out how my new course went

SCHEME OVERVIEWSCHEME OVERVIEW

• Engage with and support staff new to HE• Support professional development of staff in HE• Accredit Continuing Professional Development • Provide pathway to HEA membership

SCHEME -- 5 linked MODULESSCHEME -- 5 linked MODULES

• CPD, Reflective Practice & Personal Planning

• Changing Environment of HE & the Curriculum

• How People Learn & Learning Theory

• Curriculum Design, Implementation, Assessment

& Evaluation

• Learners, Learning Environments & Support

SCHEME PHASESSCHEME PHASES

1. Knowledge & Understanding - general principles plus extension, application &

contextualisation

2. Reflection & synthesis

Scheme Structure: Level 3/M

20 pts

10 pts

10 pts

10 pts

10 pts

M2

M3

M4

M5

M1

SY

NO

PT

IC S

TA

TE

ME

NT

IN

CL

UD

ING

VA

LU

ES

40 ptsTotals

PHASE 1

Knowledge and understanding – general principles. Extension; application and contextualisation

PHASE 2

Assessment

Portfolio: Reflection and Synthesis

Modules

1. CPD, Reflective practice, Personal planning

2. The changing environment of Higher Education and the curriculum

3. How people learn/learning theory

4. Curriculum design, implementation, assessment and evaluation

5. Learners, learning environments and support

PROGRAMME PLANNINGPROGRAMME PLANNING

• Negotiate intended programme of study

• Complete programme planning proforma

• Approvals

• Regular monitoring and recording with cohort leader

SCHEME STAFFINGSCHEME STAFFING

• Scheme Leader

ASSESSMENT by PORTFOLIOASSESSMENT by PORTFOLIO

• Phase 1: Evidence from workshops & study and evidence from ‘practical project work’

• Phase 2: Synthesis of all themes plus synoptic statement

• Course Handbook

CONTACTSCONTACTS• Application form and all administration: Howard Leeming CNG06 Ext’n: 27578

H.leeming@leedsmet.ac.uk Tony Lawson CNG06 Ext’n: 21758 T.lawson@leedsmet.ac.uk Vicki White CNG06 Ext’n: 26519• Course leader: Bridget Cooper CN117 Ext’n: 23584 B.Cooper@leedsmet.ac.uk

Remember you are officially students

• Do make sure admin staff have your proper details

• Do request extension/ mitigation if you need it and provide external evidence

• Major events may require temporarty withdrawal

• Hand in date for this group Sept 2008

Any questions

folks?

Support /resources

HEA Higher Education Academy

• http://www.heacademy.ac.uk/3849.htm

• http://www.heacademy.ac.uk/

• subject network

• http://www.heacademy.ac.uk/SubjectNetwork.htm

• supporting learning

• http://www.heacademy.ac.uk/44.htm

• Escalate --- teaching and learning

• http://escalate.ac.uk/

More support/resources

• ALT - resource web-site

• http://www.leedsmet.ac.uk/ALTre-source/

• ALT - resource rooms

• Civic Quarter Library Room 403 - key available from the library desk

• Headingley Campus JGG16 - keycode available from the library desk

• Harrogate (Library).

• journals, conference proceedings and practical guides, carefully selected by teaching fellows and others

To achieve a pass

Meet the learning outcomes

• Attend sessions• Build a portfolio of evidence• Read and reflect upon it • Keep a Reflective Journal – (develops your

thinking and makes final writing much easier) • Relate new understanding to real practice• Plan to address real issues in your teaching• Observe and be observed• Submit a plan for your own learning – have it

approved - Sept -Dec• Carry out your plan• Write synoptic statement –submit portfolio by

Sept 08

Theme 1CPD, reflective practice and

personal planning

• Look at theme 1 handbook

Extract from a reflective journal–teachers as moral models

Models of moral ed - v interesting -Will have to go back to Kohlberg

Prompts understanding of psychology eg cotswold community stuff

Can we appear moral etc but underneath be damaged?

Says you have to accept and challenge -

zone of proximal development really.

How do we know -we have to read faces /body language pick up signals about whether students are with us or not, enjoying it or struggling thinking or daydreaming - empathy with drive to extend real caring.

6/3/96

Skimmed through some interesting articles in Brit Journal of Ed psychology today

- on motivational aspects. Children need not only self-esteem but mastery of skills to achieve success - totally agree - (me)also teachers view of attainment must be 'open'

or no one can progress. To develop as people they must feel good about themselves and therefore they must gain success within the system which means differentiated work,

-specific needs met etc. has to be whole school approach. Which teachers best for this - need combination of open view of attainment, value all, rigorous pushing for

mastery of appropriate skills/knowledge which helps to build self-esteem-prepared to obtain, create resources on different levels at which children can work reasonably independently but with appropriate intervention of teacher.

