Teaching & Learning Programme: Teaching Approaches

In these interactive sessions, we explore the benefits and challenges of different approaches to teaching through discussion of shared experiences and ideas.

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Please check back regularly for updates. Details are subject to change.

An Introduction To Teaching And Research Synergies At The University Of Reading

    • Wednesday 21st February 2018, 10:00-11:30
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This session is for those who are new to thinking about the links between teaching and research. It will introduce different ways in which research and teaching might come together in our curriculum. There will be an emphasis on students as active participants in the research process and the skills and benefits that this brings. The session will draw on the perspectives of students and of academic staff and on examples of good practice from across the University. This session aligns with A2, K2, K3 and V3 of the UKPSF.

An Introduction To Team Based Learning (TBL)

  • Date tba
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This is an opportunity to learn more about Team Based Learning and how it can be used to support large group teaching for staff who know nothing or very little about the approach. In this workshop you will learn what TBL is and how and why it works particularly well for teaching and learning in large groups. This is an introductory session for staff new to TBL presented in an interactive way with lots of examples and advice for how it has been used in large and smaller group classes across a range of subjects. This session aligns with A1, A2, K2, V1 and V3 of the UKPSF

Assessment And Feedback For SDTLs: Addressing The Challenges Of Consistency And Fairness

  • Thursday 26th October 2017, 14:00-15:30
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Target audience: SDTLs or their nominees. This session will be focused on good pedagogy in the context of changing practices and is aimed at those who are leading T&L practice whether in a school or department. In the current climate of change, it is important to consider how quality is maintained without increasing workload

This sessions will focus on how to

  • ensure fairness and consistency across programmes and your School;
  • manage moderation and second marking;
  • encourage sharing of good practice;
  • meet and manage student expectations.

We will work with a number of models and consider the challenges and opportunities that EMA offers. This session aligns with A3, A4, A5, K2, K5, K6 and V3 of the UKPSF.

Curriculum Review In Practice

  • Monday 30th April 2018, 12:00-14:00
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The Curriculum Framework provides a shared articulation of the criteria by which the design of new and review of existing programmes should be undertaken. But what does a Curriculum Framework review actually look like in practice?

This session hopes to answer some of those more pertinent questions of what, how, and where do I start, by bringing together case studies from across the University, all of which are at varying stages of the review. Colleagues will share the different methods they have used to review their programmes; the challenges they have faced, successes they have had, what lessons have been learnt; and next steps.

The session will conclude with a panel discussion to further explore and engage in ideas of how to overcome barriers and achieve success in every curriculum review. This session aligns with A1, A5, K6, V3 and V4 of the UKPSF. Lunch will be provided.

Designing Assignments With Assessable Learning Outcomes

  • Date tba
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This session is focused on working with assessment criteria and is aimed at those who may be reviewing module descriptions, devising new modules or considering this in the near future. We will discuss formulating assessable learning outcomes, designing assignment briefs and managing the assessment load for students (and marking load for staff!). Examples of different methods of assessment (diversifying assessment) will be shared. There will be the opportunity to work with your own modules and programmes. This session aligns with A1, A3, A4, A5, K1, K2, V1 and V3 of the UKPSF.

Developing Intercultural Competence In Teaching, And Supporting Learning

  • Wednesday 7th February 2018 09.30 -11.30
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This session is for anyone working with home and international students. This session will present a rationale for the development of intercultural competence  within the context of the university curriculum framework, and globalisation strategy. Participants will have the opportunity to discuss models of intercultural competence, and consider how they can be  implemented in T & L situations. We will explore critical incidents, assessment and the use of reflection as vehicles for an enhanced understanding of intercultural competency. Participants will share experiences and insights of working with multi-national groups, supported by facilitators. This session aligns with UKPSF A1 A2 A4 K2 V1 V2.

Effective Classroom Management Strategies: Introductory Workshop

  • Wednesday 17th January 2018, 09.30-12.00
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This session is for newer members of teaching staff and those who are new to teaching in the HE sector; experienced members of staff wishing to refresh their teaching techniques.

This hands-on workshop is designed for newer members of staff involved in face to face delivery. Classroom management is applicable to all teaching and learning situations and getting it right creates effective conditions for learning to occur. We will identify and explore a range of strategies for effective classroom management, including:

  • Getting it right, from the outset
  • Managing the room
  • Developing your classroom presence
  • Bringing it altogether

The ideas investigated in this session are applicable to a range of different class sizes (6-80+) and situations. This session aligns with A1- A5, K2, K3, K5, V1 and V3 of the UKPSF.

Embedding Employability In An Undergraduate Curriculum: Getting Started

  • Wednesday 24th January 2018, 14:00-16:00
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This session is for Directors of T&L (SDTLs, DTLs), Programme directors, Placement Coordinators, Careers Consultants. In this session we will hear how different department have approached a project to embed employability in their curricula in order to institutional requirements (the Curriculum Framework) and sector best practice (HEA Embedding Employability Framework). By the end of this session you will have

  1. Defined 'employability'
  2.  Discussed key theoretical models of employability
  3.  Been introduced to an innovative example of how to embed employability
  4. Considered how this approach could be adopted in your context

This session aligns with UKPSF: A1, A4, A5, K2, V3, V4.

