PGCAP Module 2: The Reflective Practitioner

Module overview

The Reflective Practitioner, PGCAP Module 2, is designed to support you in developing as a reflective educator. Building on established theories of learning and current practice across the HE sector, it aims to develop your reflective skills and teaching effectiveness. Studying this module allows you to explore innovative ways of designing teaching and learning opportunities, ensuring equity of accessibility to learning and developing assessment and curriculum design. You will be able to critically evaluate the impact of teaching practice on student learning while developing your education expertise and professional portfolio. Completion of this module will allow you to consider the values underpinning teaching and learning in HE in relation to your professional and disciplinary contexts, build a knowledge base for supporting diverse groups of learners, promote equity of learning opportunities, collaborate with colleagues and students and thus recognise the implications for teaching practice and student support. Taught sessions are designed to engage participants in discussions across subject groups, with activities designed to encourage reflection on pedagogical knowledge, areas of education practice and professional values according to the PSF2023. Adherence to attendance requirements and successful completion of assessments will demonstrate achievement across relevant dimensions of the PSF2023 relevant to descriptor D2 that entitles successful participants to receive Fellowship from Advance HE (FHEA), a nationally recognised achievement

Learning and Teaching

Teaching and learning methods

You will engage in a range of activities to include flipped and workshop-style sessions so as to create a personalised experience that will influence the development of your professional practice. The workshop sessions are highly interactive and designed to promote engagement with the content and support the development of relevant skills and knowledge to a nationally recognised standard. You will be required to draw on your own experiences and apply current theory and scholarship to your teaching and learning activities. The module is designed to allow you to develop areas of educational interest and professional expertise that can positively impact your teaching practice and the learning experience of your students. Learning methods include: 1. Workshop–style sessions 2. Micro-learning sessions 3 Reflective writing periods could be one's own time or a writing workshop Course materials, reading lists and other resources will be available on Blackboard to aid reflection. You will be explicitly encouraged to reflect upon and evaluate your learning experience as you progress through the module.

Study time
Type	Hours
Independent Study	90
Lecture	30
Completion of assessment task	80
Total study time	200

Resources & Reading list

Journal Articles

Jessop, T & Thomas, C (2016). The Implications of Programme Assessment Patterns for Student Learning. Assessment and Evaluation in Higher Education, 1(10).

Veck, W (2009). Listening to include. International Journal of Inclusive Education, 13(2 (141 - 155)).

Textbooks

Ramsden, P (2003). Learning to Teach in Higher Education. London: Routledge.

Brookfield, S D (2017). Becomng a Critically Reflective Teacher. San Francisco: Wiley.

CArnell, B & Fung, D (2017). Developing the Higher Education Curriculum. London: UCL Press.

Butcher, C, Davies, C & Highton, M (2005). Designing Learning: From Module Outline to Effective Teaching. London: Routledge.

Boyle, B & Charles, N (2016). Curriculum Development. London: Sage.

Earwaker, J (1992). Helping and Supporting Students: rethinking the issues. Buckingham: Society for Resesarch into Higher Education and Open University Press.

Biggs, J & Tang C (2011). Teaching for Quality in Higher Education. Buckingham: SRHE & Open University Press.

Assessment

Assessment strategy

The assessment strategy for this module ensures that you can demonstrate the module's learning outcomes. While compiling your assignments, you must evidence the criteria of the PSF Descriptor 2 (PSF 2023). As a requirement for achieving Fellowship of HEA, you have to demonstrate all Dimensions of the PSF as reflected in the criteria of Descriptor 2. Assessment is both formative and summative, the formative providing opportunities for feedback throughout the module. Formative assessment will be via individual contributions to workshop activity, interactions with peers and tutors, and reflective writing. All formative elements can be used to inform summative elements of assessment. Summative assessment is in a portfolio style, and incorporates a case study, a poster with a video presentation, and a reflection on your CPD and enhancement of practice.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Workshop activities

Assessment Type: Formative
Feedback: Verbal
Final Assessment: No
Group Work: No

Reflective Journal

Assessment Type: Formative
Feedback: Verbal
Final Assessment: No
Group Work: No

Analysis

Assessment Type: Formative
Feedback: Verbal
Final Assessment: No
Group Work: No

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Case study	30%
Reflective account	10%
Poster Presentation	60%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Case study	30%
Reflective account	10%
Academic poster	60%

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Breakdown
Method	Percentage contribution
Case study	30%
Reflective account	10%
Poster Presentation	60%

Repeat Information

Repeat type: Internal & External