Assessment 1 DUE DATE: Three weeks after you have completed Module 2.

So if you are in a Monday class, then the assignment is due on Monday three weeks after you have done Module 2. Submission deadline is 16.30 SUBMISSION in TURNITIN: Your assignment should be submitted directly to Turnitin from the link at the bottom of the page. Assessment 1 consists of two parts, based on Module 1 and Module 2. The first part (relating to Module 1) requires you to set out a brief philosophy, or rationale for your approach to teaching, with references to some of the literature. The second part (based on Module 2) requires you to write the aims and learning outcomes for your Module 8 micro teaching session, and give a brief explanation of why you have chosen those learning outcomes. These two parts will be combined into one document. The overall assessment for the first FOUR modules (that is Assessment 1 and Assessment 2) serves as the course description, or course outline, for your micro-teaching session at the end of the course. From these two assignments, you will produce a course outline that will be given to the students in your microteaching session to outline for them the teaching approach, the aims and learning outcomes, and the learning activities they will be undertaking. Please note that to pass this assessment, you much get a pass in BOTH PARTS. If you pass one part and do not pass the other, you will not get an overall pass. Aims of assessment: The aim of Assessment 1 is to draw together your learning in the first two core modules and to provide a plan for your micro-teaching session at the end of the course. You should show how well you have considered your own approach to teaching taking into consideration what has been discussed in the classes and your reading on the subject. You are expected to show that you have read and critically considered some of the literature. The second aim of the assessment is for you to demonstrate your ability to write clear learning outcomes for the microteaching session. What you need to submit A single document that contains the following: 1. A statement of your teaching philosophy/rationale using the literature to support what you say (450-550 words) 2. Aims and learning outcomes for you microteaching session. (The aims should be two or three short sentences and there should be at least three learning outcomes, preferably as three bullet points) 3. A brief statement (150-200 words) explaining why your learning outcomes have been chosen (in terms of the student learning they require)

Part 1 - Teaching Philosophy/Rationale Philosophy/Rationale for your approach to teaching in the micro-teaching sessions. How students most effectively learn in your discipline. This part of the assessment is based on Module 1 where you were asked to think about good and poor learning experiences you have had, different learning styles and deep and surface learning. One approach to this would be to begin with the statement "I believe students learn most effectively by...." The emphasis here is on what students need to do to learn and how you as a teacher can create the right circumstances for them to learn. It is essential that you demonstrate you have read several relevant pieces of learning and teaching research/scholarship and that you have taken those articles into consideration in formulating your own philosophy. Please note that this statement of your philosophy should be written in proper English sentences, not in bullet point form.

Grading Criteria Pass The Philosophy/Rationale explains your beliefs or approaches in terms of STUDENT LEARNING rather than in terms of TEACHING. It clearly discusses how what you think you as a teacher need to do to encourage student learning activity The Philosophy/Rationale is clearly written, coherent, and in proper English sentences The Philosophy/Rationale draws on some scholarship on Higher Education learning and teaching The Philosophy/Rationale is specific to learning and teaching in your discipline area. The Philosophy/Rationale is between 450-550 words long References to the literature you have read are properly, consistently, and fully cited and quotations are correctly indicated. Fail The Statement/Rationale does not describe your beliefs or approaches in terms of what students will be doing when they are learning effectively in your discipline, but focuses on subject content The Statement/Rationale is not clearly, or coherently written and is not in proper English sentences The Statement/Rationale does not refer to any Higher education Research or Scholarship in learning and teaching The Statement rationale is less than 450 words or more than 550 words long References are not properly, consistently, and fully cited, nor quotations correctly indicated.

