Based on your evidence, how can you show that you have tried to improve your teaching? D2.2 Appropriate knowledge and understanding across all aspects of Core Knowledge D2.4 Successful engagement in appropriate teaching practices related to the Areas of Activity How do your teaching strategies take into account the different ways students learn or have different needs? From the evidence within your portfolio, where is there a good example of this? Based on the evidence within your portfolio, explain how you try to develop an effective learning environment The University currently has a number of strategic initiatives affecting student learning such as a) digital capability and b) inclusive learning What do you know about these initiatives and how do they impact on your teaching? D2.3 A commitment to all the Professional Values To what extent are you able to make your assessment inclusive of all learning styles and needs? From the evidence within your portfolio, where is there a good example of this? To what extent do you try to make feedback inform your students’ future learning? From the evidence within your portfolio, where is there a good example of this? D2.5 Successful incorporation of subject and pedagogic research and / or scholarship within the above activities, as part of an integrated approach to academic practice What educational models or theories underpin your approach to teaching? From the evidence within your portfolio, where is there a good example of this? How do you ensure that tour teaching is underpinned by research and scholarship? D2.6 Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices From the CPD you have presented within your portfolio, which event/activity do you feel had the greatest impact on your teaching? Based on your action-plan, how do you intend to further develop your teaching? What happens following the verbal reflective discussion Once your verbal reflective discussion is finished, the following stages in the process are required: An agreed final decision will be made by the assessors on the basis of all the evidence presented and discussed. As part of this, assessors will read through the references to check that they are supportive of your claim for a Fellowship.
means lecturers facilitating learning through encouraging adult learners to share their knowledge and understanding. Learner, 7thedition, London: Taylor& Francis Honey and Mumford (1986) Learning styles: appreciating that each student has their preferred way of learning: Activists: students who tend to involve themselves fully in new experiences without bias Reflectors: students who like to stand back and ponder experiences, appreciating the time to consider them from different perspectives Theorists: students who are prepared to adapt and integrate observations into complex but logically sound theories Pragmatists: students who are keen on trying out ideas, theories and techniques to see if they work in practice Honey, P. and Mumford, A. (1986) The Manual of Learning Styles, Maidenhead: Peter Honey Kolb (1984) Learning through experience According to Kolb’s Experiential Learning theory, there are 4 stages which a learner goes through: Concrete experience- the initial experience Reflective observation-reflecting on what has just happened Abstract conceptualisation-trying to make sense of the experience, sometimes by linking to a known theory/model Active experimentation-repeating the experience but informed by the learning in the previous 3 stages Kolb, D.A.(1984) Experiential Learning, New Jersey, Englewood Cliffs, Prentice Hall Biggs (2003) Approaches to learning: Biggs characterised students into 4 different categories, according to the approach they took to their learning: Non-academic approach: Minimal effort and tends to reach conclusions without sufficient evidence Surface approach: Generally unreflective, focussing only on completing the task requirements. Tends not to see connections between elements of study Strategic approach: Focuses on achieving the highest possible grade. Very aware of marking schemes and assessment criteria Deep approach: Vigorous interaction with the content of the subject. Makes connections between different parts of the subject and relates evidence to conclusions Biggs, J. (2003) Teaching for Quality Learning at University, Buckingham: Society for Research into Higher Education Reece and Walker (2006) Learning domains: Reece and Walker identified 3 specific learning domains: Cognitive: this is about knowledge, understanding, analysis, synthesis and evaluation Psychomotor: this is concerned with physical movement, coordination and skills Affective domain: this is concerned with feelings, attitudes, values and emotions Ideally, teaching sessions should be planned so that all these learning domains can be taken into consideration. Reece, I and Walker, S. (2006) Teaching, training and Learning (6th edition), Sunderland, Business Education Publishers LTD