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: A critically informed reflective portfolio of academic professional practice (100% 3,000 words, LO’s 1-4)


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. Drawing from observations of your own and a colleague’s professional practice, reflect on how you are supporting inclusion and student belonging within your education context and discipline expertise. Give consideration to how your assessment and feedback processes can be developed to promote a more inclusive approach to learning in your 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. Critically analyse reflective approaches and models

2. Apply a reflective approach to your own practice in relation to teaching and promoting an inclusive learning environment

3. Critically evaluate assessment and feedback theories in relation to your own practice

4. Identify and justify developments in relation to your own discipline expertise

University virtual learning environment

University Library for a range of relevant texts, e-books and academic journals

Weblinks:


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

JISC: https://www.jisc.ac.uk/

OfSted https://www.gov.uk/government/organisations/ofsted

Office for Students: https://www.officeforstudents.org.uk/

QAA: https://www.qaa.ac.uk/

The Guardian Higher Education: https://www.theguardian.com/education/higher-education

The Times Higher Education: https://www.timeshighereducation.com/

SEDA: https://www.seda.ac.uk/

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

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

MACHIN, L, HINDMARCH, D., MURRAY, S., RICHARDSON, T. (2024) A Complete Guide to the Level 5 Diploma in Education and Training. St Albans: UK.

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.