This document provides information and guidance for teachers on planning teaching sessions and applying principles of sustainable development. It includes learning outcomes, examples of elements to consider in session planning like learning theories and constructive alignment, guidance on assessment and feedback, and how to incorporate sustainable development goals. Teachers engage in group activities to discuss learning theories and evaluate their current planning practices. The document emphasizes applying theory to planning, considering all aspects of the learning process, and developing more sustainable academic practices.

1. Starter
Activity
Read the definition of sustainable assessment
(mentioned in the previous session).
Think of as many examples of sustainable assessment
as you can and write each on a sticky note. Stick these
onto the definition sheet.
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2. Planning for learning: putting it
all together

3. Session Learning Outcomes
By the end of this session you should be able to:
LO1 Identify elements to consider when planning teaching sessions
LO2 Evaluate your current session-planning practice
LO3 Apply the principles of Sustainable Development when resourcing
your academic practice
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4. Planning for learning
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5. PUTTING IT ALL
TOGETHER
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6. The three elements of constructive alignment

7. Module level
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8. Session Level
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13. WHAT ABOUT THEORY?
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14. November 22, 2017 14

15. Learning Theory
In order to investigate learning theory:
•Each group is going to focus on one particular theory.
You are only allowed to use 10 words, but as many symbols,
numbers, charts, and diagrams as you like.
– Find out some basic details about the theory
– Who were its main protagonists?
– Can you sum up what the basic belief is behind the theory actually is? –
LEARNING IS ………………….
– How does learning occur? “Learners learn best when …………………………..
– What are the most effective pedagogical approaches this theory would use in
the classroom? “ Learners learn by………
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16. Theory Links
Information Processing
Constructionism
Constructivism
Social Constructivism/
Collaborative Learning
Experiential Learning
Inquiry Learning
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17. Market Place
• Teach your colleagues and learn from you colleagues
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18. SUSTAINABLE
DEVELOPMENT
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NTU is officially the most sustainable University in the UK.
https://peopleandplanet.org/university-league-2016-tables
Guardian press coverage:
https://www.theguardian.com/education/2016/nov/22/universities-green-goals-
environmental-targets-people-planet-league
NTU general sustainability pages:
https://www4.ntu.ac.uk/sustainability/

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Sustainability has moved from a marginal concern to central strategy over the last
few years. Its inclusion in the Strategic Plan is implicit rather than explicit e.g:
•Enable student to develop the knowledge, skills and resilience to play the positive
role in society they envisage for themselves
•Play a leading role in the social, cultural, economic and environmental development
of the City, East Midlands and UK
•Nurture global citizenship, engage with international research and attract the best.

21. ESD: Future Thinking Learning Room
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There is a NOW Learning Room with 100s of
resources to support sustainability education:
https://now.ntu.ac.uk/d2l/home/316872 You
should be able to see this under your ‘Staff
Development’ tab.

22. Future Thinking Framework
This is the concept of
sustainability used in the
NTU Curriculum Refresh.
It reflects that sustainability
education is to prepare
students with the
knowledge and skills needed
to contribute to future local
and global challenges.

23. Curriculum Refresh Framework
Action ES404 We will continue to be recognised as a leading exemplar of an environmentally
responsible and sustainable organisation.
Ref Item
F1 Students explore how aspects of the discipline contribute to one or more of the Sustainable Development
Goals. The course provides opportunities for students to explore the potential of their discipline to
interconnect with other disciplines or areas of expertise and make creative leaps forward. (Knowledge
and understanding)
F2 The course examines relationships between environmental, social and economic systems from local to
global level. (Knowledge and understanding)
F3 Leadership for sustainable development is encouraged through challenging assumptions and negotiating
alternatives to unsustainable current practices, especially within the student’s own discipline. (Skills)
F4 The course encourages systems thinking in terms of recognising connections and interactions between
factors, and understanding that actions often have multiple consequences. (Skills)
F5 The course encourages commitment to lifelong learning about adapting to future challenges of meeting
social and environmental responsibilities. (Attributes)
F6 The course facilitates and supports dialogue and debate on critical issues related to global social
responsibility within the wider sustainability agenda, fostering respect for different values and world
views. (Attributes)
F7 The course encourages the capacity for independent, evidence-based integrated thinking as the
foundation for developing their personal ethical code. (Attributes)

