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Professional Development

TEACHING QUALIFICATIONS

  • Postgraduate Award in Learning and Teaching in Higher Education [2008, Warwick University]

This Award comprised a year long review, development and assessment of my teaching practice. During the program I compiled a portfolio of my work and research that included teaching observations (including peer observation), session plans, feedback to and from students, a comparative study of two teaching methods and a longer piece of critical self-reflection on my teaching practice and development throughout the year.

Extracts from my completed portfolio can be found below.

examples of teaching development work

"Comparison of Two Contrasting Learning Events: Tutor-Led Discussion v Student-Led Discussion" view here

Sample Session Plan and Reflection view here

Reflective Comments: Observation by Mentor view here

 

TEACHING TOOLS
As part of my continuous practice development, I have created a number of teaching tools to assist active student learning within the classroom.

  • Negligence Map

 

  • Contract Map

 

  • OHT Group Work: In the Warwick Law School New Students Handbook, emphasis is placed on the aim of creating a collaborative working environment. Chickering and Gamson make the point that "learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions improves and deepens understanding"1. In my seminars I frequently schedule break out groups and 'report back' activities using OHTs for specific questions. In the next class, I distribute photocopies of these OHT's created by the students. This has a three-fold purpose: the OHTs foster ownership of the work created during class, provides written records of discussions, allows full attention to be paid to group presentations. I have also found from student feedback that the requirement to 'perform' the answer in front of the class encourages participation.

 

 

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1. cited in Jacques, D and Salmon, G (2007) Learning in Groups, 4th edition, Routledge: London.