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
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…. • ….better student learning:
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 for….. • Higher Education Academy programmes are now accredited in 116 HE Institutions across the UK
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 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 “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 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? 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 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 • 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 • 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 • 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 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 • Usually three per semester • Discussion of teaching cycles • Teaching Observations • General teaching support • Reading the portfolio
Completing the qualification… • Portfolio assessment • Combination of written commentary and supporting evidence…… • …..to demonstrate achievement of learning outcomes.
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 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 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 Details can be found at: http://www.aber.ac.uk/staffdevelopment/english/regulations.htm (Bookable from the start of term)
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