| Core Knowledge | Evidence |
| K1 The subject material | – I have continued to improve my core knowledge of academic skills by working with the Spotlight team and investing in specialist textbooks, such as those produced by Stella Cottrell. – I have engaged in independent learning on academic study skills provision by comparing the teaching practices of key content to academic and employability teaching practices in embedded sessions. I have learnt how to be flexible with skills content to match the needs of course and/or level. |
| K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme | – Assessing Personal Tutoring can be difficult as we teach skills compared to subject content. We use formative assessment which assesses by applying the skill or by reviewing key informative tips to implement the skill. – With the transfer to online learning, formative assessment is embedded into sessions and added to the end of each online workshop to assess the overall understanding of the content provided. As there are limitations to online assessment, a mixture of open answer, multiple choice, matching, sorting and other engaging assessment activities are used. Moodle allows tracking of final assessments to open the certificate download option. – Workshops have now been set into series, which increase the level of learning per session. – When working on embedded workshops, the course, module, stage and student cohort details have been used to ensure teaching, learning and assessment are pitched appropriately. – I have implemented my understanding of methods for teaching, learning and assessing to designing a PGDip as part of the PGCAPHE group project. |
| K3 How students learn, both generally and within their subject/disciplinary area(s) | – From the PGAPHE I have learnt that there are diverse needs dependent on the subject and disciplinary area. I recognize student value use of practical experience of the workplace related to their discipline and career aspirations. – I understand the important different skills have different ranked important by subject and discipline and therefore need to be embedded according to schedules that meet the needs of the module and course objective, as well as the student needs and expectations. – I recognize that theory is the basis of many subject areas and this foundation is important before practical implementation, however, students do not always connect learning to application. Methods to connect learning to create an academic journey for each student is important. |
| K4 The use and value of appropriate learning technologies | – Learning technology is increasingly important to keep pace with changes in society and learning needs. However, I recognize that learning technology is a tool to teaching, learning and assessment rather than a replacement to current best practices. – Learning technology is important for offering diversity in learning opportunities, pitching to students of different personal and professional needs. – Learning technology is extremely useful when designing and offering blended learning opportunities, using different applications or platforms to create different levels of challenge and engagement. – I have advised staff at Coventry University London on methods to design a course and module on the use of technology in business, with specific reference to the use of Coventry.Domains as a learning, teaching and assessment tool. |
| K5 Methods for evaluating the effectiveness of teaching | – I have found students are less likely actively engage in optional surveys for gathering student feedback without prompts. For this reason, surveys are an activity for students to complete online before completing each classroom workshops final conclusion and review. This has increased feedback for analysis to improve the teaching and learning method used per subject and level. – The completion rates of online learning are also good indicators for evaluating the effectiveness of online workshops. I know to target the content and teaching/learning style of workshops that have low completion rates and to look at methods used for workshops with high completion rates. – As many of the sessions I create are taught by others, staff feedback is also important for evaluating teaching practice with a focus on design. – Formative and summative assessment are key to evaluating the effectiveness of teaching, by analysing trends in marks and feedback given per cohort. In classroom settings, changes to teaching can be made according to formative feedback. From summative assessment, teaching can be reviewed for improving module objectives, teaching, learning and assessment methods. – Student’s informal feedback is extremely valuable, such as body language and engagement over a class/week/term. |
| K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching | – From designing a PGDip course as part of the PGCAPHE M09 module, I have a better understanding of the implications of quality insurance and enhancement. – I recognize that there are different shareholders involved in assurance and enhancement, which impact an overall module or course approach. For example, Registry imposes the policies, which are set in place. Funding for trips or experiences can be restricted. Placements for work experience opportunities need to be vetted for safety and as an effective learning environment. |
PGCert APHE