Part 2 - Aims and Learning Outcomes You should write a short statement of the overall aims of the teaching session from your point of view. What are your intentions as a teacher? The aims should consist of two or three short sentences. You should also write around three or four specific learning outcomes, describing as succinctly as possible what your participants should expect to achieve in the session. You need to ensure that you include the different levels of learning you require, so that if you want your students to be able to demonstrate higher order evaluative ability, as well as factual knowledge, you include both of those. It may be useful to start this with the statement: "If you successfully finish this course, you will be able to..." A brief statement (about 150-200 words) saying why you have chosen these learning outcomes and how you think they describe different levels of student achievement Grading Criteria Pass: The Aims are written in complete sentences and clearly give an overview of the intentions of the micro-teaching session from your point of view as teacher There are three or four learning outcomes that clearly indicate to students in your micro teaching sessions what they will be capable of doing as a result of taking the micro teaching session The Learning Outcomes use active verbs to describe what students will be able to do The Learning Outcomes target different levels of skill and ability The reflective statement about why you have chosen these learning outcomes is between 150 and 200 words long, and gives a clear rationale for your choice in terms of what learning you want students to achieve and indicates the different cognitive levels you want Fail: The Aims are not written in complete sentences and/or do not provide a clear overview of your intentions as a teacher The Learning Outcomes are not written from the point of view of students and what they will have achieved by the end of the micro-teaching sessions, but provide a list of content The Learning Outcomes do not use active verbs to describe what students will be able to do, but use abstract verbs (understand, know, appreciate and so on) The Learning Outcomes do not attempt to encapsulate different levels of skills and knowledge The reflective statement is not written in proper English sentences, is of insufficient length, does not give a clear rationale for your choice of Learning Outcomes, or does not address different levels

Assignment 2 - Module 4 Assessment Learning Activities Purpose of the assessment In this assignment you will be setting out the learning activities you will be using in your microteaching session to enable the students to achieve your intended learning outcomes. The assessment therefore contributes to the course outline you will be giving the students in your microteaching session. The main purpose of this assessment is to design learning activities that encourage active learning in your students, and to explain how you think those activities might work. It is also to ensure that there is alignment between you intended learning outcomes and the activities. In other words, the activities should be directed towards achieving your outcomes. What you need to submit 1. You need to submit a document through Turnitin 2 weeks after you have completed module 4 that clearly describes what the students will be doing in your class. Remember that this needs to be written so that the students themselves can clearly see what they are doing. There should be some opportunity in the activities for collaborative learning. The activities should provide an opportunity for you as the facilitator to gain feedback on student progress The activities should be well sequenced and some account taken of the time they will take The following examples may help. Example one: a. First activity: Individually write on a piece of paper what you already know about topic 'x' and what they you like to know more about. b. Pair up with someone else and share what you have written. Tell each other what you already know and how that affects what you want to know more about, or what you want clarified. Example two: a. You will be given an online simulation of the human skeleton and in pairs you need to identify the following ... When you have done this enter your results in the blank document provided b. All groups collate responses into one document and discuss which aspects of the identification they found the most difficult 2. Next, you should give some analysis of your learning activities (100 words). Why do you think they will achieve the learning outcomes? What is each part of the learning activity meant to do? How will the activities allow you as facilitator to gain feedback on student progress? Describe how you see the learning activities as aligned to the learning outcomes. (During the classes so far, we have placed some emphasis on reflecting on the learning activities you have been doing. Use this as a model.) In the first example above, you might say that first the students are being asked to reflect on what they themselves already know about the topic. They are asked to do this individually at first, so that when they do it in pairs, they can see that perhaps they know something different from the other person. This enables building and sharing of knowledge. It is also designed to enable the facilitator to gain an understanding of what the class already knows, and what they may need to learn. Both examples are meant to harness students' collaborative efforts. Grading Criteria Pass 1. You have completed all parts of the assignment including outlining the learning activities your students will do and analysing the activities 2. The activities you design address all of your learning outcomes 3. At least one of the activities involves the students in collaborative learning 4. It is clear that the activities provide you with some feedback on student learning 5. The analysis includes consideration of your reason for choosing these activities, what you think they will achieve, how they will provide feedback and how they are aligned to the learning outcomes. Fail 1. Due weight is not given to all required parts (activities and analysis). 2. The learning activities do not account for all of the learning outcomes 3. The analysis does not take account of all questions (alignment, rationale, feedback) and/or is descriptive rather than analytical.

Assessment Module 5 Technology for Learning Requirements and Criteria Requirements Choose an existing technology-mediated learning tool that would enhance learning in your discipline. In your answer, you need to: Name the course youll be teaching and state if it is a lecture, a tutorial or a lab Name and describe the technology-mediated tool that would enhance learning Include a link to your chosen tool Include the activity you would get students to do Include how this tool enhances learning Include your name, school and matric number on your slide, following the template given below Length: One Google Presentation slide (Minimum font size: 18pt) NOTE: When editing your Presentation slide, login using your Gmail account. Criteria You will be assessed based upon the following criteria: Pass Your answer should: Clearly describe the tool and provide a link Briefly describe the activity you would get the students to do with the chosen tool Include a rationale for using this tool in your discipline area which indicates clearly how learning would be enhanced. Fail The planned activity and accompanying statement: Do not clearly describe the tool and provides no link Does not include a rationale indicating how learning will be enhanced Hints The important thing is what the students will need to do to enhance learning (not what you will do!) The activity you need to describe has to be brief, something like in-class activity where students are in groups of 4 to 5 Properly reference anything you quote or paraphrase from other sources. (Its not a requirement to include outside references, but if you do, reference it properly!) Submission deadline 1 week after in-class session. Turnitin check Your Google Presentations will be checked in Turnitin. Do your own work!!

Microteaching Session - Points to Note Considering that your peers will be from a wide range of backgrounds, topics should preferably be appropriate for introductory undergraduate courses. e.g. A key concept or skill from an introductory course in your field or foundational concepts in your research area. This session is an opportunity for you to receive feedback from your peers and facilitators on a planned teaching activity. The teaching session should draw on what you have learnt in the course about active learning. Each student is allocated exactly 10 minutes, please plan your lesson accordingly. (Resources include a Planning Template) You are not giving students information, but getting them involved in thinking. It is not enough to stand in front of the participants giving a talk with a powerpoint presentation. You may wish to use powerpoint, and to talk for part of the time, but the most important aspect is getting the participants engaged in an activity, in the same way you yourselves have been engaged in activities during the course. What you will need to prepare: You will need to prepare a hand-out condensed from your assignment for your 10 minute teaching session - you should clearly state what you want the participants to achieve (learning outcomes), what activities you will get the students to do, and how you will determine whether the participants have achieved the learning outcomes (feedback based on the activities) Assessment: The grading criteria (Assessment folder) will be used by the facilitators to evaluate the effectiveness of the 10 minute session Peers (4-6 students per group) will be completing a feedback form for each participant. (for formative feedback only) What will be provided: PC, projector, markers and duster. You may bring your own laptop if you wish. You should inform us in advance of any needs you have for AV etc Most importantly enjoy the process and use this session to share the wonders of your discipline with your peers!! We hope the experience will help you prepare for future teaching roles. If any of this is unclear, please do get in touch with us at tap@ntu.edu.sg

Losing your students? (52.188 KB) Microteaching Planning Template (26.641 KB) 1. Teaching Time Plan use this template to help you plan your teaching session (Attached Planning Template) 2. Strategies to keep your students engaged during lectures (Attached Document - Losing your students) 3. Chunking with Bookend procedure Research has consistently shown that lecturing in the entire class period is not an effective way of teaching. Our working memory is limited; usually after hearing 10-15 minutes of lecture, our mind drifts away. To keep students engaged, one approach is to adopt what is called the bookend procedure.

Resources for Planning Attached Files:

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Bookend Procedure (adapted from Carl Smith, 2000, Going deeper: Formal small-group learning in large classes, New Directions for Teaching and Learning, 81) Source: http://www.hsc.unt.edu/departments/cld/CourseDesign-TeachingStrategies.cfm Heres a possible approach that you may want to adopt based on the bookend procedure (in any order) 2-3 minute lecture 2-5minute activity 1 Minute Summary

Preparing a Handout for Microteaching Session To help ensure that your microteaching session is an enjoyable experience for you and your "students", you are required to prepare an approximately 1 PAGE handout for the session (based on the Assignment for Cores 1,2,3)

Handout should have: 1. Aims and learning outcomes (based on core module 2) 2. The planned learning activities for the micro-teaching session (based on the core modules) Please print 8 copies of this handout for your session (for facilitator and students)