This programme uses peer review through critical friendship and community of practice (CoP) approaches to frame the assessment throughout the course portfolio process as a reflective pedagogy.
On completion of the programme participants will be able to:
- Investigate their teaching as an integral, ongoing part of their research;
- Appraise what is distinctive and integrative about their disciplines in promoting student learning;
- Generate new approaches to teaching, learning and assessment to maximise student learning;
- Evaluate module design to harness diversity and integrative learning;
- Value the contribution of students in developing research, teaching and learning.
Programme Co-ordinator: James Cronin (email: email@example.com)
This 30 credit programme is comprised of two 15 credit modules:
Participants will be introduced to ways of observing and critiquing their teaching and will make and decode a video/audio of their practice. Participants will then share and critique this work in a peer review process. Teachers will also be introduced to the concept of a `signature pedagogy? in their discipline and will review their practice in the light of this. Ultimately, the module focuses on facilitating disciplinary understanding and on the ways we can support and hinder student learning.
The module will draw on Multiple Intelligences theory and its relevance to diversity. It will also provide an overview of the literature on learning styles. The module will focus on the implications for practice of such diversity and how it impacts on curriculum planning and student engagement. It will draw on the work of Gardner, Perkins, Bain, Brookfield and others. Strategies from the Arts in Education will be introduced to help teachers develop diverse and integrative approaches to student learning.