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Certificate in Education and Training
Pre-service FULL time2019- 2020
Module Tutors:
Andrew Hudson, Wendy Croft, Cathy Mitchell and Katya Kitchingman
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Modules (20 credits each)
Teaching Learning and Assessment (HFUB4001)Theories that Underpin Teaching and Learning
(HFUB4002)Subject Specialist Pedagogy (HFUB5005)Designing and Developing the Curriculum
(HFUB5003)Developing Professional Practice (HFUB5004)
Teacher as a Researcher (HFUB5006) Plus guidance on
(Observations, Reflective Practice and Minimum Core)
Contents
Introduction, Weblinks and PSET Contact Details
The Education and Training Foundation’s Professional Standards
The Society of Education and Training’s Code of Conduct
Advance HE and Fellowship (for HE practitioners)
College Calendar
Attendance, Tutorials, Support and Student Opinion
University of Bolton Assessment Regulations
Assignment Submission
Plagiarism and Fitness to Practice
Important Dates
Module 1: Teaching, Learning and Assessment
Module 2: Subject Specialist Pedagogy
Module 3: Theories that Underpin Learning
Module 4: Designing and Developing the Curriculum
Module 5: Researching Teaching
Module 6: Developing Professional Practice
Observations, Reflective Practice and Minimum Core
Assessment Criteria
Example of PSET team observation form
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Welcome to the Full Time Pre-Service Postgraduate Diploma in Education and Training.
This handbook contains the specifications for your modules and all of the key information you will need. Each module is described along with its assessment. Listings of learning outcomes, weekly schedules, general advice and reading lists are also included.
The assessment grading criteria can be found towards the end of the handbook.
Additional information may be released at various times during the course. Handbooks for the Literacy/ESOL and Numeracy Diplomas will be provided separately.
N.B. If in doubt about any aspect of this handbook, the modules or the course please speak to your module or personal tutor.
Important Web Links
Moodle
The web address for our Virtual Learning Environment is https://moodle.bradfordcollege.ac.uk/
You will find online content for each of the modules here, as well as more general information in the PSET hub:
https://moodle.bradfordcollege.ac.uk/course/view.php?id=760
Bradford College Student Portal
You can access the generic Bradford College portal, including access to your college email account, at the following address:
https://www.bradfordcollege.ac.uk/student-portal
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Bradford College Learner Portal
This is the channel of communication between you and HE Registry. At the end of the course the transcript of your results will only be published here. You can also view the modules you have been enrolled on:
https://learnerportal.bradfordcollege.ac.uk/
Staff Contact Details- All staff are based in the Lister Building in Room D5 – TELEPHONE 01274 438919
Name E mailKatya Kitchingman -Course Leader
Andrew Hudson - Numeracy specialist
Wendy Croft - Literacy specialist
Cathy Mitchell -Module Tutor
Kirstin Sawyer - Head of School.
Course code:
Full time Postgraduate Certificate in Education and Training (Pre-Service) HFAB 7001AM
The Education and Training Foundation (ETF) was established in October 2013 and is the Government-backed, sector-owned national support body for the Further Education and Training sector. The PSET course is aligned with the following Professional Standards and you are expected to evidence against them throughout your training using the Training Record which will be shared with you on the course.
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Professional Standards
(Education and Training Foundation, 2014)
Teachers and trainers are reflective and enquiring practitioners who think critically about their own educational assumptions, values and practice in the context of a changing contemporary and educational world. They draw on relevant research as part of evidence-based practice. They act with honesty and integrity to maintain high standards of ethics and professional behaviour in support of learners and their expectations. (Education and Training Foundation, 2014)
The 2014 Professional Standards: set out clear expectations of effective practice in education and training; enable teachers and trainers to identify areas for their own professional
development; support initial teacher education; and, provide a national reference point that organisations can use to support the
development of their staff.
What’s in the standards? As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice:
Professional Standards
Professional values and attributesDevelop your own judgement of what works and does not work in your teaching and training1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners2 Evaluate and challenge your practice, values and beliefs
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3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge4 Be creative and innovative in selecting and adapting strategies to help learners to learn5 Value and promote social and cultural diversity, equality of opportunity and inclusion6 Build positive and collaborative relationships with colleagues and learners
Professional knowledge and understandingDevelop deep and critically informed knowledge and understanding in theory and practice7 Maintain and update knowledge of your subject and/or vocational area8 Maintain and update your knowledge of educational research to develop evidence-based
practice9 Apply theoretical understanding of effective practice in teaching, learning and assessment
drawing on research and other evidence10 Evaluate your practice with others and assess its impact on learning11 Manage and promote positive learner behaviour12 Understand the teaching and professional role and your responsibilities
Professional SkillsDevelop your expertise and skills to ensure the best outcomes for learners13 Motivate and inspire learners to promote achievement and develop their skills to enable
progression14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and
inclusive environment15 Promote the benefits of technology and support learners in its use16 Address the mathematics and English needs of learners and work creatively to overcome
individual barriers to learning17 Enable learners to share responsibility for their own learning and assessment, setting goals that
stretch and challenge18 Apply appropriate and fair methods of assessment and provide constructive and timely
feedback to support progression and achievement19 Maintain and update your teaching and training expertise and vocational skills through
collaboration with employers20 Contribute to organisational development and quality improvement through collaboration with
others
The Society for Education and Training (SET)’s Code of Conduct
In addition to the Professional Standards, we adhere to the Society for Education and Training (SET)’s Code of Conduct for practitioners working in the post-16 education and training sector. While membership is not compulsory, the overarching principles laid out in this Code of Conduct uphold and define our professionalism. As a trainee there is an expectation that you will also comply with this code:
https://set.et-foundation.co.uk/media/2410146/set-code-of-practice-final-for-publication.pdf
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Calendar of the YearDate w/c 201902/09/19 Registration and induction Full time Education and Training09/09/19 registration and induction Part time Education and Training16/09/1923/09/1930/09/1907/10/1914/10/1921/10/1928/10/19 HE reading week04/11/19 11/11/1918/11/1925/11/1902/12/1909/12/1916/12/19 College closes 20/12/19 for Christmas for students23/12/19 Christmas30/12/19 BH
01/01Christmas
06/01/202013/01/2020/01/2027/01/2003/02/2010/02/2017/02/20 HE reading week24/02/2002/03/2009/03/20 16/03/2023/03/2030/03/2006/04/20 BH
10/04Easter
13/04/20 BH 13/04
Easter
20/04/2027/04/2004/05/20 BH
08/0511/05/20 Final Hand in of all work18/05/2025/05/20 BH
25/05Spring bank holiday
01/06/2008/06/2015/06/2022/06/20 Semester 2 HE exam committees and boards commence29/06/20 Semester 2 HE exam committees and boards continue06/07/20 Semester 2 HE exam committees and boards continue13/07/2020/07/20
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Attendance
Regular attendance in class or at your computer for distance learning elements is required for all elements of these modules and your tutor will keep a register. It is the responsibility of individual students to catch up on missed work: we encourage a ‘study buddy’ system to support this as well as an active VLE. You are required to attend classes regularly and punctually. Whenever you are absent the reason must be notified to your tutor. You are expected to maintain an attendance level of 100% on your course. If you are absent from sessions for three consecutive weeks, without adequate explanation, we have a duty to notify the student loan company and you may be deemed to have withdrawn from the course.
