Evidencing Area of Activity 5 - Engage in Continuing Professional Development in Subjects/Disciplines and their Pedagogy, Incorporating Research, Scholarship and the Evaluation of Professional Practices

My institution requires a record of at least 36 hours of continuous professional development per academic year. Training, certifications, and seminars or workshops specific to professional and teaching disciplines are needed to raise teaching standards and student attainment (McMurray, O’Neil, and Thompson, 2016).

An example was a seminar organised by the institution to examine the expectations and core practices of the UK Quality Code for Higher Education. The aim was to achieve up-to-date quality code advice and guidance to maintain effective quality assurance practices. I learned about the expectations for standards and quality not only in teaching, learning, and assessment processes but also in monitoring and evaluation, student admission, achievement, and engagement (V4). I incorporate a systematic, relevant, and stimulating assessment strategy so that learning outcomes can be met. For example, I ensure the assessments match the learning outcomes of the unit, and I use current industry-related case studies in my assessments. I ensure all assessments can develop knowledge and employability skills. For example, I promote the use of IT technology such as AutoCAD to develop their digital skills, independent learning to develop their ability to work alone with minimal inspection/support, and collaborative activities to develop their teamwork skills. All these enhance their employability and entrepreneurial behaviour. Also, I adjust the learning space to meet different learning styles. For example, the use of different assessment methods such as oral presentations for auditory learners, and so on (K2, K4, K6, V1).

In my institution, teaching observations are done by the quality assurance team, the head of department (HOD), and colleagues. The formal teaching observation by the quality assurance team employs a risk grading system: low risk, medium risk, and high risk. I was observed during the support session week for a civil engineering unit; science and material, where HNC learners were individually supported towards their summative assessment activities. The outcome of the observation was a low-risk grade. However, she pointed out the need for students to set individualised targets during independent learning lessons. I now make students actively note their objectives on a ‘learning objective sheet’. After each one-to-one support session, they tick and make a note under each objective for further improvement. Anonymous feedback through an interactive learning tool; Polls Everywhere, revealed that all the students preferred this approach because it provided targeted support for their assessments (K1, K3, K5, K6, V2).

Furthermore, informal peer observation is employed to develop and share best teaching practices among colleagues (Fletcher, 2018). These have revealed the need to slow the pace of my lesson delivery through the use of different assessment activities to retain attention and encourage student participation (K5, K6). I now use open-ended questions to promote critical thinking. Verbal feedback from the students reveals that they feel more relaxed in the lessons as they can follow at their own pace and because of student interactions prompted by the varied formative assessment activities (V2, V3).

The Learning and Teaching in Higher Education postgraduate certificate course at XXXX University UK (Student ID: XXXXXXX) has developed my teaching approach, pedagogical knowledge, and critical reflectivity to enhance the student learning experience (Almeida, 2010). For example, I now use Bloom’s taxonomy of measurable verbs to develop the cognitive skills of students. Some of the goals in my one-year developmental plan involve the use of technology for a blended learning approach and undertake two professional research projects. The skills needed are IT and academic writing skills. To accomplish these, I would attend online digital event training and speak to my mentor about appropriate high-impact Journals for my planned projects.

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References

Almeida, P. A. (2010). Scholarship of teaching and learning: an overview. Journal of the World Universities Forum, 3 (2), 143 - 154.

Fletcher, J. A. (2018). Peer observation of teaching: a practical tool in higher education. The Journal of Faculty Development, 32(1), 51 – 64.

Higher Education Academy (2011) The UK Professional Standards Framework for teaching and supporting learning in higher education - The UKPSF. York: Higher Education Academy.

McMurray, S., O’Neil, S. and Thompson, R. (2016). An innovative model for professional development. Journal of Research in Special Educational Needs, 16(S1)https://doi.org/10.1111/1471-3802.12139.