Pgcap session 6 2017
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This document provides information and guidance for teachers on planning teaching sessions and applying principles of sustainable development. It includes learning outcomes, examples of elements to consider in session planning like learning theories and constructive alignment, guidance on assessment and feedback, and how to incorporate sustainable development goals. Teachers engage in group activities to discuss learning theories and evaluate their current planning practices. The document emphasizes applying theory to planning, considering all aspects of the learning process, and developing more sustainable academic practices.
![The term ‘sustainable assessment’ is used to describe [the] purpose of fostering
learning in the longer term (Boud, 2000). Sustainable assessment is that which
helps students build their capacity to learn and make judgements beyond the
immediate situation. Features of sustainable assessment can be incorporated into
any task. An illustration of sustainable assessment is provided by activities in
which students have to identify and apply appropriate criteria to their work
without these being supplied to them.’
Ashwin et al. (2015) Reflective Teaching in Higher Education. London: Bloomsbury. P.253
November 22, 2017 26](https://image.slidesharecdn.com/pgcapsession62017-171122123739/85/Pgcap-session-6-2017-26-320.jpg)
Pgcap session 6 2017
- 1. Starter Activity Read the definition of sustainable assessment (mentioned in the previous session). Think of as many examples of sustainable assessment as you can and write each on a sticky note. Stick these onto the definition sheet. November 22, 2017 1
- 2. Planning for learning: putting it all together
- 3. Session Learning Outcomes By the end of this session you should be able to: LO1 Identify elements to consider when planning teaching sessions LO2 Evaluate your current session-planning practice LO3 Apply the principles of Sustainable Development when resourcing your academic practice November 22, 2017 3
- 4. Planning for learning November 22, 2017 4
- 5. PUTTING IT ALL TOGETHER November 22, 2017 5
- 6. The three elements of constructive alignment
- 7. Module level November 22, 2017 7
- 8. Session Level November 22, 2017 8
- 9. November 22, 2017 9
- 10. November 22, 2017 10
- 11. November 22, 2017 11
- 12. November 22, 2017 12
- 13. WHAT ABOUT THEORY? November 22, 2017 13
- 14. November 22, 2017 14
- 15. Learning Theory In order to investigate learning theory: •Each group is going to focus on one particular theory. You are only allowed to use 10 words, but as many symbols, numbers, charts, and diagrams as you like. – Find out some basic details about the theory – Who were its main protagonists? – Can you sum up what the basic belief is behind the theory actually is? – LEARNING IS …………………. – How does learning occur? “Learners learn best when ………………………….. – What are the most effective pedagogical approaches this theory would use in the classroom? “ Learners learn by……… November 22, 2017 15
- 16. Theory Links Information Processing Constructionism Constructivism Social Constructivism/ Collaborative Learning Experiential Learning Inquiry Learning November 22, 2017 16
- 17. Market Place • Teach your colleagues and learn from you colleagues November 22, 2017 17
- 19. 19 NTU is officially the most sustainable University in the UK. https://peopleandplanet.org/university-league-2016-tables Guardian press coverage: https://www.theguardian.com/education/2016/nov/22/universities-green-goals- environmental-targets-people-planet-league NTU general sustainability pages: https://www4.ntu.ac.uk/sustainability/
- 20. 20 Sustainability has moved from a marginal concern to central strategy over the last few years. Its inclusion in the Strategic Plan is implicit rather than explicit e.g: •Enable student to develop the knowledge, skills and resilience to play the positive role in society they envisage for themselves •Play a leading role in the social, cultural, economic and environmental development of the City, East Midlands and UK •Nurture global citizenship, engage with international research and attract the best.
- 21. ESD: Future Thinking Learning Room November 22, 2017 21 There is a NOW Learning Room with 100s of resources to support sustainability education: https://now.ntu.ac.uk/d2l/home/316872 You should be able to see this under your ‘Staff Development’ tab.
- 22. Future Thinking Framework This is the concept of sustainability used in the NTU Curriculum Refresh. It reflects that sustainability education is to prepare students with the knowledge and skills needed to contribute to future local and global challenges.