Tutorial support
Tutorial support will be offered in addition to the taught programme by module staff. Your tutor will provide details of tutorial arrangements in an early session. Academic Writing Support - Successful Writing for Academic Purposes (SWAP)
This is the Faculty’s academic writing support service offered by the Academic Writing Support Coaches. What can they help with?
Study skills to improve writing, e.g. use of notebooks to capture vocabulary, organisation around note-taking, making essay plans.
Research skills, e.g. navigating reading lists, selecting appropriate secondary sources, using the Internet more effectively.
English language, e.g. punctuation, grammar, use of register. Academic writing, e.g. clear signposting in work to create coherence, not
assuming prior knowledge, critical engagement with own work and that of secondary sources.
Students can use the SWAP Moodle site to book tutorials, submit work, and access useful documents / external sites. You will also find details of how to book onto a SWAP Critical Reading Group. The access key is AcadWrit+99.Contact: Jonathan [email protected]
Student opinion
The School values student opinion and this is sought at modular level in the following ways:-
By completing a module review – this will be given to you by your tutor towards the end of the module;
Informal feedback is welcomed by tutors and, in the first instance students should approach the module tutor. If a specific issue has been identified which is not resolved to your satisfaction the module leader should be approached. Where the
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module tutor and module leader are the same, or the issue has failed to reach a satisfactory conclusion, students should approach the course tutor.
Compliments and Complaints
If you are not satisfied with an aspect of the course and wish to make a complaint: Your first action is to tell the person concerned what your complaint is, so that
the problem can be resolved if at all possible Details of the formal Complaints Procedure can be found on the college’s
Student Intranet website.
Conversely, if are enjoying the course and wish to compliment the team: Your first action is to tell the person concerned! Inform the module leader and course tutor Make sure that you complete a module review Tell your friends and colleagues
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University of Bolton Assessment Regulations Important Regulatory Points
(A link to the full regulations can be found on the College Moodle Site)
All courses:
the pass mark for a module is 50% for postgraduate modules
work must be submitted for all the components of a module
the maximum mark achievable for a re-assessed piece of work is 50% - the pass mark for a module
Submission of Assignments
If you are unable to submit an assessment/assignment/sit an examination on time, due to circumstances outside or your control, you should contact your module/course tutor at the earliest opportunity to discuss your difficulty and determine the best course of action. This may involve the use of one of the procedures below, provided that you have good reason and documentation to support your case. Extensions are only granted in exceptional circumstances. If you do not hand in on the EXACT time the work is due then marks will be deducted for lateness.
General Assessment Advice
You should consult the grading criteria; Look at the learning outcomes above – you need to demonstrate that you have
met these when completing the various tasks; The work must be presented in standard English, word processed, double line
spaced, show clarity of presentation and be coherently organised; The work must demonstrate relevance and breadth of reference to appropriate
literature; You are strongly encouraged to make use of the tutorial time allocated to ensure
that your work will meet the requirements of the assessment brief; Referencing must be the Harvard system of referencing. Use the school
referencing booklet “Guidelines on Referencing in Academic Writing”, for guidance. You will be penalised for poor referencing. All references cited in the assignment must be included in a reference list. A bibliography i.e. a list of everything you have read is not required, whether cited or not;
Word count: An assignment can be submitted with a word length of + or - 10% of the specified word length. For example, if an assignment of 2000 words is set then students can submit work with a word total within the range of 1800 to 2200 words. If the word total falls outside of these limits then the assessment grade and feedback given will report poor drafting and editing of the work. All words contained in the main body of the assignment contribute towards the word count.
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This includes quotations and references. It does not include the reference list or appendices;
Confidentiality: You should ensure that all work that you submit maintains confidentiality and anonymity. In the interest of confidentiality please ensure that your work does not identify individuals, either colleagues or students, or organisations. You may submit copies of documents prepared during the course of your work but names should be removed from the document.
Plagiarism
Academic misconduct is defined by the University of Bolton as any activity or attempted activity which gives an unfair advantage to one or more students over their peers and is treated very seriously.