Class teaching important because level of teacher intervention is very great during question/revision/probing etc. Exploring and extending knowledge . In teacher exposition at one level can be quite inappropriate.

Should I be looking at psychological tests or apptitude/psychometric tests.Skipped around yesterday when I read last section of models of moral

development.

Use diagrams/mind maps/pictures

7

Classroom ambience and quality of learning dependant on degree of profound empathy

available for individuals

Teacher Curricular teacher /pupil quality Flexibility ratio

Quality/ amount/frequencyTime of positive interaction Quality leading to profound empathy of management

Nature and groupings Facilitative quality of pupils in class of environment

The Characteristics of Empathy in Teaching and

Learning

FUNDAMENTALEMPATHY

PROFOUNDEMPATHY

FUNCTIONALEMPATHY

2. MEANS OF COMMUNICATIONfacial expression and interactiongestures, body language and movementheight, and distancelanguage and tone of voice

1. INITIAL CHARACTERISTICSbeing accepting and opengiving attentionlisteningbeing interestedtaking a positive and affirmative approachshowing enthusiasm

2. UNDERSTANDING SELF, OTHERS AND

EXPLAINING UNDERSTANDING

self-knowledgebeing me, being humanget insideunderstanding, deeper knowledgeexplain why

6. RICHLY ADAPTIVE AND INTEGRATED CONCEPT OF

THEMSELVES AND OTHERS

adapt to both individual and environmenthigh eventual expectationspersonal, academic linkholistic viewbridging

3. APPRECIATION OF ALL RELATIONSHIPS

significance of relationshipstaff relationshipsteacher-parent relationshipsunderstand peer relationsresources, environment, wider relationships

1. DEVELOPING POSITIVE EMOTIONS AND INTERACTIONS

pleasure, happiness, fun, humourliking, loving, seeing the goodmask negative emotionstime-giverssole attentionphysical contactrelaxed, comfortable, informal climate

4. BREADTH AND DEPTH OF EMPATHY

all childrenchildren who were easier to empathise withchildren who were more difficult to empathise withindividualmeeting needsdifference

5. ACT AND TAKE RESPONSIBILITY

solution-seekingpersistence, self-sacrificeprotectperceive more deeply

7. MORAL ASPECTSconceptions of moralitymoral, empathic link - an interactive processmodelling morality

1. GROUP EMPATHY AND WHOLE CLASS RELATIONSHIPS

3. MENTAL GROUPINGSchild-typecultural differenceteaching groups differentlygender

2. ENCOURAGING THE PERSPECTIVE OF THE OTHER IN GROUPSboundary setting, rules, codescontroldisciplinefairnessmannersempathic structures

Current issues for you in teaching and learning

• What has gone well, what are you pleased with?

• What problems have you faced?• How can you resolve them ?

• These are all issues you can discuss and relate to literature about teaching and learning in your diary

Example of a plan

• See separate sheet

Synoptic Statement – the story of what you understand you have

learned – analytical and critical – backed by evidence – practical and theoretical –linking learning from all

modules, observations, and teaching and learning

developments and how it will inform your future practice and

development

• Synthesise your own learning and the relationships of theory and practice and your reflections on them on the course in a reflective statement which explains where you began, your progress, your reflections on that progress and how your learning will impact on and feed back in to your future teaching and your own learning and development.

Extract from a statementIf someone had asked me 10 years ago whether I would consider

going into teaching I would have said no. Or at least I would not have considered it seriously. I slipped into it by accident, while researching for a PhD. About 6 years ago, one of my PhD supervisors happened to be very busy and wanted to attend a conference in Italy, so he asked me if I would cover a few tutorial sessions for him. All material was prepared. I would get paid on an hourly basis, and the rate was good. No, I could not go to Italy on his behalf. So I said yes! And the rest is history…

In the context of this highly reflective piece of work it is fitting to look at my own career as a learner in higher education. Brookefield (1995) observed that one’s manner of teaching is, to a great extent, a direct response to how one was taught.

We try to avoid producing the humiliations that were visited on us as learners, and try to replicate the things our own teachers did that affirmed or inspired us as learners.

Who does not want to be inspired? Who does not want to inspire others?

Now the challenge!!!(everyone make the sound of horses hooves

on the table)

Write a collaborative paperfor the Incubator Journal –or any

other journal

• “Delights and dangers in the teaching of law – perceptions of newcomers to the field”

• A fine start to a writing career

• We could submit it for a HEA conference

• Or the ALT incubator journal

• And you can all write more detailed, personal individual or group ones as well if you want….

WEB-CT/website

Need student ID and password - help zoneAll documentation for whole course –plus

activities we undertook

Exemplar proformaExemplar statement

And ……..by the way…..…

Have a great year–so long and… !!!

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