Some more thoughts: I'm an Associate Fellow! (AFHEA): The Application Process

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. 

References

Anderson, L.W., Krathwohl and Bloom, B.S. (2001) A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. Longman.

Armstrong, P. (2016) Bloom’s Taxonomy. Vanderbilt University Centre for Teaching.

Ashwin, P., Boud, D., Coate, K., Hallett, F., Keane, E., Krause, K., Leibowitz, B., MacLaren, I., McArthur, J., McCune, V., Tooher, M. (2015) Reflective Teaching in Higher Education. Bloomsbury Academic; 1 edition.

Bellance, J. A. (2013) The Focus Factor: 8 Essential Twenty-First Century Thinking Skills for Deeper Student Learning. Teachers College Press; 1 edition.

Bergmann, J. and Sams, A. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.

Bloom, B.S. (1971) Mastery Leaning. New York: Holt, Rinehart & Winston.

Bonwell, C., Eison, J. (1991) Active Learning: Creating Excitement in the Classroom. AEHE-ERIC Higher Education Report No. 1. Washington, D.C: Jossey-Bass.

Bridgland, A., and Blanchard, P. (2013) Flexible Delivery/Flexible Learning…Does it Make a Difference? Routledge.

Cassidy, R., Charles, E. S., and Slotta, J. D. (2019) Active Learning: Theoretical Perspectives, Empirical Studies and Design Profiles. Lausanne: Frontiers Media.

Entwistle, N. and Ramsden, P. (2015). Understanding Student Learning (Routledge Revivals). Routledge.

Dewey, J. (1963) Experience and Education. New York: Collier Books.

Dweck, C.S. (2012) Mindset: How You Can Fulfil Your Potential. London. Robinson.

Knowles, M. (1984) Andragogy in Action: Applying Modern Principles of Adult Learning. Jossey-Bass Inc.,U.S.; 1 edition.

Maslow, A.H. (1987) Motivation and Personality. (3^rd Edition). New York: HarperCollins.

Mahmoud, K. (2013) Think Pair Share: A Teaching Learning Strategy to Enhance Students' Critical Thinking. Educational Research Quarterly, v36 n4 p3-24 Jun 2013.

Munro, J., (2012) Effective strategies for implementing differentiated instruction. [online] Available at: http://research.acer.edu.au/cgi/viewcontent.cgi?article=1144&context=research_conference (Accessed 03/10/19).

Schon, D. (1983) The Reflective Practitioner. Basic Books Inc.

UKPSF. (2011) UK Professional Standards Framework (PSF) for teaching and supporting learning in higher education. [PDF] https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/UK%20Professional%20Standards%20Framework_1570613241.pdf. [accessed 15/03/20].

Vygotsky, L.S. (1974) Mind in Society: Development of Higher Psychological Processes. Harvard University Press; New edition edition.

Vygotsky, L.S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Post-it Note Appreciation

If I could only use one resource within my teaching, it would be post-it notes. In short, I love them. Below I expand how I use them and why I could not be without them.

For Planning

My use of this versatile resources starts in the planning stages. I will use them to organise my thoughts for a session by writing on each something that needs to be covered; learning objectives, connect activity, recap*. Once I have writing down everything, I think I need to cover I will place these on a large sheet of paper in the correct order.

*Side note, at this stage the post-it notes are as vague as just the titles of activities, once I have consolidated a running order I will return and add detail.

At this point I will start to consider the session length and how long each point will take to cover. Then I can either fill in the gaps of time with added activities or see what can be omitted from the session if it is running long. It is the movability of the post-it notes that I love, it allows you to not get the planning right straight away, gives time to reflect on the flow of the session and clearly shows each activity as a block of time.

I have used this method when planning a two-day training programme, totalling 14-hours of delivery. By using this method, I found that I could much easier – in comparison to working straight onto a session plan for example (or anything digital for that matter) to visualise the time and work with it. I could move activities from day one and two without hassle and follow the flow of the training.

Using the post-it notes in conjunction with a large sheet of paper allowed me to expand on these ideas and assign them to parts of the session plan. When planning I follow the CSPAR Session plan: Connect, Share, Present, Apply, Review. CSPAR has clear links to the Kolb’s Experimental Leaning Cycle (1984), giving learners a change to experiences something new, reflect on that, conceptualise it and apply it to the world around them.

From the paper-based planning I am then able to create the expected session plans with little confusion.

For Group Work

I am a big advocate of using group work within session, as I believe that peer-learning is so important. However, I am yet to meet a group of learners who is thrilled to be set group work – particularly when it means splitting them up into new group formations. This technique lends itself well to random allocation (Hartley and Dawson, 2010), so it is not ideal if you are wanting to take advantage of MKO’s (Vygotsky, 1978). 

However, I have found that splitting learners up with the use of Post-it notes makes the task less odious on me as the teacher. Possibly due to the random aspect of it and learners not feeling singled out (?).  

I will use the same post-it notes in several ways in the same session to sort learners out into groups, they are as followed;

1. By post-it note colour (this can be limiting if you do not have an array to pick from)

1. By adding numbers to the post-it notes

1. By adding letters to the post-it notes

I usually stop here due to small cohort sizes meaning that by this point most learners have worked with each other and due to length of session and wanting tasks set to be meaningful, not rushing through. However, you can expand this further by adding different symbols or words.

By using this technique and implementing group work I am able to embed wider skills into the session including developing their communication skills (Hartley and Dawson, 2010).

For Peer Feedback

Within my Exploring Drawing and Illustration course I allow for time at the end of activities for learners to clear feedback on each other’s work, on post-it notes. They are encouraged to write two points; something positive and something to work on, allowing for reflection and development to take place (Sackstein, 2017). Due to the nature of the course being short and unaccredited the focus is primarily on the positive. With the aim being to encourage learners and build confidence.

Learners have some control over what they receive feedback on, by leaving their sketchbooks open on a certain page.  They are also allowed to leave their feedback anonymously, creating a feeling of a safe peer assessment setting (Rotsaert, Panadero and Schellens, 2017).

From my perspective the most important thing with this type of activity is that it is carried out with respect and that it encourages conversation and sharing of ideas.

Regarding the subject matter, it is also a very effective way of showing the learners that each of them has their own style of drawing and illustration and that, that is OK. 

References

Hartley, P. and Dawson, M. (2010) Success in groupwork. Basingstoke: Palgrave Macmillan. (Pocket study skills).

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Rotsaert, T., Panadero, E. and Schellens, T. (2017) Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills. European Journal of Psychology of Education. January 2018, Volume 33, Issue 1.

Sackstein, S. (2017) Peer Feedback in the Classroom: Empowering Students to Be the Experts. ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.