Learning and Teaching in Practice/assessment map
Module 1: Learner characteristics.
- Recognise, value and utilise students’ cultural orientation, prior learning, learning preferences/styles, numeracy and literacy needs, by providing a diverse range of activities and opportunities to encourage deep learning.
- A profile of a group of learners in a course you teach. You may use the template provided as a guide on what to include. (Learner profile - learning preferences, culture, prior learning, expert learner.).
- A reflection on how you currently meet the diverse needs of your learners, and how you can develop your practice in this area to encourage deep learning.
Module 2: Adult learning theory and Praxis.
- Adopt sound pedagogical practices that reflect a comprehensive understanding of adult learning approaches needed to engage learners.
- Critique a variety of feedback models/processes in order to provide clear, constructive feedback to support and advance student learning.
- Andragogy: Write a short paragraph about any practical tips you might apply to your teaching practice in response to analysis of adult learning theory.
- Include methods you would use to assist learners to develop self-directed learning skills.
- Feedback Models: In a blog posting describe one feedback model you have researched and explain its usefulness in you particular context.
- Record your views about why critical thinking is important for student learning.
- Comparison of how two different adult learning theories could support learning and be used to influence learner engagement.
- Reflection about the effective use of feedback for enhancing learning.
Module 3: Teaching Context and Learning Design.
- Make informed choices about learner-centred pedagogy in learning design, taking learner and contextual factors, and the views of stakeholders, into account.
- Critically examine your institution’s/employer’s strategies, policies and practices related to learning considering their appropriateness for meeting student needs (including Learning and Teaching strategic Framework, assessment and moderation, online and blended learning etc.).
- Integrate critical reflection into learning and teaching practice and engage in self-evaluation practices.
- Your existing involvement (if any) in course design or learning design.
- Potential situations where you may be involved. For example, are you likely to be changing how you teach to meet the strategic direction of the organisation?
- How are the needs of your stakeholders likely to influence course or learning design - students, industry, teachers, the profession etc?
- Record notes on these experiences and what further learning you think you might need to become an effective learning designer.
- How will you achieve this?