To ensure that students are treated fairly and equitably, academic misconduct is divided into the following three types:
Academic Negligence: This is regarded as the least serious offence and covers first time minor offences. It includes plagiarism that is small in scale, not related to the work of other students, and which is considered to have resulted from ignorance or carelessness.
Academic Malpractice: This covers extensive paraphrasing of material with no acknowledgement of the source, systematic failure to reference, submitting work which has already been submitted for another assignment, and subsequent cases of Academic Negligence.
Academic Cheating: This is regarded at the most serious offence and covers Plagiarism in dissertations/final year projects/taught doctorate modules, collusion with other students, theft, commissioning/purchasing work, falsification of results/data, and all examination irregularities.
If suspected of academic misconduct, you will be required to attend either an informal or formal meeting and if subsequently found guilty, you will receive a penalty, the most serious of which can be exclusion from the University.
Fitness to Practice
A student’s Fitness to Practise may be challenged when their behaviour, health and/or professional conduct gives cause for concern. In these circumstances, a student should be considered under Bradford College’s Fitness to Practise regulations. Please familiarise yourself with these important regulations.
https://tinyurl.com/fitnesstopractice
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Important Dates – the year overview: Please make sure you have noted all the start and due dates for assignments.
Module Dates Assignment due
1 Teaching, Learning and Assessment
2/9/19-13/9/19
4/11/19
2 Subject Specialist PedagogyMonday 4.30 – 7.30
30/9/19-14/10/20 and then 30/3/20 – 14/5/20
18/5/20
2 ESOL. Literacy or Numeracy Diploma
3 Theories that Underpin Teaching and Learning(Monday 4.30)
16/12/1924/2/20
9/3/20
4 Curriculum Design(Wednesday 4.30 – 7.30)
8/1/2026/2/20
4/3/20
5 Researching Teaching 16/9/19 – 9/12/19
20/4/20
5 ESOL, Literacy or Numeracy Diploma (2)
6 Developing Professional Practice(Wednesday 4.30 – 7pm)
4/3/2011/5/20
11/5/20
Personal and Professional Development (PPD) Sessions- these will run every week on a Monday or Wednesday 2.30 -4pm
Personal Tutorials – you will be required to attend three reviews throughout the year. To be arranged at mutually convenient times with Katya
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Module 1: Teaching, Learning and Assessment
Module Focus
The module is designed to enable participants to establish a firm foundation in Teaching, Learning and Assessment practice and theory.
The core skills, knowledge and understanding needed to teach in the sector will be explored. This will include consideration of purpose, planning, delivery, resources, assessment and evaluation.
The module will culminate in participants delivering a micro-teach session to their peers.
Professional Standards (2014)
As the module is a general introduction to teaching it begins the process of meeting many of the Professional Standards. In particular:
1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners.
12 Understand the teaching and professional role and your responsibilities14 Plan and deliver effective learning programmes for diverse groups or
individuals in a safe and inclusive environment18 Apply appropriate and fair methods of assessment and provide constructive
and timely feedback to support progression and achievement.
Learning outcomes
1Review the role, responsibilities and boundaries of a teacher in post compulsory education in relation to your subject specialism and link to the Professional Standards.
2 Demonstrate appropriate inclusive planning for teaching and learning.3 Deliver and reflect on a teaching session ( micro teach)
4 Identify and explain a range of assessment tools and strategies appropriate for teaching your subject specialism.
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Assessment: Teaching Learning and Assessment (Level 4)
Type of Assignment: Two parts, as below Weighting: Part 1 – Essay 40%. Part 2 – Portfolio 60%
Word count: 4000 Submission Date: 04/11/19
Assessment Brief:
Part 1 (40%) Essay 1600 words
Review the role, responsibilities and boundaries of a teacher in post compulsory education in relation to your subject specialism and link to the Professional Standards.
(Learning Outcome 1)
Part 2 (60%) Portfolio 2400 word equivalence Plan and deliver a micro-teach. Reflect on planning, delivery and feedback to
identify your strengths and areas for development. Planning documents and rationale Assessment strategies/tools and rationale Initial standards tasks
(Learning Outcomes 2,3 and 4)
Schedule supplied
Reading List
Recommended
RecommendedBlack, P. and Wiliam, D. (1998) Inside the black box: Raising standards through classroom assessment. [Online]. Available: http://ngfl.northumberland.gov.uk/keystage3ictstrategy/assessment/blackbox.pdf https://weaeducation.typepad.co.uk/files/blackbox-1.pdf. Accessed 1st September 2019
Blanchard, J. (2009) Teaching, Learning and Assessment. Maidenhead: Open University Press
Cowley, S (2018) The Ultimate Guide to DifferentiationAchieving Excellence for All: London: Bloomsbury Education
Curzon, L.B and Tummons, J (2015) Teaching in Further Education: An Outline of
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Principles and Practice: London: Bloomsbury Academic
Gould, J. and Roffey-Barentsen, J. (2018) Achieving your Diploma in Education and Training. 2nd Ed. London: SAGE Publications Ltd
Gray, L. and Smith, R (2017) Enhancing assessment and feedback with technology: a guide for FE and skills. https://www.jisc.ac.uk/guides/enhancing-assessment-and-feedback-with-technology. Accessed 1st September 2019
Petty, G. (2014) Teaching Today: A Practical Guide. 5th Ed. Oxford: OUP
Reece, I. & Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. 6th edition. Sunderland: Business Education Publishers
Wallace, S. (2017) Motivating Unwilling Learners in Further Education: The key to improving behaviour. London: Bloomsbury Education
Books, eBooks and other Publications
Armitage, A., Bryant, R., Dunhill, R., Hammersley, M., Hayes, D., Hudson, A. and Lawes, S. (2003) Teaching and Training in Post-Compulsory Education. 2nd revised Ed. Buckingham: Open University Press.