- 23. Curriculum Refresh Framework Action ES404 We will continue to be recognised as a leading exemplar of an environmentally responsible and sustainable organisation. Ref Item F1 Students explore how aspects of the discipline contribute to one or more of the Sustainable Development Goals. The course provides opportunities for students to explore the potential of their discipline to interconnect with other disciplines or areas of expertise and make creative leaps forward. (Knowledge and understanding) F2 The course examines relationships between environmental, social and economic systems from local to global level. (Knowledge and understanding) F3 Leadership for sustainable development is encouraged through challenging assumptions and negotiating alternatives to unsustainable current practices, especially within the student’s own discipline. (Skills) F4 The course encourages systems thinking in terms of recognising connections and interactions between factors, and understanding that actions often have multiple consequences. (Skills) F5 The course encourages commitment to lifelong learning about adapting to future challenges of meeting social and environmental responsibilities. (Attributes) F6 The course facilitates and supports dialogue and debate on critical issues related to global social responsibility within the wider sustainability agenda, fostering respect for different values and world views. (Attributes) F7 The course encourages the capacity for independent, evidence-based integrated thinking as the foundation for developing their personal ethical code. (Attributes)
- 24. Link to UN Sustainable Development Goals November 22, 2017 24 Curriculum Refresh is asking courses to address at least 1 of the UN Sustainable Development goals (ES404 –F1). This helps make sustainability a more tangible issue and makes NTU sector-leading – globally, HEIs are currently trying to address these goals through their curriculums: http://www.un.org/sustainabledevelopment/sustainable-development-goals/
- 25. NTU Case Studies as Teaching Resources November 22, 2017 25 On learning Room: •24 case studies relating to NTU based projects designed for teaching purposes. •Multi-disciplinary. •Some link academic and non-academic sustainability work e.g. collaborations between Green Academy, NTSU, the Volunteering and Environment Teams and TILT. •Some link Campus and Curriculum •Linked to the SDGs. •A new way of embedding sustainability into the curriculum. •Connect the ‘subliminal’ curriculum to the formal one.
- 26. The term ‘sustainable assessment’ is used to describe [the] purpose of fostering learning in the longer term (Boud, 2000). Sustainable assessment is that which helps students build their capacity to learn and make judgements beyond the immediate situation. Features of sustainable assessment can be incorporated into any task. An illustration of sustainable assessment is provided by activities in which students have to identify and apply appropriate criteria to their work without these being supplied to them.’ Ashwin et al. (2015) Reflective Teaching in Higher Education. London: Bloomsbury. P.253 November 22, 2017 26
- 27. O'Donovan, Price and Rust 2004 student-centred learning process November 22, 2017 7
- 28. PGCAP module 1 - Assignment
- 29. Summative assessment task and guidance This summative assessment has one element. Task brief: With reference to a range of relevant supporting literature and evidence, critically evaluate two examples of your recent teaching practice, focusing on: The methods you use to teach/support learning The methods you use to assess and give feedback to students The length of this assessment is 3500-4000 words. November 22, 2017 29
- 30. Summative assessment further guidance: •In this task you will reflect on and evaluate your own academic practice in relation to the methods you use when teaching or supporting learning (UKPSF - A2: K2, K3, K4) and the methods you use to assess learning (A3: K2, K3, K4). You will demonstrate and evaluate your practice, by looking back at this practice during the module, and possibly before your started the course. Your thinking should be underpinned by a thorough understanding of relevant theory, scholarship and/or evidence which supports the rationale for the methods you have used, and critically evaluates these in light of that literature (K5, V3). •IMPORTANT: One of your examples must focus on the methods you use when you teach or support learning, and the other must focus on assessment and/or feedback methods that you have used; you may use examples from the same module for this work, but they must be clearly presented as addressing the two areas of activity. November 22, 2017 30
- 31. Triad activity: evidencing your practice Using the question prompts, take it in turns to be the •Speaker: share your practice example (be very specific) •Questioner/listener: ask the questions to guide this practice example •Observer: listen to the responses to the questions, and consider whether the response evidences their practice fully in relation to – What they did – Why they did it – Impact on the learners – Evidence of this impact – 5 minutes per example, 2 minutes for observer to feedback what went well, and what needed more detailed evidence
- 32. PGCAP module 1 – assignment Exemplars Assessment criteria •Engagement with the context of academic practice and application to own practice in teaching/ supporting learning and assessment and feedback •Engagement with current research/ evidence/ •scholarship in academic practice in teaching/ supporting learning and assessment and feedback •Evaluation of your own academic practice in teaching/ supporting learning and assessment and feedback •Quality of written communication and presentation of ideas November 22, 2017 32
- 33. Session Learning Outcomes By the end of this session you should be able to: LO1 Identify elements to consider when planning teaching sessions LO2 Evaluate your current session-planning practice LO3 Apply the principles of Sustainable Development when resourcing your academic practice November 22, 2017 33