Embedding Research & Enquiry In The Curriculum

  • Wednesday 16th May 2018, 09:30-11:30
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This session is for Programme Directors and other staff involved in/leading curriculum review and enhancement. The University has a long history of expertise in relation to research and enquiry in the curriculum at the level of the session and/or the module. This workshop aims to support you in working with your programme teams to embed research and enquiry, through a consideration of how the research in your discipline might translate into student learning experiences across a programme. This session aligns with A1, A2, A5, K3, K6, V3 and V4 of the UKPSF.

Engaging Students As Partners In Curriculum Enhancement: Challenges And Possibilities

  • Wednesday 2nd May 2018, 10.00-12.00
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This session is for teaching and learning staff interested in developing strategies to further engage students in the design and development of their curriculum. The session will develop our understanding of student engagement in this context and explore different approaches to engaging students at Reading, addressing both the challenges and opportunities a partnership approach to curriculum enhancement can bring. Participants will hear from academic colleagues whose practice has been enhanced through the increased involvement of students and have chance to consider practical approaches to partnership working in their own context. This session aligns with A1,A2, A4,A5, K2,K3,K6, V1-v4 of the UKPSF.

Enhancing Teaching, Engaging Learners: Personalising Teaching To Deepen Learning

  • Date tba
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This workshop is designed for new and established staff involved in delivering lectures. It will explore strategies for improving student engagement and learning, including:

  • alternative session structures and signposting
  • involving all students, promoting discussion and taking and giving feedback - promoting reflection
  • risk taking, questioning and activity design - application and synthesis
  • flexibility and decision-making
  • collaboration and competition - building a sense of belonging
  • evaluation and peer review

Participants will be encouraged to share their own practice and work together. Examples will primarily be drawn from experience of teaching medium-sized groups (30-100). This session aligns with A1-A4, K2, K3, K5 and V1-V3 of the UKPSF.

Formative Assessment Including Self And Peer Assessment

  • Wednesday 9th May 2018, 14:30-16:00
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This session looks at the role of formative assessment and how it enhances student engagement and learning. We will explore a variety of practical examples and to ensure the session is authentic and properly addresses your needs, we ask you to bring a module description and assignment briefs to the session. This session aligns with A3, A4, K2, K5 and V3 of the UKPSF.

Group Assessment: Activities And Fairness

  • Wednesday 16th May 2018, 14:30-16:00
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This hands-on workshop, will enable participants to practice a group activity and assessment, foregrounding the underlying issues and exploring ways to make assessed group activities work better. Most agree that students can benefit hugely from being involved in group activities as these develop the kinds of skills necessary for employment and job satisfaction, and yet one of the commonest sources of complaint from students is their perception of unfairness in assessing group work. This session aligns with A1, A3, K2 and V2 of the UKPSF.

    Implementing Active Learning: Meeting The Challenges

  • Wednesday 11th October 2017, 14:00-16:00
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This workshop is designed for new and established members of staff who wish to include more active learning strategies in their sessions. The ideas explored in this session are applicable to those working with small groups to medium-sized cohorts (8-80). Implementing Active Learning strategies into our teaching increases learner engagement and deepens learning, but can present challenges for both lecturers and students used to participating in more traditional settings. In this practical workshop, we will explore how to implement effective Active Learning methods and share solutions for overcoming some of the difficulties. This session aligns with A1-4, K2, K3 and V1-V3 of the UKPSF.

Internationalising HE: An Introductory Webinar

  • Date tba
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This webinar is designed for academic members of staff who wish to obtain an overview of what Internationalisation means in the HE sector.

The internationalisation of higher education is multi-layered and will mean different things in different disciplines and to different individuals. In this webinar we provide an overview of some key issues around internationalisation and consider Reading's context in particular. We introduce definitions of intercultural competence, and note how the values, skills and knowledge (intercultural competencies) utilised in diverse cultural environments are essential graduate attributes. We refer to the Curriculum Framework's Globalisation strand and invite you to reflect on your own attitudes and input as well as the challenges you face regarding internationalisation. This webinar aligns with A2, A4, A5, K2, V1, V2 and V4 of the UKPSF.

This webinar uses Blackboard Collaborate Ultra. Participants will need access to a computer with a wired internet connection and a USB headset with microphone. Joining instructions will include information about how to use the Blackboard Collaborate tools and how to log onto the webinar.

Introducing The "Large Class Education Toolkit"

  • Wednesday 18th October 2017, 14:00-15:30
  • Wednesday 13th June 2018, 14:00-15:30
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In this session we will officially launch the new "Large Class Education Toolkit".  The toolkit is an easy to use collection of nearly 40 case studies from "real-life examples" at the University of Reading. Many colleagues have shared their tips and tricks how to teach large classes (and large is whatever large classes mean for your discipline area) and still provide an inclusive teaching environment for increasingly diverse cohorts. This session aligns with UKPSF A1, A2, A3, A4, A5, K2, K3, K4, K5, V1 and V4.

