ILTA1 intro and planning Chrissi Nerantzi and Haleh Moravej
Introduction to Learning, Teaching and Assessment
Senior Lecturer in
Introduction, reflection and making a start with planning
ILTA unit outcomes
• Evaluate a range of practical approaches to
teaching, learning and assessment, set within the
context of learning theories.
• Apply appropriate teaching and learning theories
and approaches to the design and delivery of an
inclusive episode of learning, relevant to the
participant’s practice area
• Evaluate and critically reflect on the
microteaching activity and the themes of the unit
to identify on-going Continuing Professional
• Ramsden (2003) Reflection and inquiry vital to
• Nerantzi (2014) active experimentation in a safe
and supportive environment boosts teachers
confidence and competence and has the
potential to transform practices
• Wouters et al. (2014) Teaching portfolio valuable
space to capture development and use for
The PGCAP and the UK PSF
Areas of Activity (WHAT)
• Design and plan
• Assess/give feedback
• Develop effective
and approaches to
• Engage in CPD
Core Knowledge (HOW)
• Appropriate methods of
teaching and learning
• How students learn
• Use and value
• Methods for evaluating
• Quality assurance and
• Respect individual
learners and learning
• Promote participation
and equality of
• Use evidence-informed
approaches and the
• Acknowledge the wider
context in which HE
for Fellowship of HEA - evidence engagement with all of these
Learning, Teaching and Assessment
Quality: What really matters?
class size: 1 tutor 20 students
tutor load: 1 class tutor full-time
tutor has teaching qualification
students: time on task
‘close contact’ student tutor
interactions and relationship
for educational gains
focus on formative
positive research environment
collaborative and social learning
clear and high
learning hours matter
teams to work
students as partners
students using feedback
Prof. Graham Gibbs
Gibbs, G (2012) Implications of ‘Dimensions
of quality’ in a market environment, York:
The Higher Education Academy
Gibbs, G (2010) Dimensions of quality, York:
The Higher Education Academy, pp. 19-37
Prof. Graham Gibbs
session learning outcomes
• Reflect on professional identity
• Construct a draft session plan for
Task 1: Who are you as a teacher?
Build your identity model.
Task 2: Share with others.
The wheel of teaching
Where are you now? Date:
Construct a draft plan for your
Session plan for microteach
• discuss ideas for microteach with peers
Let’s try something!
Think of 1
to learn in
they do to
Constructive alignment (Prof. John
•Students construct meaning from what they do to learn.
•The teacher aligns the planned learning activities with the learning outcomes.
The Cognitive Domain and Bloom’s Taxonomy
Bloom’s Taxonomoy (1956)
Anderson and Krathwohl Revision (2001)
Educational Psychology Interactive: The Cognitive Domain
avoid words like
Be familiar with...
Become acquainted with...
Have a good grasp of...
Be interested in...
Acquire a feeling for...
Be aware of...
Have information about...
Realize the significance of...
Learn the basics of...
Obtain working knowledge of...
use words like
Give examples of...
Suggest reasons why...
Reflection, what is it? Let’s find out
Think of something complex
(good/bad) that happened
How did you feel?
What did you learn?
If it happens again, what would
you do differently?
How? Reflective Cycle (Gibbs, 1988)
good and bad
can you make
6. Action plan
If it arose
would you do?
linking to action
Brookfield Critical Lenses
“... the process by which we research the assumptions informing our own practice by viewing these through
four complementary lenses – the lenses of our students’ eyes, colleagues’ perceptions, literature and our
own autobiography. [...] Finally, we can review our personal autobiographies as learners so that we can make
visceral connections to, and gain a better understanding of, the pleasures and terrors our own students are
experiencing.” (Brookfield, 2006, 26)
Brookfield, S. D. (2006) The Skilful Teacher (2nd edition) San Francisco: Jossey-Bass.
Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (2014) Warning!
Modelling effective mobile learning is infectious, an example from Higher
Education, UCISA Best Practice Guide using mobile technologies for learning,
teaching and assessment, available
_Use_Mobile%20Learning pp. 11-17.
Ramsden, R. (2003) Learning to Teach in Higher Education (2nd ed) Oxford: Routledge
Wouters, P., Clement, M., Frenay, M. Buelens, H. & Gilis, A. (2014) Avoiding
compliance and resistance through collaboration? a Belgian teaching portfolio
case, in: International Journal for Academic Development, Vol. 19, No. 1, pp. 26-