Module 2 – Teaching for learning

This Module builds on participants’ learning in Module 1(Experiencing UK Higher Education) to deepen their understanding about pedagogy and related application in their teaching practice. Module 2 (HMT006) challenges participants to critically evaluate and reflect upon their impact on others’ learning. Learning on this module is framed about Cardiff University’s Inclusive Curriculum Initiative.

Staff employed at Grade 6 or 7, within the Teaching and Scholarship or Teaching and Research career pathway, who have a substantial role in supporting teaching and learning, and who have a 36 working month probation period, are required to complete Modules HMT005, HMT006 and HMT007 totalling 40 credits, during the probation period.

Professional Recognition:

We have gained accreditation for the Programme from the Higher Education Academy against the UKPSF such that PgCUTL offers a pathway for recognition against the standards to both Descriptor 1 (Associate Fellow: Module 1 and Module 2) and Descriptor 2 (Fellow: Module 1, Module 2 and Module 3).

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Module 2 ILOs: On completion of the module a student will be able to:

  1. Describe key pedagogic models relevant to teaching and supporting learning in your subject discipline, and relate them to their own practice.
  2. Plan and run teaching sessions that explicitly consider contact and non-contact learning support and account for individual differences between learners. Critique and use appropriate learning technologies to enhance directed and self-directed student learning.
  3. Draw on multi-source data to evaluate the impact of your teaching and/or support of learning on the diversity of students’ learning, and plan modifications accordingly.
  4. Identify further professional development needs in relation to teaching and/or supporting student learning.

In addition, in order to demonstrate their commitment to the UKPSF, participants must demonstrate how their teaching practice is underpinned by the following programme professional values (PVs):

  1. An understanding of how students learn;
  2. A commitment to reflection and evaluation and consequent improvement of professional practice;
  3. A respect for individual learners and for their development and empowerment, no matter what their circumstances;
  4. A commitment to scholarship in teaching, both generally and within their own discipline;
  5. A commitment to the development of learning communities, including students, teachers and those engaged in learning support;
  6. A commitment to encouraging participation in higher education with respect to the issues of equality and diversity. In this regard, professional practice should be informed by equal opportunities legislation, policy and best practice.

How the module will be delivered

Participants will be required to attend 3 full-day workshops that introduce the concepts and assessment methods for the module. The workshops are led by Institutional and / or national experts in their theme and are intended to act as triggers to participants’ own enquiry and application into practice. The workshops address generic issues with respect to the theme and involve a range of presentations, opportunities for small-group work and ‘micro-teaching’ exercises. Translation from the generic to the discipline-specific context is supported by a discipline-specific mentor.

Non-contact time learning will be supported by the PgCUTL team, a subject-specific mentor and access to comprehensive learning resources through the Module VLE.

Participants joining HMT006 without undertaking HMT005 may be required to attend an additional workshop that introduces peer review of learning and teaching (PRLT) and technology-based reflection and discussion tools.

Skills that will be practised and developed

During this module participants will have the opportunity to practise the following skills:

  • presenting to a small group using an educational medium appropriate to the message;
  • creating and using Blackboard discussion fora;
  • writing reflectively;
  • facilitating someone else’s reflective practice through Peer Review of Learning and Teaching;
  • providing feedback through written peer comment;
  • writing lesson plans;
  • designing inclusive learning resources.

Participants requiring more focussed sessions to develop other teaching / learning support related skills e.g. personal tutoring, supervising research students etc. are advised to take the stand-alone workshops provided by Cardiff University’s Staff Development programme.

How the module will be assessed

The assessment activities have been specifically designed to facilitate participants’ learning and achievement of the Intended Learning Outcomes (ILO) and Professional Values. The activities are outlined below together with the ILO with which they are most closely aligned. All assessment elements are compulsory.

Formatively assessed elements (all compulsory):

  • 1 x PCUTL-peer reciprocal PRLT with accompanying reflections and resources (LO2). Participants select their own areas for peer-assisted reflection. Participants are encouraged to use the PRLT process to explore an aspect of their practice that is useful for the creation of their reflective portfolio;
  • 2 x annotated lesson plans and accompanying resources (1 can be from HMT005, 1 to be put onto Blackboard Discussion Board for peer comment) and
  • 1000 word text accompanying plans re rationale for design, contact time and non-contact time learning experiences / resources, and lesson critique with respect to inclusion (LO 1, 3)
  • Mapping of learning to date against the UK Professional Standards Framework for teaching and supporting learning in higher education (UKPSF). Making an explicit Descriptor 1 (UKPSF Associate Fellow) claim is planning to exit PgCUTL here.