Avis, J., Fisher, R. & Thompson, R. (2009) Teaching in Lifelong Learning. Maidenhead: Open University Press
Curzon, L. B. (2003) Teaching in Further Education. London: Continuum International Publishing Group.
Denby, N., Butroyd, R., Swift, H., Price, J. & Glazzard, J. (2008) Master’s Level Study in Education. Maidenhead: Open University Press
Ginnis, P. (2002) The Teacher’s Toolkit: raise classroom achievement with strategies for every learner. Carmarthen: Crown House Publishing.
Gravells, A. & Simpson, S. (2008) Planning and Enabling Learning in the Lifelong Learning Sector. Exeter: Learning Matters
Gravells, A & Simpson, S. (2009) Equality and Diversity in the Lifelong Learning Sector. Exeter: Learning Matters
Gray, D., Griffin, C. & Nasta, T. (2005) Training to Teach in Further and Adult Education. 2nd edition. Cheltenham: Nelson Thornes
Hayes, D., Marshall, T. & Turner, A. (2007) A Lecturer's Guide to Further Education: Inside the 'Cinderella Sector’. Maidenhead: Open University Press
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Huddleston, P. and Unwin, L. (2007) Teaching and Learning in Further Education: Diversity and Change. London: RoutledgeFalmer.
Jarvis, P. (2002) The Theory and Practice of Teaching. London: Kogan Page
Lea, J., Hayes, D., Armitage, A., Lomas, L. & Markless, S. (2003) Working in Post-Compulsory Education. Maidenhead: Open University Press
LLUK (2007) Inclusive learning approaches for literacy, language, numeracy and ICT (London, LLUK).
Minton, D. (2005) Teaching Skills in Further and Higher Education. Basingstoke: Macmillan
Open University (2006) Types of Assessment for Disabled Students. [Online]. Available: http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/types-of-assessment-for-disabled-students.php
Petty, G. (2009) Teaching Today. (4th Edition) Cheltenham: Nelson Thornes.
Petty, G. (2006) Evidence Based Teaching - A Practical Approach. Cheltenham: Nelson Thornes
Race, P & Brown, S. (1998) The Lecturer’s Toolkit: A Practical Guide to Teaching, Learning and Assessment. London: Kogan Page
Reece, I. & Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. 6th edition. Sunderland: Business Education Publishers
Tummons, J. (2007) Assessing Learning in the Lifelong Learning Sector. 2nd rev. ed. Exeter: Learning Matters.
Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. Exeter: Learning Matters.
Journal Articles
Ellington, H. (2000) How to become an excellent tertiary level teacher. Seven golden rules for university and college lecturers, Journal of Further and Higher Education, 24 (3), 311-321.
Nixon, L., Gregson, M. & Spedding, T. (2007) Pedagogy and the intuitive appeal of learning styles in post-compulsory education in England, Journal of Vocational Education and Training, Vol. 59 No. 1, pp. 39-51.
Ollin, R. (2008) Silent pedagogy and rethinking classroom practice: structuring teaching through silence rather than talk, Cambridge Journal of Education, 38 (2), 265-280.
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Ross, J. (2006) ‘The reliability, validity and utility of self-assessment’. Practical Assessment: Research and Evaluation [Electronic]. Vol. 11, No. 10. Available: http://parenonline.net/pdf/v11n10.pdf
Seifert (2004) Understanding student motivation, Educational Research, Vol. 46 No. 2, pp.137-149.
Young, P. (2000) ‘I might as well give up’: self-esteem and mature students’ feelings about feedback on assignments, Journal of Further and Higher Education, 24 (3), 409-418.
Web Sites
Infed http://www.infed.org/An encyclopaedia of adult learning: Good for summaries of learning theories.
Times Educational Supplement http://www.tes.co.uk/Good for Jobs, News, Current educational issues and teaching tips!
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Module 2: Subject Specialist Pedagogy
Module Focus
This module aims to develop a systematic and critical understanding of contemporary issues in your specialist teaching subject and will enable you to respond to these issues pragmatically and creatively through the development of salient and original teaching resources, utilizing new and emerging technologies, with consideration of contemporary teaching and learning theory.
The module provides a safe space for you to experiment and take maverick approaches to assessment in order to better support the digital learners of the future.The content will be delivered using workshops to develop skills, tutor input on e-learning, peer-led sessions to showcase resources and group discussion. The delivery and learning will be supported throughout via the Virtual Learning Environment (VLE) and other Computer Mediated Communication (CMC) methods. You will be expected to attend all scheduled sessions and prepare for these in advance by undertaking relevant tasks and background reading.
Through the creation of a series of blogs/vlogs you have the opportunity to address many of the Professional Standards including the following:
Professional Standards (2014)
3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge
4 Be creative and innovative in selecting and adapting strategies to help learners to learn
14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment
15 Promote the benefits of technology and support learners in its use
Learning outcomes
1 Examine contemporary (macro and micro) issues in your own specialist area.2 Identify and analyse barriers to learning in your specialist area and make
suggestions for overcoming them.3 Demonstrate the ability to act autonomously in planning and creating
innovative resources relevant to specialist teaching, with focus on differentiation and inclusion.
4 Reflect on the principle of ‘becoming an innovative specialist practitioner’ with consideration of the Professional Standards.
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AssessmentType of Assignment: Two parts as below (Portfolio blogs and a presentation)
Weighting: Part 1 50%- 2500 word equivalent, Part 2- Presentation (15-20 minutes)
The module is introduced in September to allow trainees to build on their portfolio and work on resource development. The module reconvenes in March for additional module content and the presentations.
