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

Developing Innovative ‘Extended’ Communities of Practice (CoP) which Enable Students to Produce Inspiring Projects in their Practice Settings

Developing Innovative ‘Extended’ Communities of Practice (CoP) which Enable Students to Produce Inspiring Projects in their Practice Settings By Lisa Porter, Lisa Mauro-Bracken, Dawn Goodall and Rebecca Weston, School of Allied Health and Community     The Work-Based Learning (WBL) level 5 module is premised on students ‘giving back’ to the wider community though the development and implementation of successful projects in their practice settings (A5), to bring about practice improvements which benefit staff and service users (K3; V4). This reflects the values of the University of Worcester’s Strategic Plan (2019) to positively impact the world around us and enhance our relationships with the local community (V4). Through experiential learning (Scott, 2015), (V3; A5) students also develop project leadership skills enhancing their graduate employability.  … Read moreDeveloping Innovative ‘Extended’ Communities of Practice (CoP) which Enable Students to Produce Inspiring Projects in their Practice Settings

Vignette of Practice – Universal Design for Learning (UDL): The Benefits of Implementation

Universal Design for Learning (UDL): The Benefits of Implementation By Lisa Porter, Senior Lecturer and Admissions Tutor – FdSc; School of Allied Health and Community     This case study demonstrates innovative and excellent practice: UDL was applied to a module, resulting in significantly increased student satisfaction, achievement and engagement. UDL is a framework which reduces barriers to learning, recognises the diversity of individual learning styles and provides equality of opportunity for all learners (Capp, 2017). It provides a ‘buffet’ of learning rather than a single ‘fixed menu’ approach and contains three core principles: ‘Flexible methods of learning’; ‘Flexible resources to support learning’; ‘Flexible assessments’ (DeMontfort University, 2019). I applied the ‘UDL Self-Assessment and Development Tool’ (DeMontfort University, 2019) to review how ‘universal’ my module… Read moreVignette of Practice – Universal Design for Learning (UDL): The Benefits of Implementation

Vignette of Practice: Building Confidence to Present

Building Confidence to Present: Innovative Assessment Preparation for an Inspiring Poster Conference within the Foundation Degree Programme. By Lisa Mauro-Bracken, Dawn Goodall, Lisa Porter and Rebecca Weston, School of Allied Health and Community     This case study focuses upon innovative and inspiring practice within the Level 5 Work-based Learning (WBL) module that consolidates learning across both years. It engages students through the planning, implementation and evaluation of a setting- based project (K1-3) assessed at a poster conference. Using the framework of an academic conference, this assessment fostered peer engagement and appreciation of a diverse range of projects. Poster sessions, keynote speakers and networking lunch formed the structure of the day with all students leaving with provisional grades and feedback as “being able to get… Read moreVignette of Practice: Building Confidence to Present

Vignette of Practice: Cultivating Change for Inclusive Practice – Creating a Community of Learners

Cultivating Change for Inclusive Practice: Creating a Community of Learners By Lisa Mauro-Bracken, Head of Department Health and Well-being; School of Allied Health and Community   This case study illustrates an innovative, department-wide approach to learning and professional development of staff. Higher Education encounters increasing numbers of students from diverse linguistic, cultural and ethnic backgrounds requiring personalised learning (V1; V2). To cultivate a ‘new’ inclusive culture within the Department of Health and Well-being, I organised a workshop introducing Universal Design for Learning (UDL) as part of a team away day (K5). UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (CAST, 2019). The UDL framework supports inclusive practice and relies on multiple… Read moreVignette of Practice: Cultivating Change for Inclusive Practice – Creating a Community of Learners