This module is discontinued in the selected year. The information shown below is for the academic year that the module was last running in, prior to the year selected.
2016/17 Taught Postgraduate Module Catalogue
SDDU5150M Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) Route 2 - Portfolio of Evidence
60 creditsClass Size: 5
Module manager: Rebecca Dearden
Email: R.Dearden@adm.leeds.ac.uk
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2016/17
Pre-requisite qualifications
Normally three years experience of, and responsibility for, a broad range of teaching & management of student learningThis module is mutually exclusive with
| SDDU5110M | Essentials of Teaching |
| SDDU5120M | Essentials of Learning and Assessment |
| SDDU5125M | Essentials of Learning and Assessment (Open) |
| SDDU5140M | Managing & Evaluating Teaching |
| SDDU5145M | Managing and Evaluating Teaching (Open) |
| SDDU5210M | Preparing to Teach: Essentials of Learning, Teaching and Ass |
| SDDU5215M | Preparing to Teach - Essentials of Teaching |
| SDDU5220M | Promoting Learning (for Postgraduate and other Part-time Tea |
| SDDU5225M | Promoting Learning through Assessment |
| SDDU5230M | Promote Learning through Desgn |
| SDDU5250M | Becoming an HE Teacher: Teaching and Assessing Learning |
| SDDU5260M | Becoming an HE Teacher: Teaching and Assessing Learning |
| SDDU5410M | Teaching at Leeds |
| SDDU5420M | Enhancing Your Teaching |
This module is not approved as an Elective
Module summary
Aims- to provide participants with an opportunity to critically reflect upon their accumulated experience of teaching and the management of student learning- to provide participants with an opportunity to develop an understanding of good practice and pedagogy through their engagement with educational literature and research into learning and teaching- to provide participants with a systematic means by which to evidence the quality and success of their teaching and approach to supporting student learning and to demonstrate the ways in which they take account of the needs and backgrounds of students and the provision of equal opportunities- to provide a pathway to becoming a Fellow of the Higher Education Academy (FHEA)- to contribute to the improvement of the status of teaching and the quality of student learning at the University of Leeds- to demonstrate the commitment of the University to the value of professional development in teaching.This module is a wholly alternative route to gaining a Postgraduate Certificate in Learning and Teaching in HE and cannot be taken in conjunction with any other PGCLTHE modules.Objectives
Aims- to provide participants with an opportunity to critically reflect upon their accumulated experience of teaching and the management of student learning
- to provide participants with an opportunity to develop an understanding of good practice and pedagogy through their engagement with educational literature and research into learning and teaching
- to provide participants with a systematic means by which to evidence the quality and success of their teaching and approach to supporting student learning and to demonstrate the ways in which they take account of the needs and backgrounds of students and the provision of equal opportunities
- to provide a pathway to becoming a Fellow of the Higher Education Academy (FHEA)
- to contribute to the improvement of the status of teaching and the quality of student learning at the University of Leeds
- to demonstrate the commitment of the University to the value of professional development in teaching.
Knowledge Outcomes
1. Appropriate methods for teaching and learning in the subject area and at the level of the module
2. How students learn, both generally and in the subject
3. The use of appropriate learning technologies
4. Methods for evaluating the effectiveness of teaching
5. The implications of quality assurance and enhancement for professional practice
Principles & Values Outcomes
The University values (Academic excellence; Community; Integrity; Inclusiveness; and Professionalism are implicit in the outcomes because they describe how we work together as a University to deliver the vision and strategy. In particular, they translate in this course to:
- the importance of professional practices which respect and enable the progression and empowerment of individual learners
- the value of scholarship for the development of professional practice and knowledge
- a commitment to engaging in and supporting communities of practice amongst students and colleagues for mutual support and learning
- the promotion and implementation of equal opportunity practices to facilitate full participation by all students and colleagues
- the need for teachers continually to develop and extend their pedagogical knowledge and understanding
- the contribution of critical reflection to the development of practice and understanding.
Learning outcomes
By the end of the course, it is expected that you will be better able to:
- describe your philosophy of teaching and student learning
- critically reflect on your style and approach to teaching and managing student learning, based on good practice and research into learning and teaching,
- select appropriate evidence to support claims of quality and success
- report, in a structured and meaningful manner, on the outcomes of the critical reflections on practice, appropriately cross-referenced to the evidence and literature
- enhance your knowledge and understanding of higher education through awareness of and ability to evaluate relevant educational literature (both generic and subject-specific).
- decide an action plan for your own continuing professional development (CPD)
Skills outcomes
Critically reflect upon teaching practices and implement professional development.
Operate professionally and effectively within their School and the University context.
Syllabus
Indicative content
- Teaching experience, philosophy and values
- Teaching delivery and materials, including use of C&IT
- Course design, evaluation, quality assurance and enhancement
- Assessment and giving feedback to students
- Developing effective learning environments and student learning support systems
- Reflective practice, personal development and action planning
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| Teaching Observation | 2 | 2.50 | 5.00 |
| Tutorial | 0 | 0.00 | 20.00 |
| Private study hours | 575.00 | ||
| Total Contact hours | 25.00 | ||
| Total hours (100hr per 10 credits) | 600.00 | ||
Private study
individual tutorials of 1 - 1.5 hours will be arranged to suit the student and tutorPrivate study will be negotiated on an individual basis in order to suit specific need
Opportunities for Formative Feedback
Meetings with course tutorDiscussion with mentor and peers in disciplinary areas.
Pre-submission reviews and feedback
Methods of assessment
Coursework
| Assessment type | Notes | % of formal assessment |
| Portfolio | Award of the PGCLTHE by Portfolio is based upon the successful submission of a Learning and Teaching Portfolio. The portfolio is assessed against a series of success criteria - see Handbook. It is expected that the portfolio will contain the equivalent of ~15,000 words, excluding the evidence section. | 100.00 |
| Total percentage (Assessment Coursework) | 100.00 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Reading list
The reading list is available from the Library websiteLast updated: 01/03/2016
Browse Other Catalogues
- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD