1. Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University, UK
@chrissinerantzi
ILTA141
Introduction to Learning, Teaching and Assessment
Haleh Moravej
Senior Lecturer in
Nutrition Science
Manchester
Metropolitan
University, UK
@halehmoravej

2. #ILTA141
Introduction, reflection and making a start with planning
•Professional identity
•Session planning
•Microteach preparation

3. 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
Development requirements.

4. PGCAP
• Ramsden (2003) Reflection and inquiry vital to
improve teaching
• 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
promotion

5. The PGCAP and the UK PSF
5
Areas of Activity (WHAT)
• Design and plan
• Teach/support
• Assess/give feedback
• Develop effective
learning environments
and approaches to
student
support/guidance
• Engage in CPD
incorporating research,
scholarship and
evaluation of
professional practices
Core Knowledge (HOW)
• Subject
• Appropriate methods of
teaching and learning
• How students learn
• Use and value
appropriate learning
technologies
• Methods for evaluating
effectiveness of
teaching
• Quality assurance and
quality enhancement
Professional Values
(WHY)
• Respect individual
learners and learning
communities
• Promote participation
and equality of
opportunities
• Use evidence-informed
approaches and the
outcomes from
research, scholarship
and CPD
• Acknowledge the wider
context in which HE
operates recognising
implications for
professional practice
for Fellowship of HEA - evidence engagement with all of these
http://www.heacademy.ac.uk/assets/York/documents/ourwork/re
wardandrecog/ProfessionalStandardsFramework.pdf

6. Learning, Teaching and Assessment
Strategy
http://www.celt.mmu.ac.uk/ltastrategy/index.php

7. 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
assessment
quick feedback
for learning
intellectual challenge
positive research environment
tutors as
reflective
practitioners
active learning
collaborative and social learning
clear and high
expectations
peer assessment
learning hours matter
programme
teams to work
together
social relationships
programme team
students as partners
students using feedback
Prof. Graham Gibbs

8. 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

9. session learning outcomes
• Reflect on professional identity
• Construct a draft session plan for
microteaching

10. Teacher identity

11. We trust our hands!
We trust the process!
We all build!
We all participate!
Remember!

12. Warm-up
Task 1: Build a tower
Task 2: Build a little animal
Task 3: Modify your model to
capture one aspect of who you are

13. LSP Method, steps
1. Ask a question
2. Build
3. Share
4. Reflect

14. Teacher identity
Task 1: Who are you as a teacher?
Build your identity model.
Task 2: Share with others.

15. The wheel of teaching
Where are you now? Date:
15

16. Construct a draft plan for your
microteach session

17. Session plan for microteach
• discuss ideas for microteach with peers
http://youtu.be/2Hzx41ddQUA

18. Let’s try something!
18
Think of 1
thing you
want your
students
to learn in
your next
session.
What will
they do to
learn this?
How will
you know
that they
have
learnt it?

19. Constructive alignment (Prof. John
Biggs, 1999)
19
designedtomeetlearning
outcomes
Learning
and
Teaching
activities
designedtomeetlearning
outcomes
Intended
Learning
Outcomes
designedtomeetlearning
outcomes
Assessment
Method
•Students construct meaning from what they do to learn.
•The teacher aligns the planned learning activities with the learning outcomes.

20. The Cognitive Domain and Bloom’s Taxonomy
20
evaluation
synthesis
analysis
application
comprehension
knowledge
creating
evaluating
analysing
applying
understanding
remembering
Bloom’s Taxonomoy (1956)
Anderson and Krathwohl Revision (2001)
Educational Psychology Interactive: The Cognitive Domain

21. Knowledge arrange, define, duplicate, label, list, memorize, name, order,
recognize, relate, recall, repeat, reproduce state
Comprehension classify, describe, discuss, explain, express, identify, indicate, locate,
recognize, report, restate, review, select, translate
Application apply, choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, practice, schedule, sketch, solve, use, write
Analysis analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment,
question, test
Synthesis arrange, assemble, collect, compose, construct, create, design,
develop, formulate, manage, organize, plan, prepare, propose, set
up, write
Evaluation appraise, argue, assess, attach, choose compare, defend, estimate,
judge, predict, rate, core, select, support, value, evaluate
Bloom’s Taxonomy and verb list
21

22. avoid/use
22
avoid words like
Know...
Understand...
Really know...
Really understand...
Be familiar with...
Become acquainted with...
Have a good grasp of...
Appreciate...
Be interested in...
Acquire a feeling for...
Be aware of...
Believe...
Have information about...
Realize the significance of...
Learn the basics of...
Obtain working knowledge of...
use words like
State...
Describe...
Explain...
List...
Evaluate...
Identify...
Distinguishbetween...
Analyse...
Outline...
Summarize...
Represent graphically...
Compare...
Apply...
Assess...
Give examples of...
Suggest reasons why...

23. 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?
23

24. How? Reflective Cycle (Gibbs, 1988)
24
1. Description
What
happened?
2. Feelings
What were
you thinking
and feeling?
3. Evaluation
What was
good and bad
about the
experience?
4. Analysis
What sense
can you make
of the
situation?
5. Conclusion
What else
could you
have done?
6. Action plan
If it arose
again, what
would you do?

25. deepening reflection
describing
feeling
analysing
reasoning
stepping back
being self-critical
exploring options
linking to action
own perspective
link to
theory
colleagues
students
Brookfield Critical Lenses
Critical reflection:
“... 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)

26. 26

27. References
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
at http://www.ucisa.ac.uk/~/media/Files/publications/case_studies/ASG_Effective
_Use_Mobile%20Learning pp. 11-17.
Ramsden, R. (2003) Learning to Teach in Higher Education (2nd ed) Oxford: Routledge
Falmer.
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-
36.