- 34. Session Reflection November 22, 2017 34
Editor's Notes
- #3: Tell 1305 - 1310 SD Introduce aims of the session and intended outcomes (above)
- #4: Tell 1305 - 1310 SD Introduce aims of the session and intended outcomes (above)
- #5: Recall 1310 – 1315 LO1 SD Ask the group: what they know about the concepts and principles associated with learning, teaching, assessment and tutor identity? Brainstorm ideas onto flip chart paper. Share feedback – 2 ideas from each group
- #7: Present 1315 – 1330 LO1 LO3 SD/CG Present content on how all the aspects learnt so far come together in the design of learning, e.g. session planning. Explain how the aspects link together: constructive alignment and figure 9.1 from Ashwin Individual note making
- #8: Present 1315 – 1330 LO1 LO3 SD/CG Present content on how all the aspects learnt so far come together in the design of learning, e.g. session planning. Explain how the aspects link together: constructive alignment and figure 9.1 from Ashwin Individual note making
- #9: Model session planning using p184 and/or PGCAP session. Link T&L strategies to theories in Ashwin book – teaching Individual note making
- #10: Model session planning using p184 and/or PGCAP session. Link T&L strategies to theories in Ashwin book – teaching Individual note making
- #11: Model session planning using p184 and/or PGCAP session. Link T&L strategies to theories in Ashwin book – teaching Individual note making
- #12: Model session planning using p184 and/or PGCAP session. Link T&L strategies to theories in Ashwin book – teaching Individual note making
- #13: Model session planning using p184 and/or PGCAP session. Link T&L strategies to theories in Ashwin book – teaching Individual note making
- #15: Active Learning 1325 - 1345 LO1 SD/CG What about the theory? How can we make theory explicit within our session plans? Do we want to make theory explicit? Guide colleagues to use page 209 – 221 of the Ashwin book to identify the teaching strategies (what) within our session plan or their own. Acknowledge that this activity can be used to explain decisions and/or how they might enhance their session plan This is theory about ‘what we do’ next we will look at theory about ‘why’ we choose those strategies. In pairs map the different teaching strategies to the actions we do in out sessions: referred to as what we did in session 4. using examples brought to session – have our session plan available as back up Slide … Model session plan
- #16: Half stay and half visit and report back
- #18: Feedback 1450 - 1515 LO2 SD/CG Apply theory to example of practice Use peers to support activity Using the example of your practice that you have bought to the session – evaluate/enhance using theory. Pro-forma?
- #19: Assessment 1515 - 1545 CG Present content about education for sustainable development.
- #20: High priority for NTU
- #26: Also sustainability in practice
- #27: Return to initial task Explain how the activity they have just done links to the assignment. (Link to O’Donavan chart and question about feedforward) Introduce assignment exemplars and the next activity which will allow them to evaluate how someone else has evidenced the assessment criteria Slide … Exemplar assignments Feedback sheet
- #30: 1430 CG/SD Assignment Brief Listen to explanations and read ppt. Connect to own reading of module handbook. Engage with mark sheet by discussing missing areas and what they must say. Marksheet with some blanks Mark sheet copies Pasted from handbook
- #31: Pasted from handbook 1430 CG/SD Assignment Brief Listen to explanations and read ppt. Connect to own reading of module handbook. Engage with mark sheet by discussing missing areas and what they must say. Marksheet with some blanks Mark sheet copies Pasted from handbook
- #32: Optional – if needed to repeat or if missed in session 5 Student centred activity with Feedback Evaluate and develop current practice in relation to patchwork task 10: evaluating formative assessment methods. You will need to use the resources brought to session – example of formative assessment used by yourself or your department. Using Scale-up setup of threes working on a problem to evaluate formative assessment method against Ashwin et al. good features, checklist (patchwork 10) Triad activity: in threes (may need a tutor to support depending on numbers) they take it in turns to ask the checklist questions, answer questions, or listen in and consider quality of responses in relation to providing an example of their practice in A3 Assessment, focusing on K2 and K3 in particular. 5 minutes per example, 2 minutes for observer to ask questions or feedback. Use the wider room to disperse the noise! 10-15 minutes to write up example of their practice. This should be put into their pebblepad and share with their mentor for feedback. Intro to activity, Scale-up principles, and what AoA A3 requires, and K2 & K3. 10 mins Facilitate and monitor activity, asking questions of the questioner and observer where useful. Indicate where on NOW they can find an example to support. Question prompts for activity. Sheet to capture their thoughts before and after the activity. All tutors: ask questions of the questioner and observer where useful. Listen to responses, feedback generic observations
- #33: Assessment 1515 - 1545 CG Explain how the activity they have just done links to the assignment. (Link to O’Donavan chart and question about feedforward) Introduce assignment exemplars and the next activity which will allow them to evaluate how someone else has evidenced the assessment criteria Slide … Exemplar assignments Feedback sheet
- #34: Transfer to other contexts 1545 - 1600 CG Reflect on the session and identify what they need to do next. Refer to Post-session work on NOW/pebble pad
- #35: Transfer to other contexts 1545 - 1600 CG Reflect on the session and identify what they need to do next. Refer to Post-session work on NOW/pebble pad