1. Systematically plan, design and apply evidence-based, inclusive teaching in relation to own discipline expertise

2. Demonstrate a systematic ability to create an inclusive learning and teaching environment including the use of Technology Enhanced Learning

3. Demonstrate a critical ability and a practical understanding of how to apply a range of appropriate assessment methods.

4. Critically analyse and apply reflective approaches to your academic professional practice.

- Practical: Satisfactory completion of three lesson observations assessed by portfolio of evidence (LO 1 – 2)
- Portfolio: of evidence of rationales, lesson planning and reflection (LOs 1- 4)

Formative assessment:
1 Developmental observation

This module aims to provide learners with a range of theories, principles and models of reflective teaching and learning practice which will assist and support them in personal and professional development and their application of reflection to practice. The focus of this module is to develop the learner’s ability to critically reflect on and develop their own practice.


The content will include:
- Concepts of reflective practice
- Inclusive teaching and learning strategies
- How models of reflection can be applied within a Higher Education environment.
- Approaches to self-organised learning/learner autonomy
- Roles and responsibilities of a teacher

You will be able to demonstrate the application of all the Descriptor 2 (D2) of the¿UK Professional Standards Framework (UKPSF)¿for teaching and supporting learning in higher education.

This module aims to provide learners with a range of theories, principles and models of reflective teaching and learning practice which will assist and support you in your personal and professional development and application of reflection to practice. The focus of this module is for you to foster your teaching and learning skills to a high level for continuing professional development.

You will learn through teaching, learning and assessment strategies that have been carefully devised to take into account that you and your peers bring with you a wealth of practical experience and detailed knowledge of specific international contexts to share with others.

Formative assessment for learning will run throughout the module, including self and peer assessment which is an important aspect of the approach to learning on this course. You will acquire knowledge and understanding through a variety of activities including, presentations, individual and group tutorials, online synchronous and asynchronous sessions, discursive seminars, independent and directed learning and workshops to facilitate informed critical reflection.

You are expected to assume ownership of your learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation. Through independent study and extension activities, you will be able to determine specific areas of own interest for a more in-depth exploration of your own subject specialist areas.

The combination of teaching and learning approaches will help to mirror and develop a deeper understanding of the teacher role and responsibilities and the emphasis on reflecting and developing practice will enhance your professional development and provide progression opportunities.

The delivery allows for a variety of teaching approaches and formative, assessment for learning, strategies to be applied. The main strategies to be used will be short lectures, experiential activities, forum discussions, presentations, critical analysis of journal publications, peer-to-peer teaching and peer learning. There will also be opportunities for synchronous and asynchronous teaching and learning using a VLE. Students are expected to assume ownership of their learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation.

Brookfield S., (2017), Becoming a Critically Reflective Teacher, 2nd Edn., U.S., Jossey-Bass

Hindmarch D., Machin, L., Murray, S., Richardson, T., & Walmsley-Smith H. (2020) A Concise Guide to Lecturing in HE. St Albans: Critical Publishing

Rosson S., Routledge; (2017) Teaching Online: A Practical Guide, 4th Ed. Routledge

Bolton G., Delderfield R., (2018) Writing and Professional Development, 5th Ed., UK., Sage Publications Ltd

Wallace, M. and Wray, A. (2016)¿Critical reading and writing for¿postgraduates.¿(3rd¿Edn.).¿ London: Sage.


Online:

Advance HE:
https://www.advance-he.ac.uk/

Staffordshire University Academic and Study Skills Portal:
https://libguides.staffs.ac.uk/study-skills

Staffordshire University Harvard Referencing Guide:
https://libguides.staffs.ac.uk/refzone/harvard


Journals

There are a number of educational journals which are a valuable contemporary resource during this module. Of particular relevance are:

Centre for the study of Education in an International Context (CEIC)
Journal of Research in International Education
Innovations in Education and Teaching International
Active Learning in Higher Education
Assessment and Evaluation in Higher Education
Studies in Higher Education
Journal of Vocational Education and Training
Innovations in Education and Teaching International (IETI)

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