24. Link to UN Sustainable Development Goals
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Curriculum Refresh is asking courses to address at least 1 of the UN Sustainable Development
goals (ES404 –F1). This helps make sustainability a more tangible issue and makes NTU
sector-leading – globally, HEIs are currently trying to address these goals through their
curriculums: http://www.un.org/sustainabledevelopment/sustainable-development-goals/

25. NTU Case Studies as Teaching Resources
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On learning Room:
•24 case studies relating to NTU based
projects designed for teaching purposes.
•Multi-disciplinary.
•Some link academic and non-academic
sustainability work e.g. collaborations
between Green Academy, NTSU, the
Volunteering and Environment Teams and
TILT.
•Some link Campus and Curriculum
•Linked to the SDGs.
•A new way of embedding sustainability
into the curriculum.
•Connect the ‘subliminal’ curriculum to the
formal one.

26. The term ‘sustainable assessment’ is used to describe [the] purpose of fostering
learning in the longer term (Boud, 2000). Sustainable assessment is that which
helps students build their capacity to learn and make judgements beyond the
immediate situation. Features of sustainable assessment can be incorporated into
any task. An illustration of sustainable assessment is provided by activities in
which students have to identify and apply appropriate criteria to their work
without these being supplied to them.’
Ashwin et al. (2015) Reflective Teaching in Higher Education. London: Bloomsbury. P.253
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27. O'Donovan, Price and Rust 2004
student-centred learning process
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28. PGCAP module 1 - Assignment

29. Summative assessment task and
guidance
This summative assessment has one element.
Task brief:
With reference to a range of relevant supporting literature and
evidence, critically evaluate two examples of your recent
teaching practice, focusing on:
The methods you use to teach/support learning
The methods you use to assess and give feedback to students
The length of this assessment is 3500-4000 words.
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30. Summative assessment further guidance:
•In this task you will reflect on and evaluate your own academic
practice in relation to the methods you use when teaching or
supporting learning (UKPSF - A2: K2, K3, K4) and the methods you
use to assess learning (A3: K2, K3, K4). You will demonstrate and
evaluate your practice, by looking back at this practice during the
module, and possibly before your started the course. Your thinking
should be underpinned by a thorough understanding of relevant
theory, scholarship and/or evidence which supports the rationale for
the methods you have used, and critically evaluates these in light of
that literature (K5, V3).
•IMPORTANT: One of your examples must focus on the methods you
use when you teach or support learning, and the other must
focus on assessment and/or feedback methods that you have
used; you may use examples from the same module for this work,
but they must be clearly presented as addressing the two areas of
activity.
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31. Triad activity: evidencing your practice
Using the question prompts, take it in turns to be the
•Speaker: share your practice example (be very specific)
•Questioner/listener: ask the questions to guide this practice
example
•Observer: listen to the responses to the questions, and consider
whether the response evidences their practice fully in relation to
– What they did
– Why they did it
– Impact on the learners
– Evidence of this impact
– 5 minutes per example, 2 minutes for observer to feedback what went well, and
what needed more detailed evidence

32. PGCAP module 1 – assignment
Exemplars
Assessment criteria
•Engagement with the context of academic practice and application to
own practice in teaching/ supporting learning and assessment and
feedback
•Engagement with current research/ evidence/
•scholarship in academic practice in teaching/ supporting learning and
assessment and feedback
•Evaluation of your own academic practice in teaching/ supporting
learning and assessment and feedback
•Quality of written communication and presentation of ideas
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33. Session Learning Outcomes
By the end of this session you should be able to:
LO1 Identify elements to consider when planning teaching sessions
LO2 Evaluate your current session-planning practice
LO3 Apply the principles of Sustainable Development when resourcing
your academic practice
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34. Session Reflection
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