Summative element:

All the formative elements above submitted in the form of a portfolio for summative assessment. A linking 1000 word reflective text that claims alignment with UKPSF Descriptor 1 and includes reflection re multisource evaluation of lessons with respect to underpinning pedagogy, and plans for future development (LO 1, 2, 3, 4).

Total word count c 2000

Portfolio 100%, Teaching for learning, Assessment approximately 10 weeks after commencement of contact sessions

The potential for reassessment in this module

In accordance with University Regulations, participants are able to have one resubmission attempt. Successful completion of HMT006 is required before participants can progress to HMT007.

Syllabus content

The 3 workshops have been designed to meet the needs of teaching staff within Cardiff University. Each workshop is intended to act as a trigger for self-reflection. Each workshop is underpinned by, and overtly relates to, the current and seminal scholarly literature in the area.

Indicative focus of each workshop (attendance compulsory):

o. Introduction to Module 2 and supported reflection for those who are joining Block 1 at this point to include PRLT e-reflection and discussion tools

1. Creating Inclusive curricula and learning resources

2. Engaging students in their learning within and beyond the classroom

3. Theory into practice: creating an inclusive and empowering learning environment

Indicative Reading and Resource List:

PgCUTL is supported by a comprehensive VLE that houses multi-media resources, including related journal articles, to support participants’ learning for this module. The list here reflects core text books and key web-based links.

Core texts:  

Biggs, J  and Tang, C (2011) Teaching for Quality in Higher Education, 4th edition, Buckingham: SRHE/OUP.

Grace, S and Gravestock, P (2009) Inclusion and diversity: meeting the needs of all students, London: Routledge.

Recommended reading list (reflecting the range of teaching contexts likely to be experienced by participants):

Beetham H. and Sharpe R. (2013) Rethinking pedagogy for the digital age:designing for 21st century learning, London: Routledge

Brookfield S. (2006) The skilful teacher: on technique, trust and responsiveness in the classroom, Jossey-Bass: San Francisco

Brookfield S. (2011) Teaching for critical thinking: tools and techniques to help students question their  assumptions, Jossey-Bass: San Francisco

Bolton, G. (2014) Reflective Practice: writing and professional development, 4th edition London: Sage.

Exley, K. and Dennick, R (2004) Small group teaching, tutorials, seminars and beyond. London: Routledge.

Exley, K and Dennick, R (2009) Giving a lecture: from presenting to teaching, 2nd ed, London: Routledge.

Fry, H, Ketteridge, S and Marshall, S (eds)  (2009) 3rd edition A Handbook for Teaching and Learning in Higher Education – Enhancing Academic Practice, London:  Kogan Page.

Jackson N, Oliver M, Shaw M, and Wisdom J Eds (2006) Developing creativity in Higher Education: an imaginative curriculum, London: Routledge.

Jordan A, Carlile O, Stack A (2008) Approaches to learning: a guide for teachers, Maidenhead: OUP.

Laurillard, D (2002) Rethinking University Teaching: a framework for the effective use of learning technologies, 2nd edition, London: Routledge.

Moon, J (2000) Reflection in Learning and Professional Development: Theory and Practice, London: Kogan Page.

Morss, K and Murray, R (2005) Teaching at University: a guide for postgraduates and researchers, London: Sage.

Osborne M, Houston M and Toman N (2007) The pedagogy of lifelong learning: understanding effective teaching and learning in diverse contexts, London: Routledge.

Ramsden, P (2003) Learning to teach in Higher Education, London: Routledge Farmer.

Schön, D (1983) The Reflective Practitioner: How Professionals Think in Action, London: Temple Smith.

Schwartz P, Mennin S and Webb G eds (2001) Problem-based learning: case studies , experience and practice, London: Kogan Page.

Wisker G, Exley K, Antoniou M and Ridley P (2008) Working one-to-one with students: supervising, coaching, mentoring and personal tutoring,  London: Routledge.

Web-based resources:

Cardiff University’s ‘The Way Forward’:

Cardiff University’s Learning Support pages:

Cardiff University’s Assessment Strategy and Feedback Policy:

Cardiff University’s Peer Review of Learning and Teaching pages:

Support for teaching HE through the medium of Welsh

1)    Nationally:

2)    At Cardiff:

Higher Education Academy and related subject networks:

UK Professional Standards Framework for teaching and the support of learning:

JISC learning technology-related resources:

Quality Assurance Agency for Subject Benchmark Indicators:

Higher Education Funding Council for Wales, for policy documents for Wales:

A useful site for all aspects of the module:

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September 2015+ Module 2 Description HMT006

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