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Postgraduate Certificate in Teaching Higher Education (PGCTHE) Pre-Course Briefing 5 September 2008 Pre-Course Briefing What you can expect from today’s session: Familiarisation with the PGCTHE Purposes Structure Areas covered Assessment What you can expect from the induction

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postgraduate certificate in teaching higher education pgcthe

Postgraduate Certificate in Teaching Higher Education(PGCTHE)

Pre-Course Briefing

5 September 2008

pre course briefing
Pre-Course Briefing

What you can expect from today’s session:

  • Familiarisation with the PGCTHE
    • Purposes
    • Structure
    • Areas covered
    • Assessment
  • What you can expect from the induction
course basics
Course Basics

What is the PGCTHE?

  • Masters Level Programme (NQF level 7)
  • 60 M-Level Credits
  • Postgraduate Certificate
  • Registered Practitioner / Fellow of the Higher Education Academy (FHEA)
what this programme aims for
What this programme aims for….
  • ….better student learning:
what this programme aims for5
What this programme aims for…

AU’s Vision for Teaching and Learning

“…to foster a culture of reflection and innovation to enhance the quality and value of [the student] experience.”

[AU Learning and Teaching Strategy 2004-9]

what this programme aims for6
What this programme aims for…..
  • Higher Education Academy programmes are now accredited in 116 HE Institutions across the UK
learning outcomes
Learning Outcomes
  • ‘Work-based’ programme of study = portfolio.
  • LO Mapped closely onto the UK Professional Standards Framework (PSF) 6 ‘Areas of Activity’
    • Designing Learning
    • Teaching and/or Supporting Student Learning
    • Assessment and Feedback
    • Student Support and Guidance
    • Integration of scholarship, research and professional activities
    • Evaluation of practice and CPD.
key elements
Key elements

The course comprises:

  • Residential Induction (3 days)
  • CPD Workshops (6 days)
  • Teaching Cycles (3 action research projects)
  • Presentation Event (end of first teaching cycle)
  • Teaching Observations (7 in total)
  • Mentor Meetings
  • Optional Individual/Group Meetings
  • Assessed Portfolio
pgcthe induction
PGCTHE Induction

“Teachers’ beliefs about what learning is will affect everything they do in the classroom, whether these beliefs are implicit or explicit. Even if a teacher acts spontaneously, or from habit without thinking about the action, such actions are nevertheless prompted by a deep-rooted belief that may never have been articulated or made explicit.” (Williams and Burden 1997: 56)

residential induction
Residential Induction

Bus departs from Porters Lodge at 08:35am

15 & 16 September 2008 (Days 1 & 2) Plas Tan y Bwlch

17 September 2008 (Day 3)

Wasdell Room, Penbryn, 9:30am

what you can expect on the induction
What you can expect on the induction?

Information on PGCTHE programme:

  • Frameworks for thinking about learning and teaching
  • What are we trying to achieve with students? (eg Disposition of thinking)
  • What sort of teaching environments help people to learn? (eg Bransford’s four conditions for learning)
  • What sort of teaching is likely to help people to learn? (eg Fazey on practice & variation, Biggs on Constructive Alignment)
residential induction12
Residential Induction

Preparatory Work (see Handbook)

  • Pre course reading:

http://www.aber.ac.uk/staffdevelopment/english/tHEinfopost06.htm

  • Prepare five copies of a statement of “Learning and Studying at University”
  • Prepare 10 min presentation for the induction on an aspect of your teaching.
core professional development
Core Professional Development
  • Minimum 6 days during course
  • Compulsory sessions cover each of the learning outcomes (Activities)
  • Additional sessions can be included (especially specifically related to teaching and learning within your own field, see HEA subject centres)
  • All relevant sessions should be recorded and reflected on for the portfolio.
teaching cycles
Teaching Cycles
    • Small scale action research project
    • Not redesigning an entire module!
  • Identify a problem / or area for development
  • Research and consult around the area (mentor)
  • Explore options and decide on action with a theoretical rationale and plan for change.
  • Activity log – implementation of process.
  • Evaluation of action - personal, peer, student etc
  • Assessment. Has intervention achieved aims? If no what can be changed in the future?
presentation event
Presentation Event
  • At the end of first teaching cycle (usually end of second semester after registration);
  • Based on first teaching cycle;
  • Ten minute presentation in front of peers, mentors, DLT;
  • Five minutes of questioning;
  • Comments and feedback can be used for planning next teaching cycle.
teaching observations
Teaching Observations

Participants take part in a minimum of seven teaching observations:

  • Two observations of the participant’s teaching by the mentor.
  • One observation of the participant’s teaching by a member of CDSAP / SELL.
  • Three observations of the participant’s teaching by any colleague (e.g. programme member or departmental colleague).
  • One observation by the participant of any colleague.
mentor meetings
Mentor Meetings
  • Usually three per semester
  • Discussion of teaching cycles
  • Teaching Observations
  • General teaching support
  • Reading the portfolio
completing the qualification
Completing the qualification…
  • Portfolio assessment
  • Combination of written commentary and supporting evidence……
  • …..to demonstrate achievement of learning outcomes.
completing the qualification19
Completing the qualification….
  • Assessment Procedure
    • Each portfolio marked by two assessors
    • Passes recommended to exam board
    • Where not passed, marked by moderator
    • Exam Board: approves pass or refers
    • Referrals informed of areas in need of development
    • Two further opportunities for resubmission
residential induction20
Residential Induction
  • What to keep for portfolio
    • Statement on Learning and Studying at University;
    • Notes on any useful feedback on Statement or Presentation;
    • Poster on First Teaching Cycle;
    • Any relevant notes and personal reflections;
residential induction21
Residential Induction

Jo Maddern: Aberystwyth University

Graham Lewis: Aberystwyth University

Giles Polglase: Aberystwyth University

Charles Buckley: Bangor

Andrew Morgan: Swansea University

Sue Tangney: UWIC

Ruth Matheson: UWIC

Jo Maddern: Aberystwyth University (3rd day)

Graham Lewis: Aberystwyth University (3rd day)

core workshops
Core Workshops

Details can be found at:

http://www.aber.ac.uk/staffdevelopment/english/regulations.htm

(Bookable from the start of term)

contacts
Contacts

Course Team

  • Head of SELL: Peter Neil (Board of Studies Chair)
  • Coordinator: Jo Maddern (SELL)
  • CDSAP: Graham Lewis & Giles Polglase
  • CDSAP Staff Development Assistant: Annette Edwards
  • Email: oam / gjl / gop / aee
  • Phone: 8523