Submission Date: 18/5/19
Assessment Strategy
Formative:Students will be formatively assessed throughout the module by tutors and peers. Trainees will devise innovative resources in practical sessions and peer assess in terms of innovation and suitability for specialist learners. This will then feed into the Part 2 summative assessment.
Summative: Part 1 (50% weighting): A series of blogs/a vlog.
Develop a series of blogs which examine contemporary issues in your specialist area (macro and micro)
Produce a vlog to reflect on the principle of ‘becoming an innovative, specialist practitioner with consideration of the professional standards.
(Learning outcomes 1,2,4) 3000 word equivalence
Part 2 (50% weighting)Presentation (15-20 minutes) and rationale of resources: plan, create and present an innovative resource for your specialist learners. Justify the resource in terms of their suitability for a specialist group with consideration of teaching and learning theory, inclusion and differentiation. (Learning Outcomes 2, 3)
Assessment Criteria Students will demonstrate their ability to investigate contemporary issues within Education and Training and critically analyse how these impact teaching and learning in their specialist area. Students will create
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innovative resources, using new technologies, suitable for specialist audiences and present to peers.
Assessment guidance:
Part 1: Portfolio (2500 word equivalent)
Develop a portfolio of blog posts which a) examine issues in your specialist subject and b) reflect on the importance of being an innovative practitioner, with reference to the professional standards. Blogs should include references and, where possible, these should be linked to your specialist area. Remember, this is the only module where your specialism is in the title!
Blogs 1 & 2- ‘Aims and Issues’ (1,500 words- 750 words each).
Two separate blogs exploring a contemporary issue (1 micro, 1 macro) relevant to your specialist area. Consider the impact of the issue on your salient aims as a specialist teacher and evaluate how course design, planning and quality processes can be used to overcome them.
Communication with fellow professionals in your specialist area (e.g. mentor), may aid understanding of the issues faced (particularly if you are new to teaching).
A Note on Style
Style can be more informal than in traditional academic writing (congruent with the engaging style of blog writing) but the same academic rigour and critical depth is expected at your level of study. Humour is acceptable and use of images throughout the blogs will enhance engagement. A reference list should be included at the end of each blog. Good presentation is important; competent use of IT is a central element of communication to learners and fellow professionals and is an expectation in the Professional Standards.
(LO 1,2)
Blog (Vlog) 3- Produce a video blog reflecting on the importance of ‘becoming an innovative specialist practitioner’ with consideration of the Professional Standards. (1000 word equivalent)
Create a video blog (Vlog) reflecting on your role as an innovative teacher in your specialist field, using a recognised model of reflection e.g. Brookfield’s lenses, Gibbs’ 6 questions, Schön, or Rolfe, Freshwater and Jasper’s– ‘What’ Model.
You may approach this in any way you wish e.g. reflect on the use of technology to aid communication in your specialist area (to students, fellow professionals and other stakeholders), reflect on your role as an innovative specialist teacher or you may like to reflect on an event where you used innovation to good (or less than good!) effect.
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The reflection must be presented as a video and embedded into the blog. A list of references should be included at the end of the recorded presentation. (LO 4)
Suggested screencasting software (to be used in conjunction with other presentation software e.g. Prezi, Sway, PowerPoint):
http://www.screencast-o-matic.com/ -One-click screen capture recording on Windows or Mac computers with no install for FREE. Can record 15 minutes and then upload to YouTube.
Part 2: Presentation of an innovative resource (15-20 minutes, 3000 word equivalent).
Create 1 innovative resource. You will showcase/present this in a session. Include a rationale justifying the approach you have taken (Why is the resource appropriate for your specialist learners and in which ways have you considered differentiation and inclusion?) Make suggestions for 1 additional resource which is relevant to specialist teaching and learning. The resources should be embedded in the blog for maximum impact and one must use innovative technology.
Please also refer to moodle and the group Padlet for a variety of apps and teacher tools you might like to use.
(LO 3)
WEEKLY BREAKDOWN/LEARNING PROGRAMMETopics Module
Outcomes30/9 Discussion- what distinguishes your specialism/s from
other areas in HE/FE?
Subject specific aims and issues (Macro and Micro)
How this impacts course design and planning
Assignment advice
1, 2
7/10 Resources – Digital learning tools 1, 2, 3, 4
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Experiment with and critique a range of digital learning tools.
14/10 Innovation. Development of resources- practical 3
Module Reconvenes in March- Completion on Aims and Issues Blogs. Develop a resource. 30/3 Seminar: Issues and debates in digital learning for
education. The Professional Standards.
Blended Learning: Models of Reflection
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Easter
20/4 Workshop and Individual tutorials. Screencast-o-matic support.
1,2,3,4
27/4 Innovative Resource Presentations
Present one innovative resource to the group. Peer feedback to explore the implications on teaching and learning.
Working with colleagues.
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4/5 Innovative Resource Presentations
Present one innovative resource to the group. Peer feedback to explore the implications on teaching and learning.
Working with colleagues.
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11/5 Assignment Workshop 1,2,3,4
18/5 Assignment submission.
Suggested Reading
In fitting with the contemporary, specialist nature of the module, some references should be current and from your specialist field as well as pedagogical. A wealth of journal articles can be found on ‘Discover @ Bradford College’. Please also refer to the reading list.
Reading List
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Essential
Further Education Learning Technology Action Group: FELTAG Report (2012) [Online]. Available: http://www.feltag.org.uk/wp-content/uploads/2012/01/FELTAG-REPORT-FINAL.pdf [9 July 2018]
Journal of Educational Research
Richardson, W. (2010) Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Crown Press Roffey-Barentsen, J. & Malthouse, R. (2009) Reflective Practice in the Lifelong
Learning Sector. Exeter: Learning Matters.Stephenson [ed.] (2001) Teaching and learning Online- Pedagogies for New Technologies. London: Kogan Page
Times Educational Supplement [Online]. Available: http://www.tes.co.uk/ [9 July 2018]Books, eBooks and other PublicationsBack, S., Haynes, P. and Lewis Smith, J. (2006) Online Learning and Teaching in Higher Education. Maidenhead: Open University Press.Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. & Williamson, S.
