trial and error structuring learning and assessment on blackboard kate sapin programme director...
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Trial and Error Structuring Learning and Assessment
on Blackboard
Kate SapinProgramme Director
Community and Youth Work Studies
Professional Development Supervision in Community and Youth Work
FOR (FUTURE) MANAGERS
Professional Development Supervision in Community and Youth Work
FOCUS ON PROFESSIONAL VALUES
Curriculum Development: Overview
LearnersLearning methods
Assessment
Learners
Experienced practitioners
New students
New + Experienced
LEARNING METHODSCurriculum Development
Course Map
Week by week Topics Discussion questions Course work
Locating supervision
1.
Introductions & Confidentiality
The course as a wholeOur different
experiences of supervision
Confidentiality and groundrules
Professionalism
What are my views about confidentiality and professionalism?
What would be my groundrules for supervising course participants, for supervision of my dissertation?
A. Locating my
experience of supervision
Presentation of the course
Discussions about practice and/or scenariosReflections on experience
Introductions to theory: PPT presentations & directed readingCo-supervision
Face to face learning methods
Discussions about practice and/or scenarios ?
Reflections on experience
Introductions to theory: presentations & directed reading
Co-supervision ?
BlackBoard learning methods
Supervision formsSupervisee Agreement Form [student’s name] is a student on a Community and Youth Work Studies programme at the University of Manchester and would like you to agree to assisting them to monitor and evaluate their practice in relation to supervision of work.
As part of the requirements for the programme, s/he is expected to provide a worker or volunteer with supervision for [contracted time].
Supervision Record FormDate:
Agenda items:
Issues Discussed:
Agreed action:
Date of next meeting:
Agenda items for next meeting:
Supervision Evaluation FormNegotiation: Before you agreed to meet with your supervisor:• Were you given enough information about the role
of a supervisor?Y / N
• Were you given enough information about what was expected from you?
Y / N
• Were you given the opportunity to select another supervisor if you wished?
Y / N
• Were you given the opportunity to talk about what you wanted?
Y / N
• Was confidentiality discussed? Y / N• Did you agree to meet at a mutually convenient
time?Y / N
Any further comments about how the work was negotiated?
Gibbs (1988) reflective cycle
Image: https://www.brookes.ac.uk/services/upgrade/images/gibbs.gif
Reflect on your critical incidentDescription
Feelings
Evaluation
Analysis
Conclusion
Action plan
(Using Gibbs, 1988)
ASSESSMENTCurriculum development
Development of AssessmentPortfolios
Formative elements
Peer feedback
Peer assessment
Revised final submissions
Portfolio ideas• Agreements or contracts + annotations• Journal entries• Records of supervision sessions• Video of a supervision session• How you tackled an issue through supervision• Critical reflections on reading• Feedback from your (co-)supervisee(s)• An evaluation of your supervision (as supervisor and/or supervisee)• A comparison of different supervision policies• An assessment of relevant strengths and experiences• A cv highlighting your experience as a supervisor
Course work Locating supervision
A. Locating my experience of supervision
Starting supervision
B. Starting off supervision
Professional practice
C: A case study: addressing a practice issue
Readiness for supervision
D. Analysing my Readiness for SupervisionE. Evidencing how I meet the Approval Criteria
Final submission: Portfolio of Evidence of Experience and Learning
Developing a course unit on Blackboard
A NEVER-ENDING STORY?
The future?
Experienced practitioners
Practitioners + new students
New students + practitioners
Field based practitioners?
Any questions? Observations?
Learners?
Learning methods?
Assessment?
References
• Flanagan, John C. (1954) The Critical Incident Technique. Psychological Bulletin. Vol. 51, No. 4. July, 1954 . American Institute For Research and University of Pittsburgh. Https://Www.Apa.Org/Pubs/Databases/Psycinfo/Cit-article.Pdf
• Gibbs, Graham (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit.
• Tripp, David (1993) Critical Incidents in Teaching: Developing Professional Judgement. London: Routledge.