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Contents

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The Programme

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UK Professional Standards Framework (UKPSF)

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Structure and Assessment

4 Provision 5 Curriculum 13

DTS Blackboard Learning Activities

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Guidance and support

16 Calendar

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The Programme The DTS Programme was developed to support the University of East Anglia (UEA) to achieve all 10 of its strategic aims stated in the UEA’s Learning and Teaching Strategy 20142019 and to embed the Dimensions of the UK Professional Standards Framework (UKPSF) related to Descriptor 1 in the academic practice of all its academic staff, including postgraduate teaching assistants (TAs) to enhance professional teaching standards and thereby the quality of the student learning experience. It is situated within the Centre for Staff and Educational Development (CSED) of the UEA. It is offered jointly by the CSED and the School of Education (EDU). It is a practicefocused course which embeds discipline specific elements, the Dimensions of the UKPSF related to Descriptor 1, and a consideration of pedagogy within an inclusive and participantcentred framework orientated towards cross-disciplinary understanding of teaching and learning in higher education, development of teaching skills and reflectiveness in teaching practice.

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In the DTS Programme students have the opportunity to develop an appreciation of the Dimensions of the UKPSF related to Descriptor 1, and are encouraged to engage with relevant Dimensions of the UKPSF throughout all their learning activities in the classroom, online and in their professional practice and provide evidence of their successful engagement. It is delivered at Masters’ level and functions as a stand-alone training for postgraduate teaching assistants at UEA. It is a stand-alone 20 credit module accredited by EDU, as part of its suite of Taught Master’s Programmes in teaching and learning.

UK Professional Standards Framework (UKPSF)

Areas of Activity A1

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Design and plan learning activities and/or programmes of study

Core Knowledge

Professional Values

K1

The subject material

V1

Respect individual learners and diverse learning communities

K2

Appropriate methods for teaching, learning and asessing in the subject area and at the level of the academic programme

V2

Promote participation in higher education and equality of opportunity for learners

V3

Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

V4

Acknowledge the wider context in which higher education operates recognising the implications for professional practice

A2

Teach and/or support learning

A3

Assess and give feedback to learners

K3

How students learn, both generally and within their subject/disciplinary areas

A4

Develop effective learning environments and approaches to student support

K4

The use and value of appropriate learning technologies

K5

Methods for evaluating the effectiveness of teaching

A5

Engage in continuing professional development in subjects/ disciplines and thier pedagogy, incorporating research, scholarship and the evaluation of professional practices.

K6

The implications of quality assurance and quality enhancement for academic and professional

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Structure and Assessment

Provision

The DTS Programme structure is made up of the 9 core/ compulsory sessions, 7 optional sessions and a microteaching. To complete the course, students must take all 9 core/ compulsory sessions, plus a minimum of 3 of the 7 optional sessions available to them (although they can take as many optional sessions as they want to, and most do), write a 3,000 word essay reflecting on an element of teaching and learning (generally this focuses on their own classroom practice demonstrating engagement with specific Dimensions of the UKPSF related to Descriptor 1 in their writing) for academic accreditation (20 Masters’ level credits), post one microteaching, demonstrate a minimum of 80% of critical engagement with the blended-learning activities on the Blackboard, build a e-Portfolio of evidence of engaging with the UKPSF in academic practice and write a 300 – 500 words essay, based on the e-Portfolio, explaining how students have engaged with specific, relevant and appropriate Dimensions of the UKPSF related to Descriptor 1 for professional accreditation by the HEA. A certificate of attendance is awarded upon completion. All assessment activities are judged, assessed and marked on a pass/fail basis.

The DTS Programme will run twice a year (14 weeks – winter/ spring – October to January and 14 weeks – spring/summer – February to June) and students can opt to take the whole Programme over an 14 week period (one run) or spread attendance out throughout one academic year. There is 1-2-1 support and guidance from the DTS Team on how to engage with and collect specific, relevant and appropriate Dimensions of the UKPSF related to Descriptor 1 for professional accreditation by the HEA provided to each single student. There is also the option to have an informal teaching observation, upon request. Most students are postgraduate research students undertaking part-time teaching alongside their studies; some are ‘teaching assistants’ proper (postgraduates funded by the University with a requirement to teach); others are less experienced members of academic staff who elect to take individual session from the Programme to acquire teaching skills in particular areas.

Curriculum Induction of the DTS Programme and Introduction to Teaching and Learning and to the Dimensions of the UKPSF This session is designed to introduce the course, the students to one another, the online learning activities of the DTS Blackboard, the professional practice and approach taken to learning and teaching at UEA and the Dimensions of the UKPSF related to Descriptor 1. This session is taught in a cross-disciplinary group with the aim of stimulating dialogue across subject boundaries – and to embed the notion of a ‘community of practice’ in teaching and learning at UEA and the importance of sharing experiences and of reflecting on practice and experience.

COMPULSORY MODULE A1, A2, A3, A4, A5 K1, K2

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Understanding Teaching and Teaching Styles This session will look at how teachers teach both generally and within their discipline context from different perspectives, e.g. Cognitive Psychology, Critical, Feminist and Psychoanalytical perspectives, including students’ own perceptions, conceptions and approaches to teaching. Students will have the opportunity to examine the extent to which their own perceptions, conceptions and approaches to teaching inform their preparation, planning and development of learning activities for their teaching practice, and on the development of a learning environment in the classroom that is inclusive, supportive and conducive to learning and that caters for specific learning needs of a diverse learning community in the classroom.

COMPULSORY MODULE V1, V2, V3 and V4

A1, A2, A4

K1, K2, K3, K4

V1, V3

Curriculum (contd)

Understanding Learning and Learners

Assessing and Giving Feedback to Students

This session will look at how students learn both generally and within their discipline context from different perspectives, e.g. Cognitive Psychology, Critical, Feminist and Psychoanalytical perspectives, including students’ own perceptions, conceptions and approaches to learning and those of students. Students will have the opportunity to examine the extent to which their own perceptions, conceptions and approaches to learning inform their teaching practice. Students will consider the importance of developing inclusive, supportive and effective learning environments that respect and caters for specific learning needs of a diverse learning community in the classroom.

This session focuses on marking student assignments and giving feedback to students. Students are made aware of the University policy on marking and asked to consider key aspects of the process, such as ensuring consistency and fairness. Students are asked to undertake a marking exercise and provide feedback in small groups to ensure they can develop the skills of providing written and orally constructive feedback. Students will be made aware of the importance of aligning teaching and feedback and assessment to support students’ learning, consider how assessment affects student learning, and things to be aware of when giving students feedback – with the emphasis on assessment as an integrated part of the learning process.

COMPULSORY MODULE A1, A2, A4

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K1, K2, K3, K4

V1 and V3

COMPULSORY MODULE A3

K2

V1

Teaching, Supporting, Assessing and Giving Feedback to International Students This session will address some of the issues to bear in mind when teaching, assessing and supporting the learning of international students for whom English is an additional language. Students will find out about best practices for enhancing the quality of their teaching, assessment, feedback, as well as the learning experience of international students in the classroom. Students will also be made aware of the extra support available to international students at the UEA. Students will consider the impact that their teaching styles have on establishing a learning environment in the classroom conducive to learning and their implications for student learning.

COMPULSORY MODULE A1, A2, A3, A4

K1, K2, K3, K4

V1 and V3

Teaching, Supporting, Assessing and Giving Feedback to Students with Special Educational Needs This session outlines best practice in teaching and supporting students with a broad range of individual learning needs – including dyslexia, visual and auditory impairment and mental health conditions. The session aims to provide practical information and best practice regarding working with students with individual needs in the classroom, tutorial, assessment, marking and pastoral care. Students will be introduced to the relevant legislation and explained the UEA’s policy and regulations pertaining to individual needs, as well as the relevant support available at the University to the individual learning needs of students.


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K1, K2, K3, K4

V1 and V3

Curriculum (contd)

Blending Learning to Enhance the Quality of Students’ Learning Experience

Managing Learning and Teaching in the Classroom

This session will look at how the learning environment has changed in higher education and its implications for learning and teaching practice in inside/outside the classroom. Students will consider the importance of using technology to enhance the teaching and learning experience of students in higher education and its impact on the quality of the learning experience of a diverse student population in the classroom in higher education. Students will also consider the impact that their teaching styles have on establishing an online learning environment conducive to learning and their implications for student learning.

This session is designed to help students to develop an awareness and understanding of the issues affecting the teaching and learning process, from the preparation to delivery of teaching. Issues such as: teachers’ and students’ assumptions and expectations, teaching and learning activities, amount of information, student engagement and participation, as well as boredom and excitement. These issues have a major impact on how teachers’ plan, develop and carry out their teaching and learning session as well as on how students’ approach learning and engage with the learning material. In this session, we will look at these issues first from the students’ perspectives, then from teachers’ perspectives in a selfreflective manner.


K1, K2, K3, K4

V1 and V3

COMPULSORY MODULE A1, A2, A4

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K2, K3, K4

V1

Evaluation of Learning and Development

Developing Presentation Skills

This session offers students the opportunity to consider how their teaching practice has developed throughout the course of the Programme and to establish aims, outcomes and pathways towards their continuing professional development and enhancement. The importance of reflective practice is reemphasised and practical suggestions offered regarding how this might be achieved (including how to gather and process evidence about your practice). We will discuss how a reflective essay is constructed and how to: identify problems within our teaching practice; develop strategies for future practices; and present evidence of reflection in our writing.

This is a practical workshop session that addresses good practice when ‘teaching from the front’ to smaller groups of students. Students will put learning in to practice as they will prepare a 2 minutes presentation and present in the classroom to their fellow colleagues, in order to receive feedback from their peers and tutor on all elements of performance (including voice, posture, use of visual aids and structure of the material). Students will consider the importance of: learning and teaching methods and tools; developing inclusive, supportive and effective learning environments in the classroom; answering questions from students; and providing constructive formative feedback as part of the teaching and learning process.

COMPULSORY MODULE A5

K5

V3

OPTIONAL MODULE A1, A2, A4

10

K1, K2, K3, K4

V1

Curriculum (contd)

Giving an Effective Lecture This session covers all aspects of giving a lecture, including: preparation, selection and structuring of material; construction of slides and other visual aids; voice and stance; and managing and maintaining control of a large group. The broad aim is to build competence and confidence in giving lectures as this is the type of teaching that students profess to find most ‘intimidating’ in prospect. The aim will be to see how the “conventional” or “traditional” lecture can be made more effective through techniques for “reading” an audience, structuring composition and delivery, and providing support materials.


K1, K2, K3, K4

V1

Designing and Leading Seminars to Promote Learning and Enhance the Quality of Students’ Learning Experience This session is largely aimed at teaching assistants in the arts, humanities and social sciences who are typically involved in this type of teaching. Students are asked to consider the purpose of seminar teaching and to identify the factors that influence learning in this setting. This session is aided by videos of seminar sessions used to identify good practices for enhancing the quality of seminar teaching, including using resources to support learning, asking effective questions, setting up the room and developing inclusive, supportive and effective learning environments. In this session, students are provided with the opportunity to practice techniques with peers and to observe seminar groups in action.


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K1, K2, K3, K4

V1

Developing and Running Interactive Workshops/ Seminars

Hi-Tek(ing) Your Teaching – Using Smart Interactive Whiteboards in the Classroom

This is a workshop session that covers all aspects of interactive workshops where teachers and students contribute to the learning material in a balanced way. It is a hands-on approach to teaching and learning. In this session, students will examine the issues involved in the preparation and selection of the learning material, including the use of technology. Students will experience first-hand how the use of interactive workshops/ seminars can enhance the quality of students’ learning by giving students a sense of ownership of the teaching and learning process in the classroom. Students will consider the importance of: learning and teaching methods and designing and planning learning activities.

This is a workshop session that will provide students with the basic skills of using Smart Interactive Whiteboards in the classroom. It will cover all aspects of interactive workshops where teachers and students contribute to the learning material in a balanced way. In this session, students will examine the issues involved in the preparation and selection of the learning material, including the use of other technology in conjunction with Smart Boards. It is a hands-on approach to teaching and learning and students will develop a two minutes lecture or presentation using the Smart Board.

A1, A2, A4


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K1, K2, K3, K4

OPTIONAL MODULE

V1

K1, K2, K3, K4

V1

Curriculum (contd)

Organising and Managing Fieldwork in Arts, Humanities, Social Sciences and Sciences This session focus on the use of fieldwork in arts, humanities, social sciences and sciences and how it contributes to the quality of the learning experience of students at UEA. It looks at all aspects of what is required of the teaching assistant on field trips, including: promoting health and safety, their roles and responsibilities; how to promote learning and engagement in the field; how to organise and prepare for field trips; and managing the social dimension of the undergraduate field trip. Best practice with regard to University policy is emphasised throughout.

The Demonstrator in Arts, Humanities, Social Sciences, Health and Medical Practice, and Natural Sciences Laboratories This session is aimed at teaching assistants in the sciences and gives students a good, thorough grounding in the skills required of demonstrators. An exploration and definition of the demonstrator’s role and responsibilities and issues associated with demonstrations leads into an examination of best practice in the use of questions to help students learn in an active and engaged way. Common concerns of demonstrators are addressed in the session. The session also looks at the expectations of the course leader of the demonstrator, and how these might best be fulfilled.