(2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press.
Fry, H., Ketteridge, S. & Marshall, S. (2009) A Handbook for Teaching and Learning in Higher Education. 3rd edition. Abingdon: Routledge.
Gravells, A & Simpson, S. (2009) Equality and Diversity in the Lifelong Learning Sector. Exeter: Learning Matters.
Palloff, R. and Pratt, K. (2011) The Excellent Online Instructor. California: Jossey-Bass.
Petty, G. (2006) Evidence Based Teaching - A Practical Approach. Cheltenham: Nelson Thornes.
Web Resources
Atherton, J. S. (2005) Learning and Teaching: About the site. [Online]. Available: http://www.learningandteaching.info/ [9 July 2018]
The Education and Training Foundation [Online]. Available: http://www.et-foundation.co.uk/ [9 July 2018]
E-learning centre (2007) Predictions for e-learning. [online] E learning Centre. Available: http://www.e-learningcentre.co.uk/eclipse/Resources/predictions.htm [9 July 2018]
Littlejohn, A. and Buckingham Shum, S. (2003). (Eds.) Reusing Online Resources (Special Issue) Journal of Interactive Media in Education, 2003 (1). ISSN:1365-893X [Also Available: www-jime.open.ac.uk/2003/1/ [9 July 2018]
Petty, G. (2004) Differentiation. [Online]. Available: http://www.geoffpetty.com/differentiation.html [9 July 2018]JournalsJournal of Educational Computing Research
British Educational Research Journal
Journal of Further and Higher Education
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Teacher as a ResearcherModule Focus This module aims to develop your skills and understanding of Action Research, through an examination of one aspect of your own teaching and learning practice. You will carry out primary research to evaluate one aspect of your own teaching and learning practice, taking into account ethical considerations. You will be required to show an ability to manage ethical considerations and present research and key findings in an appropriate format.
Professional Standards (2014)
1 Reflect on what works best in your teaching and learning to meet the diverse needs
4 Be creative and innovative in selecting and adapting strategies to help learners to learn
7 Maintain and update knowledge of your subject and/or vocational area8 Maintain and update your knowledge of educational research to develop
evidence-based practice9 Apply theoretical understanding of effective practice in teaching, learning
and assessment drawing on research and other evidence20 Contribute to organisational development and quality improvement through
collaboration with others
Learning outcomes
1. Explain the purpose, key features and techniques of Action Research2. Examine ethical considerations in relation to teachers carrying out Action
Research on their own practice3. Employ established techniques of ethical research and enquiry to
independently carry out an Action Research project on one aspect of your own teaching and learning practice
3. Employ established techniques of ethical research and enquiry to independently carry out an Action Research project on one aspect of your own teaching and learning practice
4. Appraise key findings and make recommendations for professional practice
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Assessment: Teacher as a Researcher (Level 5)
Type of Assignment: Action Research Report
Assessment: Due 20th April 2020
Weighting: 5,000 word report 100%
Assessment Brief:
Carry out an Action Research project on one aspect of your own teaching and learning practice, taking into account ethical considerations. Present and critically evaluate the research and key findings in an appropriate format (LO 1, 2, 3, 4)
You will submit a proposal to be approved for ethical clearance by the module tutor before commencing with the project. This will be the basis for initial feedback and guidance. Your proposal form needs to be in by 11/12/19
Module Assessment Advice/Criteria: To pass this module assessment you will have to meet all the learning outcomes. You should check your work before submission to see that you have completed all the tasks and fulfilled the grading criteria
Date (Wednesday)
Session focus Learning outcomes
1 18/09/19 Recap and review what Action Research is?
Identify and develop the research question in readiness for the proposal submission
1.Explain the purpose, key features and techniques of Action Research
2 25/09/19 Research Methodologies and Methods
1. Explain the purpose, key features and techniques of Action Research
3 02/10/19 Research Proposal Seminar where trainees will present their research proposal to their peers and module tutor
3. Employ established techniques of ethical research and enquiry to independently carry out an Action Research project on one aspect of your own teaching and learning practice
4 09/10/19 Ethics of Research(Submit Section 1, Research
2. Examine ethical considerations in relation to
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Date (Wednesday)
Session focus Learning outcomes
proposal) teachers carrying out Action Research on their own practice
5 16/10/19 Analysis of results 4. Appraise key findings and make recommendations for professional practice
6 23/10/19 Measuring the impact of research 4.Appraise key findings and make recommendations for professional practice
Reading Week7 06/11/19 Action Research Workshop(no
formal session – individual and small group tutorial)
8 13/11/19 No attendance xxxxxxxxxxxxxxxxxxxxxxx9 20/11/19 Research Seminar
(Discussing progress and findings so far)
3. Employ established techniques of ethical research and enquiry to independently carry out an Action Research project on one aspect of your own teaching and learning practice
10
27/11/19 Tutorials One-to-one guidance and support
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04/12/19 Tutorials One-to-one guidance and support
12
11/12/19 Tutorials One-to-one guidance and support
As required
Tutorials towards submission
20/04/20 Submission of Assignment
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Observations, Reflective Practice and the Minimum Core
During your course, you are required to be observed in your teaching practice a minimum of eight times and to maintain a teaching file which records this observation and your reflective responses to this process.
You will be responsible for arranging these eight observations, four with your tutor in the PCET department and four with your mentor.
