Teaching the Teachers to Teach

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• Design and deliver an educational session, using the HACASE framework and a student-centred approach, in which teaching and learning activities and formative/summative assessments are constructively aligned to appropriate learning outcomes.
• Discuss your educational approaches to ensure student-centred learning, considering individual learners’ circumstances, and potential barriers to their learning.
• Using the educational evidence base and the ARC model, critically appraise and reflect on your teaching session in facilitating quality learning.
• Critically appraise your individual teaching approach and formulate, through reflection, a set of initiatives to benefit your teaching practice.

The syllabus for the Teaching the Teachers to Teach (T5) module has been divided into six broad themes:

• Pedagogical foundations; exploring the educational principles that underpin effective learning sessions including in-depth exploration and application of the HACASE: ARC model which is:
• HACASE: Hook, Aims and learning outcomes, Content, Assessment, Summary and Evaluation, and
• ARC: Appraise. Reflect and Change if appropriate
• Theory to Practice; what skills do you need to design your own learning session and what are the key components of a successful learning session
• Assessment for learning; Principles of Assessment; how to design constructively aligned assessments that bridge the gap between teaching and learning
• Evaluation for Improvement; how do you know your learning session has been successful
• Practice makes Perfect; what can you learn through iterative delivery and reflection
• Professional accreditation; what does it mean to be a Fellow of the Higher Education Academy and how can you use the UK Professional Standards Framework to map your progress through T5 to apply for AFHEA.

Teaching and learning methods

This online module is a blend of live teaching and pre-recorded sessions providing a flexible learning environment that gives you control over your studies. You should plan your time so that you can attend our live teaching and make the most of being able to take part in rich discussions and interact with the teaching staff and your fellow students.

A variety of online learning and teaching methods will be adopted to promote the development of a wide range of skills Specialist lecturers from a range of academic and health care professional backgrounds will ensure a breadth and depth of perspective is offered, giving a good balance between background theories, principles and practical advice.

As well as the formal live teaching and recorded sessions, we offer group online tutorials to support your learning. The techniques will include seminars, practical demonstrations, opportunities to put into practice teaching methods discussed via design of teaching sessions to different audiences, opportunities for self and peer assessment and critical appraisal of own practice.

Resources & Reading list

General Resources

1. Full reading list:. All this modules resources can be found in our online reading list which you can access from the module’s Blackboard site.

3. Useful Journals:. These include: Medical Education Medical Teacher Clinical Teacher

2. e-Books:. There are many e-books available from the University of Southampton library in both allergy and related academic subjects (e.g. reflection, study skills, communication skills). Access the online site: https://www-lib.soton.ac.uk/.

Textbooks

Waring, M & Evans, C (2014). Understanding Pedagogy: Developing a critical approach to teaching and learning Routledge. London.

Fry H, Ketteridge S & Marshall S (2014). A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice. London: Hoboken: Taylor and Francis.

Biggs J. & Tang C (2011). Teaching for Quality Learning at University. SRHE & Open University Press, McGraw-Hill Education, Maidenhead.

Butcher C, Davies C & Highton M (2020). Designing Learning: From Module Outline to Effective Teaching. London: Routledge.

Assessment strategy

The assessment for the module provides you with the opportunity to achieve the learning outcomes by demonstrating the depth and breadth of your knowledge of education and your ability to apply this in educational contexts.

Formative assessments include i) writing reflective blogs, ii) designing a session plan and iii) mapping your activities against the UKPSF.

There is one integrated summative assessment which is a portfolio comprising (i) a conference-style presentation of your education session and ii) a critical reflection of your teaching practice. The pass mark for the module is 50%.

Successful completion of the summative portfolio and the UKPSF mapping assessment is required by those applying for AFHEA.

Formative

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

Summative

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

Referral

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

Repeat Information

Repeat type: Internal & External