Certificate of Teaching and Learning in Higher Education: Seminar mode:

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1 Certificate of Teaching and Learning in Higher Education: Seminar mode: Overview of Aims The Certificate of Teaching and Learning in Higher Education, Stage 1, aims to provide you with an introduction to the principles and practices of learning and teaching in a university context. The course explores how you can lead learning experiences for small group settings that actively engage your learners. Participants will gain practical teaching strategies, such as structuring and managing the tutorial; designing high impact tutorial activities and techniques for engaging a diverse range of students in their learning. The design of the course is practical, and models the kinds of learning experiences typical of tutorials and/or lab-based teaching. All participants will have access to supplementary learning resources and further opportunities for ongoing discussion through the Moodle course website, and Teaching Assistant website. As part of the process you will reflect on your own experiences as we introduce and examine current theory and practice in learning and teaching. Throughout the course you will have the opportunity to meet and interact with other new tutors within your discipline-area, and leading teacher(s) within the discipline. The course provides opportunities for you to: Deepen your understanding of high quality teaching and student learning in higher education, particularly as they relate to small group and laboratory teaching contexts; Develop a range of teaching tools and strategies that will assist with the planning and delivery of your tutorials; Learn about and apply teaching strategies to enhance your students' learning experiences; Meet and interact with other tutors in your department/discipline and across the faculty; Observe a more experience teacher in a tutorial or lab-session 1 and receive feedback on your own teaching. Course Learning Outcomes At the end of the Certificate, you will be able to: 1. Describe The University of Hong Kong s expectations in relation to teaching, learning and the student experience, and explain how the role of tutors contributes to an overall agenda of high quality learning experiences for our students; 2. Relate how tutors /demonstrators approaches to teaching shape students approaches to learning; 3. Structure tutorials/laboratory classes to support the course intended learning outcomes; 4. Apply a range of teaching strategies for facilitating active learning in tutorials or lab-based settings; 5. Demonstrate effective presentation skills for small group teaching in tutorials or lab-based settings; 6. Provide quality feedback to students, and receive feedback from peers. 1 For seminar mode, students will be provided a video case to support the observation component. 1

2 Overview of course This program consists of two parts; both must be completed in order to achieve the Certificate. Part A: Full participation in weekly classes. Part B: Observation. This component requires that you observe, and reflect on a short video-case of teaching. Assessment Participants are required to: 1. Observe an experienced teacher from a selection of video cases. Participants will be given an observation checklist, and a short reflective piece to complete. Both are required to be undertaken prior to Week 3, and submitted via Moodle. The checklist, accompanying guidelines and submission details are available via the Certificate Moodle Site. 2. Undertake a final practice or micro-teaching component. Programme Standards Grade Descriptors Proficient Developing Not yet ready Learning outcomes for the tutorial/lab or micro-teaching observed are clearly stated and phrased appropriately in observable action verbs. The session is well structured. The tutor draws on appropriate active learning strategies, including a variety of lower order and higher order questions, to facilitate students achievement of the learning outcomes. The tutor shows enthusiasm and communicates in a way that is easily understood. The reflection moves beyond simple description of the experience to an analysis of how that experience contributes to the tutor s understanding of self, others, and course concepts. Learning outcomes for the tutorial/lab or micro-teaching observed are clearly stated, with some misuse of action verbs. There is some evidence that the session is structured. The tutor tries to engage students through active learning, including questioning, but with minimal or uneven effect. The tutor shows some enthusiasm and communicates in a way that is understood but with some difficulty. The reflection is mainly descriptive but shows some attempts to show how the experience contributes to the tutor s understanding of self, others, and course concepts. Learning outcomes for the tutorial/lab observed or micro-teaching are not stated. The lesson shows no or poor structure. The tutor shows no evidence to engage students in active learning. The tutor shows little enthusiasm and communicates in a way that is difficult to understand. The reflection is mainly descriptive with no attempt to show how the experience contributes to the tutor s understanding of self, others, and course concepts. 2

3 Course Requirements In order to complete the course successfully and receive the Certificate a participant must complete the assessment tasks to a minimum of a developing standard. Full attendance is expected, however a student may miss 1 class. Please be advised that any absences should be supported with a written explanation of the reason for the absence from a third party (supervisor, doctor, etc.) and submitted to your teacher. Exemption Policy Students may apply, on the recommendation of their supervisors, to the Executive Director of CETL for exemption. Exemptions will be granted only under exceptional circumstances. In order to qualify for exemption, a student must show written evidence of at least two (2) or more years of full-time successful classroom teaching experience in an English-speaking teaching and learning environment, or a teaching certificate from a course of equivalent standard and duration. An exemption confirmation letter will be issued by CETL to students where exemptions are granted 3

4 Module level: Intended learning outcomes Module/ Module Learning Outcomes CLOs 1. HKU TL Landscape i. Describe an outcomes-based approach to teaching and learning at HKU ii. Relate the role of a tutor in relationship in support of an outcomes-based approach 2. Approaches to i. Describe a key theory and principles regarding teaching and Learning learning in HE ii. Identify the impact of different teaching approaches on student learning approaches LO 1 LO 2 3. Structuring small group learning i. Plan well-designed small group tutorial or lab-based ii. Manage activities so that students achieve the intended learning outcomes within allocated time LO 3 4. Active learning i. Identify activities and strategies to support active student LO 3; LO 5 learning that address course outcomes ii. Select and use a range of active learning teaching strategies effectively, in working with small groups iii. Use effective questioning techniques to draw responses from students 5. Practice i. Demonstrate teaching techniques and styles of presentation LO 5 appropriate for small group teaching or lab-based 6. Feedback i. Use effective feedback strategies with students LO 6 7. Peer observation i. Demonstrate teaching techniques and styles of presentation appropriate for small group teaching or lab-based ii. Engage and refine reflective skills through exchange of insights relating to review of a specific teaching performance iii. Identify areas of your teaching which have particular merit or are in need of further development LO 6; LO 4; LO 5; LO 3 4

5 SEMINAR MODE WEEK SESSION MODULE 1. 1 Module 1: HKU TL Landscape 2 Module 2: Approaches to learning 2. 3 Module 3. Structuring small group learning 4 Module 5: Practice Module 4: Active learning Pt 1 6 Module 5: Practice Module 4: Active learning Pt 2 8 Module 6: Feedback 5. 9 Final practice [micro-teaching] 10 Final practice [micro-teaching] 5

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