Learning Gain: Can Attainment Data Inform Pedagogy?

  • Thursday 2nd November 2017, 12:30-14:30
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This session is for staff who have a key role to play in providing strategic oversight and enhancement of undergraduate programmes.

Learning Gain can be described as the 'distance travelled' by students during their studies. Through the Learning Gain Project at Reading we have developed a statistical model of attainment which has enabled us to visualise the trajectories of students on all undergraduate programmes at the University.

Over lunch, you will have the opportunity to contribute to the project through a discussion of how we might interpret the results and reflect upon the data for your undergraduate programme(s). This session aligns with A1, A3, A5, K2, K5, K6 and V1-V4 of the UKPSF.

    Curriculum Framework: Meeting The Challenge Of Assessment At Programme Level

  • Monday 23rd April 2018, 10:00-11:30
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This session is aimed at Programme Directors and SDTLs. Developing a coherent approach to assessment across a programme is challenging; this session draws on the TESTA project to give ideas and practical strategies to implement with your programme team to improve student learning, engagement and satisfaction. This session aligns with A1, A3, K1 and V3 of the UKPSF.

Multiple Choice Questions: More Than Just A Test Of Information Recall

  • Wednesday 21st March 2018, 14:00-16:00
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      The use of multiple choice questions for assessment in higher education is like "Marmite"; you are reluctant to try it or you couldn't live without it. Preconceptions that multiple choice questions are difficult to write or that they encourage rote learning and only assess information recall are often given as reasons for avoiding their use. This workshop aims to address these misconceptions and provide participants with strategies to help them approach the design of multiple choice questions with confidence. Different multiple choice questions and how they can be used to assess deeper learning will be discussed. Through group discussions and constructive critique of practical examples, participants will develop and share an appreciation of how they can take their multiple choice question-based assessments to the next level. By the end of the session it is hoped that participants will have gathered new ideas and confidence in the use of multiple choice questions in their own context.

      Session format: This session will take the format of a brief introductory presentation followed by short presentations and group activities led by academic staff; participants will be encouraged prepare their own multiple choice questions before and during the session. This session aligns with A1-A3, A5, K1-K3, K5, V1, V3 and V4 of the UKPSF.

Student Engagement With Feedback

  • Wednesday 28th February 2018, 10:00-13:00
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Recent approaches to assessment and feedback in higher education stress the importance of students' involvement in these processes. Rather than a one-way transmission of information from expert to novice, feedback is best represented as a communicative process involving dialogue between teacher and student (Nicol, 2010). Through active engagement with feedback, students have the opportunity to develop skills of self-monitoring (Nicol & Macfarlane-Dick, 2006), such that they become less reliant on external feedback and more reliant on self-regulated learning (Sadler, 1989). Researchers have called for a more heavy focus on the receiver's end of the feedback process, through exploring how students interpret and implement feedback. These calls respond, in part, to evidence that students engage weakly with feedback, sometimes even failing to collect it altogether (e.g. Price, Handley & Millar, 2011).

This session will critically examine the position and role of the student in the assessment feedback process. Through surfacing the barriers to student engagement with assessment feedback, the workshop will explore strategies for developing skills of 'proactive recipience' in students. This will include presentation of a new VLE-embedded feedback portfolio developed in partnership with students at the University of Surrey.

Dr Naomi Winstone,(HEA National Teaching Fellow, University of Reading Graduate and Senior Lecturer in Higher Education at the University of Surrey) will share her experiences of recent research projects funded by the HEA, HEFCE, SRHE, and Leverhulme that have explored students' engagement with feedback. Naomi will also introduce a feedback toolkit which has been successfully adopted and implemented at other universities (http://tinyurl.com/hea-deft). This session aligns with A2-4, K3 and V2 of the UKPSF.

What Does Good Feedback Look Like?

  • Wednesday 21st February 2018, 14:00-15:30
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Target audience: all lecturers. The session will look at what makes good feedback.  We will consider what elements comprise feedback - comments on summative assessment, generic feedback on summative assessment, formal and informal formative feedback, feedback on exams and most importantly feed forward.  We will also take a programme level perspective on feedback and the session will be aligned with the Curriculum Framework and the processes of EMA. This session aligns with A3, A5 and V3 of the UKPSF.

This session is aimed at Academic and Teaching Staff. Careful design of exams questions is crucial to ensure students can demonstrate their knowledge and application of this knowledge. Setting suitable exam questions, that clearly define what a student must demonstrate and differentiates between students is a key skill required for effective assessment. Assuring ourselves that exam questions are suitable and cover all learning objectives being assessed is a further complication to setting exams. In this session we will explore what makes a good exam question, and how we can effectively scrutinise these questions to produce high quality exam papers, that align to learning objectives. This session aligns with A3, A5, K1-K3, K6 and V1 of the UKPSF.

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