To achieve my AFHEA I had to demonstrate how, within my teaching I meet two of the five areas of activities outline in the UKPSF (2011).
The two areas of activity which I chose to focus on where;
A1 Design and
plan learning activities and/or programmes of study
A2 Teach and/or support learning
Throughout the application references needed to be made to the core knowledge and professional values outlined in the UKPSF (2011), as well as theory which supports your practice.
The application was set out in four parts; an evidence grid of professional activity, which asks you to outline examples of your professional activity and align them with the UKPSF (2011) and to evidence these with examples of how they are met.
The second section asks you to outline your academic practice experience, your
teaching and learning philosophy.
In this section I outlined how long I had held the post at the HEI and what the role I do entails and how this relates to my teaching philosophy.
"Within my Study
Skills role I plan, design and lead: one-to-one sessions, drop-ins, workshops,
in-course sessions and online support on LibGuides and Brightspace
(K2), this allows for flipped and home learning to take place (Bergmann and
Sams, 2012), allowing learners to access materials to gain basic levels of
understanding and knowledge before they seek face-to-face help to develop
further skills. In addition, I
provide workshops and tutorial support on using Microsoft Office. These are offered
to both undergraduates and postgraduates. As part of this role I have also held
study skills sessions for The Hold volunteers.
My teaching
philosophy is concerned in promoting ‘mastery learning’ (Bloom, 1971).
Objectives for all my sessions are set out according to Anderson and
Krathwohls’ revised Blooms Taxonomy (Anderson et al, 2001) (K2, V3), as I am
seeking to engage learners to move from lower to higher order thinking
throughout a session. The benefit of this approach is that it provides me with
a guide to plan and deliver appropriate content and supports my intention for
meaningful leaning to take place (Armstrong, 2016). I also have an interest in
peer learning and utilise more knowledgeable others within the classroom (Vygotsky,
1974) (V1, V2), as this allows for learners to achieve more with guidance from
a skilled partner (Vygotsky, 1978). This also encourages learners to share perspectives
and to reflect on their own understanding.
My teaching
philosophy is concerned with the use of peer-learning and within my role as
PASS Adviser role I actively explore this interest. Within this role I coordinate
the institution’s Peer Assisted Student Success (PASS) scheme. This scheme
employs level 5+6 students to be PASS Leaders. I design and deliver PASS Leader
training across two 3hour training sessions. These sessions cover topics which
allow PASS Leaders to facilitate peer sessions. PASS Leaders are also
introduced to reflection models, allowing them to reflect on the experience of
facilitating sessions (Schon, 1983) and enhance their practice. This allows them
to continue to develop in their role and identify areas of improvement. From
undertaking this role, I have developed my knowledge around the benefits of
peer learning, I have also been able to gain insight from PASS Leaders about
their role and identify gaps in training. This has enabled me to develop the
PASS offering."
The next section focused on meeting the dimensions of practice and critically reflecting on how your recent
experience, professional activities and current role evidence you meeting at
least two of the areas of activity and relevant core knowledge and professional
values in the Dimensions of Practice of the UK PSF (2011).
"A1 Design and
plan learning activities and/or programmes of study
I have designed
study skills sessions and facilitator training sessions to be delivered across
the university. My design principles for programmes of study encompass
developing online and face-to-face learning, reflection on my own teaching practice,
and collaboration with colleagues.
To allow
learners to practice high order thinking skills (Bloom, 1971), my sessions
foster techniques used to promote active learning (Bonwell and Eison, 1991).
This is accomplished by employing a diverse range of activities that enable
learners to creatively articulate their knowledge. For example, within my PASS
Leader training sessions students are asked to create subject-specific posters
to advertise the benefits of PASS to learners on their course or write a
one-minute paper allowing learners to apply their knowledge in a
meaningful way, promoting active learning within the session (Cassidy, Charles
and Slotta, 2019) (V2, K1). Providing different activities allows for
flexibility and inclusivity in learning, allowing each learner to work in a way
that they can make the most of the opportunity (Tomlinson, 1995), promoting
equality of opportunity. These activities include higher order thinking skill
activities such as creating new session activities. This reinforces their
learning and allows them to apply abstract knowledge in a meaningful way. For
example, by planning an activity which is inclusive or draws upon a specific
approach to learning (Entwistle and Ramsden, 2015).
Within my Study
Skills role, I highlight to learners how the knowledge applies to real-life
situations. For example, I have advised nursing
students about creating a leaflet as a means of communicating their knowledge. This
relates to using Microsoft Word and leaflet design, which are not implicitly
linked to nursing. However, by relating this skill to communication and how
they might use different kinds of communication when in placement, they are
able to begin to see the benefit. By
linking the skill set to the wider world and employability the importance of the
skill is made apparent (V4),
allowing learners to assess the value of the experience in their learning
(Dewey, 1963).
All of my sessions
are supplemented by LibGuides (K1, K4, V2), on which session resources are
hosted online. The Libguides pages hosts materials such as PowerPoints and
printable handouts, the benefits of these are encompassed by flipped learning (Bergmann and Sams, 2012). For example, my Time Management LibGuides
page hosts a range of resources which are differentiated to ensure that each
learner can reach their full potential (Munro, 2012). These include monthly calendars
and to-do lists. This is beneficial because resources can enable learning outside
of university open hours (A2), thus supporting flexibility among a diverse
learning community (V1). The use of online learning allows flexibility in when
learners can access information and resources (Bridgland and Blanchard, 2013).
