The module provides an overview of key knowledge, skills values and behaviours required by lecturers in higher and professional education. As such, it covers:

key education theories
teaching values and learning behaviours (including British values)
effective learning strategies
enhancing behaviour for learning
promoting equality, diversity, inclusion and safe learning environments (incorporating safeguarding and prevent)
assessment of and for learning
feedback principles and practices.

Assessment 1

Assessment: A critically informed reflective account of academic professional practice (70% 2,000 words, LO’s2-4)

Critically analyse reflective approaches and models to justify your choice of an appropriate reflective model, before utilising this to support a critically informed, written reflection. This reflection should include your development as an academic professional in relation to at least one of the following areas: teaching and facilitating learning, promoting an inclusive and supportive learning environment, assessment and feedback theories. You should include identified developments to your practice, in relation to your subject discipline. Your work should be underpinned to relevant, current theory.

Assessment 2

Professional Practice Portfolio: Critically informed rationale for lesson plan supported by appended weekly reflections and completed observation paperwork. (1,000 words, 30%, LO 1)

Formative assessment

Observe your mentor/experienced colleague
Write a lesson plan for your observed lesson
Be observed by your mentor/experienced colleague
Weekly reflection of practice

This module will be delivered through face to face classes, synchronous and asynchronous online sessions:
1)An induction and introduction to the course, including guidance on portfolio building.
2)Interactive content delivery
3)Online learning weeks
4)Assignment workshops
5)Academic tutorial sessions (online via teams)
6)Flipped learning – engagement in key pre-session tasks

Additionally, as a part time course there is an expectation of considerable independent study. Participants are expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles and undertaking follow-up tasks and work based self-assessments.

1. Apply a reflective approach to your own practice in relation to teaching and promoting an inclusive learning environment
Application and analysis
2. Critically analyse reflective approaches and models
Knowledge, Reflection
3. Critically evaluate assessment and feedback theories in relation to your own practice
Reflection, Analysis
4. Identify and justify developments in relation to your own discipline expertise
Problem Solving

Library education resources: https://libguides.staffs.ac.uk/education

BECKER, L. and DENICOLO, P. (2018) Teaching in Higher Education. London: Sage.

BROOKFIELD, S. (2018) Becoming a critically reflective teacher. USA: Jossey Bass.

GOULD, J. (2009) Learning theory and classroom practice in the lifelong learning sector. UK: Learning Matters.

HINDMARCH, D., MACHIN, L., MURRAY, S., RICHARDSON, T & WALMSLEY-SMITH, H. (2020) A Concise Guide to Lecturing in HE. St Albans: Critical Publishing.

RACE, P. (2020). The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and Teaching. (4th Edn). Abingdon: Routledge Falmer.

The module provides an overview of key knowledge, skills values and behaviours required by lecturers in higher and professional education. As such, it covers:

key education theories,
teaching values and behaviours,
effective learning strategies,
enhancing behaviour for learning,
promoting equality, diversity, inclusion and safe learning environments,
assessment of and for learning,
feedback principles and practices