PGCAP Module 1: The Confident Teacher | CHEP6001

Module overview

The Confident Teacher, PGCAP Module 1, provides an overview of learning and teaching within HE for new academics. This module gives you an opportunity to implement a range of teaching and learning techniques into your practice within your discipline-specific contexts. The interactive nature of this module will enable you to develop as confident teachers and to explore methods for bringing about student learning opportunities and thus have an impact in the classroom.

Moving from an overview of learning and teaching within HE, you will develop skills in designing aligned learning and teaching utilising different approaches. You will be introduced to assessment and feedback approaches and theories as part of the aligned approach useful for those new to teaching in HE. Attending sessions will give you an opportunity to engage in discussions about best academic practices widely used and recognised in higher education and to reflect on your professional development in this regard.

Aims and Objectives

Learning Outcomes

Having successfully completed this module you will be able to:

apply key concepts in learning and teaching in classroom environments
design and plan inclusive learning activities in your subject area
critically reflect on teaching approaches and resources which lead to quality teaching and learning in your discipline
engage with best academic practices acknowledged in the wider HE sector and reflect on your professional development
write and use learning outcomes that are appropriate for a given session

Syllabus

This module is designed on flexible learning in order to give you the opportunity to plan your development on your professional needs. Keynote lectures and sessions will provide exposure to the underlying theory and provide opportunities for you to develop a range of skills to enrich the learning process and environment in which you practice.

You will also benefit from a scheme of peer observations which will provide you with the support of peers within and outside your discipline. You will also act as observer of more experienced educators in order to further explore the key concepts of educational theory. Through peer observations you will reflect on how education concepts are applied in the practice of experienced colleagues.

The sessions will cover topics which those new to teaching within HE will find useful for supporting their practice. Topics will include, designing and writing learning outcomes, designing aligned learning, enhancing learning with technology. Additional topics will include working with student diversity, marking/giving feedback and reflective practice.

Learning and Teaching

Teaching and learning methods

The taught sessions will utilise a range of approaches including key-note lectures, group and peer work. Workshop style taught sessions will combine short interactive presentations with directed activities conducted in small groups. In class discussions, you will have an opportunity to explore aspects of your own critical reflections on teaching sessions and referencing examples of practice to the dimensions of practice of the AdvanceHE UKPSF (2011).

You will also learn through observing colleagues and being observed by them. This method aims to share best teaching practice and to promote a culture reciprocal professional support through acting as ‘critical friends’.

Blackboard will also be used for a range of purposes including for accessing resources, module materials, course handouts and handbook as well as quizzes and flipped learning activities.

Study time
Type	Hours
Independent Study	110
Completion of assessment task	60
Total study time	170

Resources & Reading list

Internet Resources

Advanced HE resources.

Blackboard PGCAP Module 1 pages.

Textbooks

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

Waring, M and Evans, C (2015). Understanding Pedagogy: Developing a Criticl Approach to Teachingn and Learning. Oxford: Routledge.

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

Jones, E and Brown, S (eds) (2007). Internationalising Higher Education. London: Routledge.

Bates, B (2006). Learning Theories Simplified and how to apply them to teaching. London: Routledge.

Race, P (2015). The Lecturer's Toolkit. London: Routledge.

Brookfield, S.D (2017). Becoming a Critical Reflective Teacher. San Francisco: Wiley.

Butcher, C, Davies, C and Highton, M (2006). Designing Learning: From Module Outline to Effective Teaching. London: Routledge.

Assessment

Assessment strategy

Assessment is on a Pass/Fail basis at Masters level (FHEQ level 7), but feedback is provided which conforms to institutional norms for percentage marking ranges and descriptions. Marking for this module will not be anonymous. The tutors gain personal knowledge of individuals work through discussions during the sessions. As the marking and/or moderation is carried out by the teaching team in conjunction with some other markers, it is not possible to ensure anonymity of all participants’ work, following usual marking practice. This approach is aligned with the Anonymous Marking Policy.

Formative

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

Critical Reflection Feedback

Summative

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

Breakdown
Method	Percentage contribution
Critical Reflection	100%

Referral

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

Breakdown
Method	Percentage contribution
Critical Reflection	100%

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
Critical Reflection	100%

Repeat Information

Repeat type: Internal & External