The assessment for this module will be a portfolio of evidence drawn from your own teaching experience. The basis of this will be a collection of written documents such as schemes of work, session plans, learning resources, assessment instruments, and completed evaluation proforma used with your own students. A minimum of 3 observation reports completed by your mentors and tutors should also be submitted as evidence of own performance. Other supporting evidence might be videos or tape recordings that demonstrate your attempts to enhance your teaching.

The portfolio will also include either a 1,500 word reflective log of your own development as a teacher in HE, including a critical engagement with selected models and theories which help to explain your own approach OR a 1,500 word written critical incident diary or video diary which charts at least 3 key occasions that have helped to shape your development as a teacher. Analysis of these incidents must include reference to relevant models, theories or engagement with educational literature in order to aid understanding of your development.

The portfolio will assess all learning outcomes. (Specific details of the required structure and content of the portfolio are provided in the module guide)

This module focuses on the techniques and strategies you will need to use in order to teach effectively in a higher education context. You will be exposed to a range of approaches to teaching and assessment and you will be encouraged to analyse and evaluate their contribution to student learning. You will critically explore the different factors and variables which impact upon the design, development and evaluation of teaching sessions and you will be encouraged to develop an awareness of the complexity of student learning.
You will be expected to engage with models, theories and aspects of scholarship in order to develop an improved understanding of your own practice.
You will be encouraged to self and peer-assess teaching performance and you will be assisted in developing a strategic approach to addressing own CPD needs.
You will be introduced to the following key topics:
? Planning for Student Learning
? Constructing and Aligning Learning Outcomes
? Teaching Strategies
? Effective Communication
? Problem and Enquiry based teaching
? Assessment
? Evaluation
Module Design

? Biggs,J. (2002) Teaching for Quality Learning at University (Buckingham, SRHE)
? Fry, H. Ketteridge, S. and Marshall, S. A Handbook for Teaching and Learning in Higher Education (London, Kogan Page)
? Light, G. and Cox, R (2002) Learning and Teaching in Higher Education(London, Paul Chapman)
? Moon, J. Reflection in Learning and Professional Development (London, Kogan Page)
? Moon, J.(2002) The Module and Programme Development Handbook (London, Kogan Page)
? Nicholls, G. (2002) Developing Teaching and Learning in Higher Education (London, RoutledgeFalmer)
? Race, P. and Brown, S. The lecturer?s Toolkit (London Kogan Page)
? Ramsden, P. (2003) Learning to Teach in Higher Education (London, Routledge Falmer)

This module will be delivered through:
1. A series of 9x 2hour structured workshops which will be delivered on a weekly basis. The workshops will include a variety of teaching and learning methods, including presentations by experienced practitioners, large and small group discussions, case studies and task-centred investigations. There will be a strong emphasis on activity focused learning and participation.
2. A number of work-based tasks and self assessments you will be encouraged to undertake in order to augment your understanding of the complexity involved with student learning.
Independent study through which participants will be expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles.