In these interactive sessions, we explore the benefits and challenges of different approaches to teaching through discussion of shared experiences and ideas.
Please check back regularly for updates. Details are subject to change.
An Introduction To Teaching And Research Synergies At The University Of Reading
- Wednesday 21st February 2018, 10:00-11:30
This session is for those who are new to thinking about the links between teaching and research. It will introduce different ways in which research and teaching might come together in our curriculum. There will be an emphasis on students as active participants in the research process and the skills and benefits that this brings. The session will draw on the perspectives of students and of academic staff and on examples of good practice from across the University. This session aligns with A2, K2, K3 and V3 of the UKPSF.
An Introduction To Team Based Learning (TBL)
This is an opportunity to learn more about Team Based Learning and how it can be used to support large group teaching for staff who know nothing or very little about the approach. In this workshop you will learn what TBL is and how and why it works particularly well for teaching and learning in large groups. This is an introductory session for staff new to TBL presented in an interactive way with lots of examples and advice for how it has been used in large and smaller group classes across a range of subjects. This session aligns with A1, A2, K2, V1 and V3 of the UKPSF
Assessment And Feedback For SDTLs: Addressing The Challenges Of Consistency And Fairness
This session will be focused on good pedagogy in the context of changing practices and is aimed at those who are leading T&L practice whether in a school or department. In the current climate of change, it is important to consider how quality is maintained without increasing workload. This session will focus on feedback for summative assessment, exploring how to:
- ensure fairness and consistency across programmes and your School;
- manage moderation and second marking;
- encourage sharing of good practice;
- meet and manage student expectations.
We will work with a number of generic proformae and consider the challenges and opportunities that EMA offers. This session aligns with A3, A4, A5, K2, K5, K6 and V3 of the UKPSF.
Designing Assignments With Assessable Learning Outcomes
This session is focused on working with assessment criteria and is aimed at those who may be reviewing module descriptions, devising new modules or considering this in the near future. We will discuss formulating assessable learning outcomes, designing assignment briefs and managing the assessment load for students (and marking load for staff!). Examples of different methods of assessment (diversifying assessment) will be shared. There will be the opportunity to work with your own modules and programmes. This session aligns with A1, A3, A4, A5, K1, K2, V1 and V3 of the UKPSF.
Effective Classroom Management Strategies: Introductory Workshop
This session is for newer members of teaching staff and those who are new to teaching in the HE sector; experienced members of staff wishing to refresh their teaching techniques.
This hands-on workshop is designed for newer members of staff involved in face to face delivery. Classroom management is applicable to all teaching and learning situations and getting it right creates effective conditions for learning to occur. We will identify and explore a range of strategies for effective classroom management, including:
- Getting it right, from the outset
- Managing the room
- Developing your classroom presence
- Bringing it altogether
The ideas investigated in this session are applicable to a range of different class sizes (6-80+) and situations. This session aligns with A1- A5, K2, K3, K5, V1 and V3 of the UKPSF.
Effective Feedback: Ensuring Assessment And Feedback Works For Both Students And Staff Across A Programme
This session is aimed at Programme Directors and SDTLs. Developing a coherent approach to feedback across a programme is challenging We will look at summative versus formative feedback, the place of ‘feed forward’, how to engage students and staff in assessment and feedback dialogue. We will discuss the challenge of detailed feedback versus useful feedback, how can we manage the workload and make feedback ‘good enough’ and fit for purpose. This session aligns with A3, A4, A5, K2, K5, V1 and V3 of the UKPSF.
Embedding Employability In An Undergraduate Curriculum: Getting Started
- Wednesday 24th January 2018, 14:00-16:00
This session is for Directors of T&L (SDTLs, DTLs), Programme directors, Placement Coordinators, Careers Consultants. In this session we will hear how different department have approached a project to embed employability in their curricula in order to institutional requirements (the Curriculum Framework) and sector best practice (HEA Embedding Employability Framework). By the end of this session you will have
- Defined ’employability’
- Discussed key theoretical models of employability
- Been introduced to an innovative example of how to embed employability
- Considered how this approach could be adopted in your context
This session aligns with UKPSF: A1, A4, A5, K2, V3, V4.
Embedding Inclusivity In The Curriculum
This session is for all staff involved in curriculum review. Fundamental to any discussion around diversity, inclusion and social mobility within HE is the curriculum that is offered, both in terms of curriculum content and the pedagogic methods used – the ‘what’ and the ‘how’.
A proactive and anticipatory approach to curriculum design helps to create learning experiences which not only meet the needs of specific students (or groups of students) but also benefit all students. This practical session will introduce participants to the ‘Engaging Everyone’ section of the Curriculum Framework website. By the end of the session participants will have a clear picture of the resources available to support them when engaging in curriculum review. There will be opportunities for reflection and discussion so that participants can identify next steps for embedding inclusivity within their curricula. This session aligns with A1, A4, K1-K3, V1, V2 and V4 of the UKPSF.
Engaging Students As Partners In Curriculum Enhancement: Challenges And Possibilities
- Wednesday 2nd May 2018, 10.00-12.00
This session is for teaching and learning staff interested in developing strategies to further engage students in the design and development of their curriculum. The session will develop our understanding of student engagement in this context and explore different approaches to engaging students at Reading, addressing both the challenges and opportunities a partnership approach to curriculum enhancement can bring. Participants will hear from academic colleagues whose practice has been enhanced through the increased involvement of students and have chance to consider practical approaches to partnership working in their own context. This session aligns with A1,A2, A4,A5, K2,K3,K6, V1-v4 of the UKPSF.
Engaging Students In Reflection On Work Placement Learning Through Creative Assessment
This session is for Directors of T&L (SDTLs, DTLs), Programme Directors, Placement Coordinators, Placement Tutors, Careers Consultants and anyone with an employability / placement remit. Placement learning can be difficult to assess through traditional methods where students may find it challenging to articulate the real outcomes of their experience off campus and contextualise their experience. This session shares some innovative models of assessing placement learning and reflection inclusive of building in pathways to digital literacies which are vital in the employment market (LinkedIn, Tumblr audio and video blogging). This session aligns with A1, A2, A3, A5, K1, K2, K3, K4, V1 and V4 of the UKPSF.
Enhancing Teaching, Engaging Learners: Personalising Teaching To Deepen Learning
This workshop is designed for new and established staff involved in delivering lectures. It will explore strategies for improving student engagement and learning, including:
- alternative session structures and signposting
- involving all students, promoting discussion and taking and giving feedback – promoting reflection
- risk taking, questioning and activity design – application and synthesis
- flexibility and decision-making
- collaboration and competition – building a sense of belonging
- evaluation and peer review
Participants will be encouraged to share their own practice and work together. Examples will primarily be drawn from experience of teaching medium-sized groups (30-100). This session aligns with A1-A4, K2, K3, K5 and V1-V3 of the UKPSF.
Exploring The Use Of APPs For Assessment Purposes: BYOD
The session will start with an overview of formative assessment: What is it? How does it relate to summative assessment? Why does it have more impact of student learning than final marks? How to use assessment criteria and ALOs to the best effect? The session will include modelling the use of a range of apps for authentic formative assessment tasks. We will then work together to try these tools to augment the formative assessment opportunities within a module of your choice. You will bring your own device (BYOD: laptop, tablet or smart phone), a module description or programme specification and a willingness to participate and collaborate. We will come with ideas and challenges so that you will be able to use part of the time in this hands-on session to engage in experimenting, planning and drafting ideas to enrich the student learning experience. This session aligns with A2, A3, A4, A5, K2, K4, V1 and V3 of the UKPSF.
Formative Assessment Including Self And Peer Assessment
This session looks at the role of formative assessment and how it enhances student engagement and learning. We will explore a variety of practical examples and to ensure the session is authentic and properly addresses your needs, we ask you to bring a module description and assignment briefs to the session. This session aligns with A3, A4, K2, K5 and V3 of the UKPSF.
Group Assessment: Activities And Fairness
This hands-on workshop, will enable participants to practice a group activity and assessment, foregrounding the underlying issues and exploring ways to make assessed group activities work better. Most agree that students can benefit hugely from being involved in group activities as these develop the kinds of skills necessary for employment and job satisfaction, and yet one of the commonest sources of complaint from students is their perception of unfairness in assessing group work. This session aligns with A1, A3, K2 and V2 of the UKPSF.
Implementing Active Learning: Meeting The Challenges
- Wednesday 11th October 2017, 14:00-16:00
This workshop is designed for new and established members of staff who wish to include more active learning strategies in their sessions. The ideas explored in this session are applicable to those working with small groups to medium-sized cohorts (8-80). Implementing Active Learning strategies into our teaching increases learner engagement and deepens learning, but can present challenges for both lecturers and students used to participating in more traditional settings. In this practical workshop, we will explore how to implement effective Active Learning methods and share solutions for overcoming some of the difficulties. This session aligns with A1-4, K2, K3 and V1-V3 of the UKPSF.
Intercultural Communicative Competence: Introducing Effective Strategies In Your T&L Context
This session is for anyone working with home and international students. This session will look at models of intercultural communicative competence, identifying elements which relate to T & L situations. As well as drawing on some of the pedagogical strategies which are used in a range of contexts in ISLI, we invite participants to share their own experience of working with multi-national groups. We will explore critical incidents, assessment and the use of reflection as vehicles for an enhanced understanding of intercultural competency, and some strategies which can be applied within your own T & L sessions. This session aligns with UKPSF A1 A2 A4 K2 V1.
Introducing The “Large Class Education Toolkit”
- Wednesday 18th October 2017, 14:00-15:30
In this session we will officially launch the new “Large Class Education Toolkit”. The toolkit is an easy to use collection of nearly 40 case studies from “real-life examples” at the University of Reading. Many colleagues have shared their tips and tricks how to teach large classes (and large is whatever large classes mean for your discipline area) and still provide an inclusive teaching environment for increasingly diverse cohorts. This session aligns with UKPSF A1, A2, A3, A4, A5, K2, K3, K4, K5, V1 and V4.
Learning Gain: Can Attainment Data Inform Pedagogy?
- Thursday 2nd November 2017, 12:30-14:30
This session is for staff who have a key role to play in providing strategic oversight and enhancement of undergraduate programmes.
Learning Gain can be described as the ‘distance travelled’ by students during their studies. Through the Learning Gain Project at Reading we have developed a statistical model of attainment which has enabled us to visualise the trajectories of students on all undergraduate programmes at the University.
Over lunch, you will have the opportunity to contribute to the project through a discussion of how we might interpret the results and reflect upon the data for your undergraduate programme(s). This session aligns with A1, A3, A5, K2, K5, K6 and V1-V4 of the UKPSF.
Meeting The Challenge Of Assessment At Programme Level
This session is aimed at Programme Directors and SDTLs. Developing a coherent approach to assessment across a programme is challenging; this session draws on the TESTA project to give ideas and practical strategies to implement with your programme team to improve student learning, engagement and satisfaction. This session aligns with A1, A3, K1 and V3 of the UKPSF.
Multiple Choice Questions: More Than Just A Test Of Information Recall
The use of multiple choice questions for assessment in higher education is like “Marmite”; you are reluctant to try it or you couldn’t live without it. Preconceptions that multiple choice questions are difficult to write or that they encourage rote learning and only assess information recall are often given as reasons for avoiding their use. This workshop aims to address these misconceptions and provide participants with strategies to help them approach the design of multiple choice questions with confidence. Different multiple choice questions and how they can be used to assess deeper learning will be discussed. Through group discussions and constructive critique of practical examples, participants will develop and share an appreciation of how they can take their multiple choice question-based assessments to the next level. By the end of the session it is hoped that participants will have gathered new ideas and confidence in the use of multiple choice questions in their own context.
Session format: This session will take the format of a brief introductory presentation followed by short presentations and group activities led by academic staff; participants will be encouraged prepare their own multiple choice questions before and during the session. This session aligns with A1-A3, A5, K1-K3, K5, V1, V3 and V4 of the UKPSF.
Student Engagement With Feedback
Recent approaches to assessment and feedback in higher education stress the importance of students’ involvement in these processes. Rather than a one-way transmission of information from expert to novice, feedback is best represented as a communicative process involving dialogue between teacher and student (Nicol, 2010). Through active engagement with feedback, students have the opportunity to develop skills of self-monitoring (Nicol & Macfarlane-Dick, 2006), such that they become less reliant on external feedback and more reliant on self-regulated learning (Sadler, 1989). Researchers have called for a more heavy focus on the receiver’s end of the feedback process, through exploring how students interpret and implement feedback. These calls respond, in part, to evidence that students engage weakly with feedback, sometimes even failing to collect it altogether (e.g. Price, Handley & Millar, 2011).
This session will critically examine the position and role of the student in the assessment feedback process. Through surfacing the barriers to student engagement with assessment feedback, the workshop will explore strategies for developing skills of ‘proactive recipience’ in students. Participants will be invited to reflect upon their own practice and practical solutions and strategies will be discussed. This session aligns with A2-4, K3 and V2 of the UKPSF.
What Is Internationalising Higher Education? : An Introduction
This session focuses on some of the key issues around Internationalising Higher Education and is aimed at those who are involved in T&L practice at session, module or programme level. This session will explore:
- The big picture and the University of Reading vision
- What internationalisation can look like in your own Teaching & Learning contexts, including opportunities and challenges
- What the Curriculum Framework ‘globalisation’ strand signifies for youParticipants will be encouraged to share their own practice and work together. This session aligns with A1, A2, A5, K2, V1, V4 of the UKPSF
Writing Exam Questions In The Sciences
This session is aimed at Academic and Teaching Staff. Careful design of exams questions is crucial to ensure students can demonstrate their knowledge and application of this knowledge. Setting suitable exam questions, that clearly define what a student must demonstrate and differentiates between students is a key skill required for effective assessment. Assuring ourselves that exam questions are suitable and cover all learning objectives being assessed is a further complication to setting exams. In this session we will explore what makes a good exam question, and how we can effectively scrutinise these questions to produce high quality exam papers, that align to learning objectives. This session aligns with A3, A5, K1-K3, K6 and V1 of the UKPSF.