PASS Leader
training is also supported by a Brightspace module which offers PASS Leaders the
opportunity to access additional training material (K4). Upon completion of the
in-person training, PASS Leaders can access an online formative assessment (K2),
allowing them to test their own knowledge (V2). This online module also
provides an area for PASS Leaders to communicate with each other in
discussions, promoting the importance of sharing experiences with their peers
(Dewey, 1971).
A2. Teach and/or support learning
As a Study Skills Advisor, I aim to facilitate learning
by equipping students with the soft skills needed to demonstrate they are
working effectively within their subject area (V2, V4). Soft skills encompass;
time management, motivation, presentation skills. The workshops I facilitate
are optional and give those attending an opportunity to close gaps in soft skills
(V1). Attendees are encouraged to identify their own issues relating to the
workshop theme and to set their own goals; this encourages learners to develop
a “growth mindset” and become intrinsically motivated to develop such skills
(Dweck, 2012).
During one-to-one tutorials, I can offer a focused
interaction with learners and provide differentiated support. Allowing learners
to treated individuals with different motivation, levels of knowledge and preferred
approaches to leaning (Entwistle and Ramsden, 2015). My
one-to-one sessions (particularly with learners that seek regular appointments)
draw on higher-order needs as articulated by Maslow (1987). Maslow (1987)
argues that it is not enough to support the learner with the content of the
session: it is also important to build mutual trust, develop their
self-confidence and to help them reach self-actualisation.
To support teaching and learning within
in-course sessions, I collaborate with subject leads to develop content which
directly relates to areas of the course by utilising the work of Bonwell and
Eison (1991) and Mahmoud (2013) (V4). For example, I have designed an in-course
session around visual literature and artefacts in collaboration with a course
leader to prepare their cohort for a formative assessment (K2). Activities used
within this session promote active learning: the cohort are asked to look at an
image and then caption it and share their captions with each other. This
activity provides opportunities for interpretation, as learners quickly find
that while they are all looking at the same image, their interpretation of
these images may vary. Students are also asked to think/pair/share in relation
to definitions relating to the subject matter. I use this strategy to promote
collaborative problem solving within the session (Mahmoud,
2013).
Part of my teaching philosophy looks at developing
effective learning spaces and environments. For example, when running workshops,
I find using a semi-circle seating arrangement allows for better interactions to
take place (Ashwin et al, 2015). However, contemporary effective learning
environments go beyond physical spaces, and I have therefore developed online learning
environments (V2, K4). My Brightspace PASS training module is an example of an
effective learning environment. The module was developed in collaboration with
the digital learning team to develop easy to use online spaces (K1, K2, K4). My
contribution to this included recording ‘talking head’ videos to welcome and
inform learners about the webpage and designing resources, which can be
assessed digitally, or downloaded and printed.
As part of my PASS Advisor role I am responsible
for training PASS Leaders in facilitation of their session. In order to do this
successfully, I must have an up to date understanding of teaching pedagogies. The
benefit of supporting PASS Leaders to develop these skills, is that it better
enables them to engage their level 4 attendees and help them to consolidate
their knowledge collaboratively (Hogan, 2005). I emphasise the importance of
PASS Leaders allowing the attendees to solve problems on their own, rather than
being told the answers directly. These facilitation skills include the use of
redirected questioning and wait time (Bellance, 2013). PASS Leaders are also
trained in the importance of creating an inclusive environment for their PASS
sessions and about how they may use different approaches to learning, within
their PASS sessions. From developing and delivering the PASS training I have
gained a better working knowledge of facilitation skills and how to develop
these skills in others."
The final section asks for any other information which may support your application.
"As part of my
CPD, I have completed online courses such as: Autism Training from the National
Autistic Society, safeguarding, online mentoring and coaching, and Brightspace
CPD module – allowing me to better design my PASS Leader Area effectively (V3).
I have also
attended the university’s teaching and learning day; I found this a useful
experience to meet other staff members within the university. The café tables
that I participated in directly collate with my pedagogic interests around
creative teaching and effective assessment (V3, V4, K2).
I am completing
project work surrounding research into the use and value of 1-2-1 tutorials.
This consists of both desk research and observations of those in my team. From
this research, I hope to further develop my 1-2-1 support (K2, K5, K6, V3).
Knowledge gained will also be disseminated to colleagues.
Within my role
of PASS Adviser, I am promoting the benefits of PASS to both staff and
students. The aim being to expand the PASS provision offered at Suffolk (V4),
to promote andragogical learning (Knowles, 1984) from our learners and to
create a network of peer support.
As part of my
role as PASS Advisor I have also visited UEA, allowing me to grow professional
networks with other universities (V2, V3, K5) and to learn from their
approaches and experiences."
The biggest challenge of completing the application form was staying within the word count, I found that I had to cut whole chucks of information out to ensure that I stayed within the perimeter. However, it was suggested to me that the application would be stronger if fewer things where used as examples and more depth was went into. It is to some extent comforting to know that I could have extended and that I do have more to say, as I can include these examples and thoughts in my application for Fellowship in the next year or so.
I found the activity of completing the application to be a useful reflective tool and it highlighted to me how much I have achieved in that particularly setting in the time frame of around a year.
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