Sharing Experiences of Online Teaching – School of Arts – Peer Supported Review of Teaching 2020-21

For the Peer Supported Review of Teaching in the School of Arts (2020-21) staff were encouraged to find a partner who teaches on another course and be prepared to share 30 minutes or more of their session. A very simple form was created to enable staff to experiment, try out teaching ideas and share good practice. The initiative was launched at the end of January 2021 and partnerships were in place by the end of February 2021 so observations were online and reflected the challenges of teaching during lockdown. The comments below are taken from the written reflections of staff and are anonymised…. To carry on reading this article, please click here

Vignettes of Practice: Embedding Applied Learning Through Innovative Course Design on the MSc Sport (Applied Performance Analysis)

Embedding Applied Learning Through Innovative Course Design on the MSc Sport (Applied Performance Analysis) By John Francis, Lecturer and Course Leader, Michael Bateman, Lecturer, Jamie Kyte, Technical Demonstrator School of Sport and Exercise Science   This case study demonstrates the innovative approach to course design used throughout the MSc Sport (Applied Performance Analysis) course to maximise applied learning. We highlight the positive impact on students’ professional practice and the course team’s ability to continually reflect and develop subject knowledge. To maximise the applied learning, we work collaboratively with sports organisations to provide funded season-long placements. These allow students to engage with employability skills from the outset, through formal applications and an interview process that replicates industry practice (A1, K2). Additionally, the value clubs place on… Read moreVignettes of Practice: Embedding Applied Learning Through Innovative Course Design on the MSc Sport (Applied Performance Analysis)

Scaling up from SCIPS

Colleagues from the School of Education have been working on a project which looks at tools available to lecturers to help with their understanding of inclusive teaching practice. The project is Erasmus funded and is being lead by Richard Woolley, Sharon Smith and partners in Italy. A summary of the project can be found below: Summary of SCALE Project  

Vignette of Practice: The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment

The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment By Lorna Williams, PGCE Early Years Cohort Lead; School of Education Figure 1: The Design and Technology Road Map   This case study evaluates excellent practice, linking the UK Professional Standards Framework (2011), aligning to: assessing and providing feedback to learners (A3); developing effective approaches to student support and guidance (A4); and methods for teaching, learning and assessing (K2). Following the PITE2007 Design and Technology (DT) successes in 2017-18, I sought to add further strength to the module by developing the formative and summative assessment. I focused upon the importance of constructive alignment system whereby intended learning outcomes, learning and teaching activities… Read moreVignette of Practice: The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment

Vignette of Practice: Innovative Development of a Placement-Based Module to Enhance the Authentic Learner Experience and Student Satisfaction

Innovative Development of a Placement-Based Module to Enhance the Authentic Learner Experience and Student Satisfaction By Karen Williams, Senior Lecturer (Teaching) in Physical Education; School of Sport and Exercise Science     This case study highlights examples of teaching excellence where the innovative development of a level 6, school placement module has led to exceptional outcomes and enhanced student satisfaction. The study linked clearly to the UKPSF (2011) as it focuses on designing and planning learning activities and/or programmes of study (A1) and teaching and/or supporting learning (A2). The module developments have related to K2, utilising appropriate methods for teaching, learning and assessing in the subject area at the level of the academic programme. It also reflects professional values, specifically V2 for promoting participation in… Read moreVignette of Practice: Innovative Development of a Placement-Based Module to Enhance the Authentic Learner Experience and Student Satisfaction

Vignette of Practice: Using Workbooks to Create Effective Learning Environments

Using Workbooks to Create Effective Learning Environments By Gavin Thomas; School of Sport and Exercise Science   This case study documents the use of workbooks for students studying scientific modules on the sports, coaching and physical education HND, and its positive impact on supporting (A2) and creating effective learning environments (A4). The rationale was to provide an interactive resource in order to enhance engagement and support understanding of complex topics associated with the subject area.     Having been a module leader for several years, I had acquired a comprehensive understanding of the learning outcomes, module syllabus and assessment requirements. This enabled me to create a workbook that integrated the elements of learning from weekly lectures/seminars as well as incorporating essential assessment information (V1). Information… Read moreVignette of Practice: Using Workbooks to Create Effective Learning Environments