Your teaching file will be divided into 2 parts and will grow as the process progresses:
Part 1. Before your observation you will need to source the correct PSET/mentor observation form and provide a brief rationale for the observed session with comments about your context and anything else you’d like your observer to be aware of. Please email this to your observer prior to the session.
At the observed session you will need to provide a physical teaching file containing a lesson plan, scheme of work, and copies of key resources.
Part 2 is your reflective response to each lesson itself and the feedback, followed by a brief and realistic action plan for your continuing development. We will ask you to use a verity of models of reflective practice during the course, for instance, you might start off with Gibbs’ six-stage ‘Describe, feelings, evaluation, analysis, conclusion, action plan’ or Rolfe, Freshwater and Jaspers’ ‘What? So what? Now What?’ and then move on to Brookfield’s four critical lenses. You will also need to provide documentation from any previous observations including PSET/mentor feedback and your reflections.
You will need to bring your teaching file to each observed session so that the observer can see your reflections and action plan and previous feedback.You should refl ect on observations as soon as you have received your feedback. This reflection should appear in your Wordpress blog.
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Diagram of the process of observation.
Needs editing as rationale is spelt wrong
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PSET TEAM OBSERVATION FORMTrainee teacher observed: PCET course and year:
Observer: Observed course/ level:
Date & time: Number of learners: Organisation:
Trainee to complete this rationale with as much detail as possible and send to link tutor the day BEFORE the observation:
1. Identify any specific needs present in the group.(e.g. SEND/EAL/High Level Learners)
2. Purpose and context of the lesson: (e.g introducing a new topic, consolidating prior learning, completing assessment activity)
3. Links to previous and next lesson (include reference to Scheme of Work)
4. Learning Objectives: (What do you want learners to achieve by the end of the session?)
5. Literacy and numeracy (How can you capitalise on opportunities to integrate English/Maths in your session?)
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Summary of strengths:
Summary of areas to develop:
Requires Improvement:
A = Established B = Consolidating C = Area to develop D = Not seen A B C DProfessional values and practice Reflect on what works best in your teaching and learning to meet the diverse needs of learners. (Teaching practice file reflections and Action Plan) PS 1Build positive and collaborative relationships with colleagues and learners. PS6Value and promote social and cultural diversity, equality of opportunity and inclusion. PS5Demonstrate understanding of the role and responsibilities of a professional teacher. (Including H& S) PS 12
Learning and teachingInspire, motivate and raise the aspirations of learners through your enthusiasm and knowledge. PS3Engage learners with creative and innovative teaching and learning strategies. PS4Differentiate approaches to support and challenge all learnersManage learning; ensuring learners understand purpose, structure and context. PS11Enable learners to develop responsibility for their learning, promoting independent learning PS17Communicate effectively and present information clearly Manage and promote positive behaviour PS 11
Specialist learning and teachingApply in-depth subject specialist knowledge and pedagogy to meet the needs of all learners. PS8Make links between the specialist area and its wider context (e.g. work, legislation, current issues). PS7Use specialist resources to create interest and discussion
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Planning for learning
Devise and share well-written learning outcomes PS17Consider wider curriculum issues (e.g. employability, united values, critical thinking) PS12Differentiate to meets the needs of all learners Consider opportunities to embed, English, Maths and ILT PS16Well-structured - including appropriate beginning, middle and end sections PS14
Assessment for learningApply appropriate and fair methods of assessment. PS18Use formative assessment that captures the progress of learners throughout the sessionProvide constructive and timely feedback to support development and achievement. PS18Take the opportunity to use peer or self-assessment, where appropriate.Employ effective questioning skills.
English, mathematics and technologyEffectively address the mathematics needs of learners. PS16Effectively address the English needs of learners PS16Promote the benefits of technology and support learners in its use? PS15
The Post-Observation Process and Tasks
You are expected to:
Read through the observation report, paying particular attention to feedback regarding both consolidating skills and areas to develop and discuss with the observer any points that you need clarifying.
Complete a written reflection on the observation using any format but drawing on models of reflection; the focus should be on your development as a teacher.
Develop an Action Plan detailing how you intend to develop your practice
Use the observation feedback, reflection and action plan to inform the rationale for the next observation.
Upload the observation report, reflection and action plan to your Wordpress Portfolio.
Include printed copies of the observation report, reflection and action plan in your Teaching Practice File alongside any other documentation from the session (e.g. lesson plan and resources). Please remember that your observer needs access to this file during your observation.
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A successful session YES NO
General Assessment Guidelines for Written Assessments: Level 4 % Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/
Referencing
Clas
s I(E
xcep
tiona
lQu
ality
)
85-100%
Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an exceptional knowledge/ understanding of theory and practice for this level through the identification and analysis of the most important issues.
Makes exceptional use of appropriate arguments and/or theoretical models. Presents an analysis of the material resulting in clear, logical and original conclusions.
Coherently articulated and logically structured.
An appropriate format is used.
The presentational style & layout is correct for the type of assignment.Effective inclusion of figures, tables, plates (FTP).
An exceptionally well written answer with standard spelling and grammar. Style is clear, resourceful and academic.
Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.
Clas
s I(E
xcel
lent
Qual
ity)
70-84%
Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and summary of the most important issues.
Makes creative use of appropriate arguments and/or theoretical models. Presents an excellent discussion of the material resulting in clear, logical conclusions.
Coherently articulated and logically structured.An appropriate format is used.
The presentational style & layout is correct for the type of assignment.Effective inclusion of figures, tables, plates (FTP).
An excellently writtenanswer with standard spelling and grammar. Style is clear, resourceful and academic.
Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style.
Clas
s II/i
(Ver
y Go
od
Qual
ity)
60-69%
Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.
Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and summary of key issues.
Uses sound arguments or theoretical models.Presents a clear and valid discussion of the material. Clear, logical conclusions.
