1. Emma King and Christine Smith
Introduction to Academic and Professional Practice for Postgraduate Students who Teach (PGA Part 1)
Emma King and Christine Smith

2. Learning outcomes for PGA Part 1
By the end of the session, participants will….
Have a greater understanding of their role and responsibilities as tutors
Understand the basic principles of learning, and key issues of teaching in a HE context
Be able to apply relevant principles of learning and teaching when planning sessions
Be conversant with the teaching techniques appropriate to their context (such as seminar, tutorial, laboratory class, problem class)
Understand the role of assessment in student learning
Be able to adopt a strategy to monitor and review their own practice

3. Outline for the day 9.30 Welcome and introductions 9.35 Taking Stock
Starting to teach
Student Learning
Working with small groups
Lunch
1.00 Planning a session
1.30 Dealing with challenges in small groups
2.15 Assessment and feedback
2.30 Reviewing teaching
2.50 Summary of key issues
What next?
Close

4. Taking stock Previous learning experiences
Forthcoming teaching delights
Forthcoming teaching challenges

5. Starting to teach Tutor B Students A C Learning
Adapted from: ATHERTON J S (2005) Learning and Teaching:  Learning and teaching system   [On-line] UK: Available:  Accessed: 15 August 2006

6. How do we learn? Think about something that you can do well
How did you get good at it?
Why did you get good at it?
Think about this in the light of the Taking Stock activity results

7. Kolb’s Learning Cycle Activist DO Pragmatist Reflector PLAN OBSERVE
THINK
Theorist

8. Race's 'Ripples on a pond' model of learning
feedback
digesting
doing
wanting/
needing

9. An extension of Race’s model
Developing knowledge relating to a particular module or course
Writing assignments including presenting reasoned arguments
Research skills e.g. using the Library or online resources
Use of technology to support learning

10. An extension of Race’s model
Research
PGA Introduction to Academic and Professional Practice
Teaching activities

11. Summary People learn in different ways
Motivations and prior experiences can affect the way people approach learning
Learning approaches and preferences are not ‘fixed’
You tend to teach in the way you were taught
You tend to teach in a way that reflects the way you learn
Tutors should plan teaching in a way that accommodates students with varied learning approaches

12. Facilitator?

13. Facilitator Creates the space for students to learn for themselves
Maintains control
Flexible
Varies skills to suit situation

14. Ideas for activities and encouraging discussion
Brainstorming
Problem solving
Role play
Circular questioning
Line-ups
Cross-overs
Syndicates
Fishbowls
Note-takers
Pyramids
Poster tours
Case studies
Rounds
Debates
Buzz groups
Reading
Peer assessment
Presentations

15. Creating the environment
Furniture
Ground rules
Outline aims, structure and intended outcomes
Clarify the agenda
Set clear tasks/activities
Have clear outputs for tasks/discussions
Assign roles to students
Sit ‘outside’ the discussions
Leave the room

16. Organising groups Self formed Tutor formed
Grouping by seating arrangement
Numbering heads
Arrange by e.g. birth date
Randomly
Alphabetical
Using numbered/coloured sheets (OP)

17. Asking Questions… Characteristics of a ‘good’ question:
Building students’ confidence
Checking their understanding
Helping students think more deeply/in a more complex way about an issue/problem
Encouraging student independence
Allowing time to think
Probing/following up
Re-focussing discussion
Encouraging discussion/debate

18. Answering Questions
Balance between providing an answer and reflecting the question back
Encouraging students to think for themselves:
“Is this right?”
“Where do I start?”
“What’s the best way of approaching this?”
How to respond to a question when you don’t know the answer

19. Planning a session What do you need to think about
Based on the activities and discussions today:
What do you need to think about
when planning a session?

21. Managing difficult situations
Thinking about possible scenarios when working with small groups
Identify a problem which might occur which concerns you

22. Feedback
This is a poor piece of work and you will need to re-submit it.
Well done. This is a really good piece of work.
This is a strong piece of work. The essay is well structured, your point is well-argued and supported with reference to the literature. However, you need to broaden the range of texts you refer to and ensure you have a consistent format for referencing.

23. If you’re going to be marking…
Make sure you’re fully briefed beforehand by an experienced member of staff
You should have a copy of the assessment criteria, instructions given to students and any other relevant information/materials (e.g. module guide)
Make sure that your marking is checked or moderated by an experienced member of staff
See the policy for postgraduates who teach!

24. Feedback on your teaching
Gather feedback
Interpret feedback
Make changes
Agree/decide on action
Adapted from Hounsell (1999)

25. Useful Resources Colleagues Higher Education Academy (HEA)
HEA Subject Centres
Learning and Development Centre Website
Graduate Skills Programme
Staff Development Collection (library)
Learning and Development Centre team

26. What now?
Do nothing!
Do set reading and complete reflection on Part 1 to receive a formal letter of attendance
Progress to PGA Part 2 (starting in January 2009) to work towards formal accreditation for your teaching

27. PGA Part 2
Postgraduate Award Introduction to Academic and Professional Practice (PGA IAPP)
30 masters credits
Attend 2 half-day workshops
Small group meetings/drop-in sessions
Compile a portfolio of evidence: teaching observations, student feedback (to and from), session plans, 2 longer pieces of writing about your practice

28. For further support/information
PGA Website:
Emma King Christine Smith
Jayne Hunt (Admin support)
Learning and Development Centre
2nd floor, University House