K1, K2, K3, K4

V1

OPTIONAL MODULE A1, A2, A3, A4

13

K1, K2, K3, K4

V1

DTS Blackboard Learning Activities Discussion Board Fora Areas

Microteaching Area

In this discussion board fora, students will post their understanding and critical engagement with the research-based readings for Discussion – Prior to the Session, which provides some background knowledge the research-based literature and understanding of the main issues around the topic of the session, and the reading for Discussion – After the Session, which consolidates students’ learning from the discussion prior to the sessions and the classroom learning activities in a scaffolding way, by providing more research-based background knowledge and understanding of the main issues around the topic of the session. They are expected to post a minimum of 3 and a maximum of 5 responses and/or comments to their fellow colleagues’ contribution on the discussion board forums. All the readings used for the Discussion Board For a are research-based academic papers related to teaching and learning activities, assessment and feedback, learning environment, using technology to support learning, learning and teaching styles from Cognitive Psychology, Sociology, Critical and Feminist Pedagogies, Psychoanalytical perspectives, in order to help students understand the importance of embedding the Dimensions of the UKPSF related to Descriptor 1 in our professional practice and identity.

Microteaching, i.e., students prepare a session of 5 to 10 minutes, including teaching and learning activities, and deliver it to their students or peers in the classroom which is videoed and posted on Blackboard, is a compulsory activity. It is a highly effective and valuable tool for helping novice teachers as well as established teachers to examine, evaluate and critically reflect on their teaching practice in action in the classroom in order to make improvements in the quality of students’ learning experience. It will allow students to see what they do and how they do it as teachers in the classroom teaching a real topic of their subjects/disciplines.

Other Areas: The Handout Area; The Reading Area; The product of Our Engagement in the Our Classroom Area; Session Blog Area

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It will help students:

•• To receive constructive feedback on your teaching from your tutors and fellow colleagues in the course before you have finished you DTS Programme;

•• To compare how you used to teach to how you teach after completing the DTS Programme;

•• To visualise the data collected through video to help you to find one of the critical aspects of your teaching that you want to reflect upon in your final assignment; and

•• To critically and reflectively examine your teaching practice.

It is a valuable tool in helping teachers to reflect and improve their teaching practice.

DTS Blackboard Learning Activities (contd)

Innovation Hub Area

My Assessment and Feedback Area

The Innovation Hub is not a compulsory activity. However, in this area, students are encouraged to work in their designated groups. Each group is formed based on: affiliation to a particular School/Faculty or discipline/area from, for example, arts, humanities, social sciences and sciences. In these groups they will work towards developing new teaching and assessment styles, approaches and methods, as well as teaching and learning tools/material to be tried and evaluated in your relevant subject/discipline. This activity is a great source of evidence of innovation and engagement with the UKPSF-Descriptor 1

In this area, under Assessment, students can submit the draft or plan of their assignments in order to get formative feedback from their tutor and submit the final version of their assignments for marking (summative feedback). In this area, under My e-Portfolio of Professional Practice, they can build and have their e-Portifolio of Professional Practice available to DTS Team for appropriate guidance on collecting relevant and appropriate evidence of their engagement with the Dimensions and Descriptors of the UKPSF for formative assessment and feedback. Other Areas: The Important Reading to further your Learning Area; The Session Feedback Area; The Programme Feedback Area

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Guidance and support Guidance and support on the DTS Programme is provided in a variety of ways:

•• All students are required to attend a 3 hours induction

session shortly after registration in which students are introduced to the relevant and appropriate Dimensions of the UKPSF related to Descriptor 1 and explained the importance of these Dimensions for professional practice. Students are also introduced to the administrative issues related to the DTS Programme’s structure, learning activities (classroom based and online), and assessment;

•• The DTS Programme is blended, each session is

supported with 3 hours taught sessions (face-to-face) and online activities and resources in which students engage with the relevant and appropriate Dimensions of the UKPSF related to Descriptor 1 throughout all online and classroom based learning activities;

•• There is 1-2-1 support and guidance from tutors in

the DTS Team to support students engagement with the Dimensions of the UKPSF and guide them in providing appropriate evidence of their engagement with the relevant and appropriate Dimensions of the UKPSF related to Descriptor 1, in order to meet the requirements of the descriptor;

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•• Further and specific guidance will be provided through

the DTS Blackboard on each single learning activity and the relevant and appropriate Dimensions of the UKPSF related to Descriptor 1 relevant to each single learning activity students are engaging with will be emphasised: and

•• The option to have an informal teaching observation, upon request.

Calendar

First Cohort OCTOBER

NOVEMBER

DECEMBER

Monday afternoons & Tuesday mornings



FEBRUARY

MARCH

APRIL




MAY

JUNE



JANUARY Monday afternoons & Tuesday mornings

Second Cohort

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