Logically constructed in the main.An appropriate format is used.
The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP.
A very well written answer with standard spelling and grammar. Style is clear and academic.
Sources are accurately cited in the text and an appropriate reference list in the correct style is provided.
Clas
s II/i
i(G
ood
Qual
ity)
50-59%
Generally addresses the title/brief, but sometimes considers irrelevant issues.
Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and summary of some key issues.
Presents largely coherent arguments. Some issues and theoretical models expressed in simplistic terms. Conclusions are fairly clear and logical.
For the most part coherently articulated and logically structured. An acceptable format is used.
The presentational style & layout is correct for the type of assignment.Inclusion of FTP but lacks selectivity.
Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.
Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.
Clas
s III
(Sat
isfac
tory
Qu
ality
)
40-49%
Some degree of irrelevance to the title/brief. Superficial consideration of the issues.
Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to identify key issues.
Presents basic arguments, but focus and consistency lacking in places. Some issues may lack clarity, and/or theoretical models expressed in simplistic terms. Conclusions are not always clear or logical.
Adequate attempt at articulation and logical structure. An acceptable format is used.
The presentational style & layout is largely correct for the type of assignment.Inappropriate use of FTP or not used where clearly needed to aid understanding.
Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.
Some relevant sources cited.
Some weaknesses in referencing technique.
27
Bord
erlin
eFa
il
35-39%
Significant degree of irrelevance to the title/brief. Only the most obvious issues are addressed at a superficial level and in unchallenging terms.
Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues.
Limited arguments, which lack clarity in places. Conclusions are neither clear nor logical.
Poorly structured.
Lack of articulation.Format deficient.
For the type of assignment the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.
Deficiencies in spelling and grammar makes reading difficult.Simplistic or repetitious style impairs clarity.Style is non-academic.
Limited sources and weak referencing.
Fail
<34%
Relevance to the title/brief is intermittent or missing. The topic is reduced to its vaguest and least challenging terms.
Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.
Severely limited arguments. Lacks clarity.Conclusions are sparse.
Unstructured. Lack of articulation. Format deficient
For the type of assignment the presentational style &/or layout is lacking.FTP as above.
Poorly written with numerous deficiencies in grammar, spelling and expression.Style is non-academic.
An absence of academic sources and poor referencing technique.
28
General Assessment Guidelines for Written Assessments: Level 5 % Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/
Referencing
Clas
s I(E
xcep
tiona
l Qu
ality
)
85-100%
Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and critical analysis of the most important issues and themes.
Makes exceptional use of appropriate arguments and/or theoretical models. Demonstrates some distinctive or independent thinking. Presents an exceptional critical analysis of the material resulting in clear, logical and original conclusions.
Coherently articulated and logically structured. An appropriate format is used.
The presentational style & layout is correct for the type of assignment.Effective inclusion of figures, tables, plates (FTP).
An exceptionally well written answer with standard spelling and grammar. Style is clear, resourceful and academic.
Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.
Clas
s I(E
xcel
lent
Qual
ity)
70-84%
Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues and themes.
Makes creative use of appropriate arguments and/or theoretical models. Presents an excellent analysis of the material resulting in clear, logical conclusions.
Coherently articulated and logically structured.An appropriate format is used.
The presentational style & layout is correct for the type of assignment.Effective inclusion of figures, tables, plates (FTP).
An excellently writtenanswer with standard spelling and grammar. Style is clear, resourceful and academic.
Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style.
Clas
s II/i
(Ver
y Go
od
Qual
ity)
60-69%
Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.
Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and analysis of key issues.
Uses sound arguments or theoretical models. Presents a clear and valid analysis of the material in the main with clear, logical conclusions.
Logically constructed in the main. An appropriate format is used.
The presentational style & layout is correct for the type of assignment.Effective inclusion of FTP.
A very well written answer with standard spelling and grammar. Style is clear and academic.
Sources accurately cited in the text and a range of appropriate references cited in reference list in the correct style.
Clas
s II/i
i(G
ood
Qual
ity) 50-
59%
Generally addresses the title/brief, but sometimes considers irrelevant issues.
Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and analysis of some key issues.
Presents largely coherent arguments. Evidence of attempted analysis, with some descriptive or narrative passages. Conclusions are fairly clear and logical.
For the most part coherently articulated and logically structured. An acceptable format is used.
The presentational style & layout is correct for the type of assignment.Inclusion of FTP but lacks selectivity.
Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.
Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.
29
Clas
s III
(Sat
isfac
tory
Qu
ality
)40-49%
Some degree of irrelevance to the title/brief.
Superficial consideration of the issues.
Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to analyse key issues.
Presents basic arguments, but focus and consistency lacking in places. Issues are vaguely stated. Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.
Adequate attempt at articulation and logical structure. An acceptable format is used.
The presentational style & layout is largely correct for the type of assignment.Inappropriate use of FTP or not used where clearly needed to aid understanding.
Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.
Some relevant sources cited.Some weaknesses in referencing technique.
Bord
erlin
eFa
il
35-39%
Significant degree of irrelevance to the title/ brief. Only most obvious issues are addressed at a superficial level and in unchallenging terms.
Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues.
Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.
Poorly structured. Lack of articulation.Format deficient.
For the type of assignment the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.
Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity.Style is non-academic.
Limited sources and weak referencing.
Fail
<34%
Relevance to the title/brief is intermittent or missing. The topic is reduced to its vaguest and least challenging terms.
Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.
Inadequate arguments and no analysis.Conclusions are sparse.
Unstructured. Lack of articulation. Format deficient
For the type of assignment the presentational style &/or layout is lacking.FTP as above.
Poorly written with numerous deficiencies in grammar, spelling and expression.Style is non-academic.
An absence of academic sources and poor referencing technique.
30
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