Workshop+5

=WORKSHOP 5=

Reflection, feedback and preparation
Venue: Seminar Room, New Science Building, CPUT

Time: 09h00 - 16h00 (Refreshments available from 08h30)

30 March || 09h00 || Reflection and feedback || JS, LH ||
 * Friday
 * ^  || 11h00 || Self study: draft outlines of the TALHE assignment (peer feedback) || - ||
 * ^  || 12h00 || Preparation for the TALHE assignment: writing an academic reflection || LK, TM ||
 * ^  || 13h00 || Lunch || - ||
 * ^  || 13h30 || TALHE assignment – Q&A || CW ||
 * ^  || 15h00 || Tea ||   ||
 * ^  || 15h30 || Evaluation – using clickers || JN & GK ||
 * ^  || 16h00 || End ||   ||

The TALHE module is intended to provide the support and structure to enable candidates to engage in innovative and enhanced teaching practices, as well as to learn from reflection on their practice. In order to achieve these objectives, we require candidates to submit an assignment based on their practice in a specific subject area, elective or specialised programme of their choice. The assignment involves participants’ analysing their own teaching practice, and requires the submission of a written reflective commentary that draws on readings and resources discussed in the TALHE workshops.

__Steps toward the assignment:__


 * 1) Plan a teaching event.
 * 2) Develop a detailed plan for a teaching event (including activities and elements that promote student engagement and that consider diversity in your classroom).
 * 3) Implement the teaching event (you could ask a colleague to video-tape your class, and then return the favour)
 * 4) Request a colleague to observe your teaching event and allocate time for a reflective discussion afterwards. (You might like to view the video together).
 * 5) Obtain student feedback (e.g., use a student feedback form, or a focus group discussion).
 * 6) Reflect on your practice in the light of what you have learned over the four workshops, drawing on the readings as well as on your colleague’s and students’ feedback.

// Assignment // Write up your reflection on the effectiveness of the teaching event. You should comment on the lesson planning and implementation, and especially on your role as the teacher or facilitator of the event. In your written reflection you need to draw on evidence. This might include your own experience, the peer observer’s feedback, the video (if you have video-recorded the event), or any feedback obtained formally or informally from students. In analysing what happened, you also need to draw on the readings and resources presented and discussed as part of the TALHE workshops. You may include or attach documents, such as a lesson plan (or other planning instrument), hand-outs given to students, or presentation materials (e.g., a PowerPoint presentation) used in the teaching event, as well as photographs of the teaching event.

The assignment (excluding appendices) should not exceed 2,000 words.


 * Note ** : if you are teaching in a context that does not lend itself to this assessment task, please discuss an alternative with the TALHE coordinators.

Your assignment will be assessed on the extent to which you have met the TALHE module outcomes, namely:


 * Clarify the purpose of a teaching event;
 * Design a teaching event to facilitate student engagement;
 * Explain how your teaching event will promote student engagement;
 * Implement learning-centred teaching strategies, whether teaching large or small classes of students.
 * Implement strategies that address diversity in your classroom
 * Explain what is meant by reflective practice and how this might influence your role as a university teacher
 * Reflect on peer and student feedback received on teaching practice (see assessment criteria and rubricks)

The deadline for submission of the assignment is ** Monday 7 May 2012 ** ; you are welcome to submit before this deadline. We recommend that you save your assignment as a pdf document and email it to our administrative Assistant, Ms Gadija Solomon, at the Centre for Community Engagement and Work-integrated Learning, Tel: 0210 959 8411, Email: Solomong@cput.ac.za

ASSESSMENT CRITERIA

not applied. || Evidence of reasonable attempt to consider reflective practice and apply/adopt. || Evidence of thoughtful consideration and application of reflective practice || Excellent use of reflection on practice ||
 * || **CRITERIA ** || **Not yet adequate ** || **Credit ** || **Good ** || **Excellent ** ||
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">1 || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Clarify the purpose of a teaching event; || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Purpose is unclear or lacks significance. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">A reasonable attempt has been made. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">The purpose and significance are clear. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;"> The purpose and significance are clear, relevant, innovative. ||
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">2 || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Design teaching event to facilitate student engagement; || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">The teaching event outline provides no/little opportunity for student engagement. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">The teaching event outline provides opportunities for student engagement. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">The teaching event outline promotes engaged learning || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">The teaching event outline is innovative and engages students. ||
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">3 || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Explain how your teaching event will promote student engagement; || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">The motivation is does not explain adequately why the teaching event promotes engagement. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">The motivation explains adequately why the teaching event promotes engagement. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">The motivation explains in detail why the teaching event promotes engagement || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">The motivation provides an explicit argument why the teaching event promotes engagement, and suits the context. ||
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">4 || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Implement learning-centred teaching strategies. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Learning-centred strategies were not implemented nor reflected on. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Reasonable attempt been made to implement and reflect on learning-centred strategies. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Evidence of sound implementation of learning-centred strategies. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Excellent implementation of learning-centred strategies. ||
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">5 || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Implement strategies that address diversity in your teaching event. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Diversity not been considered/inadequately considered. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Reasonable attempt to address diversity in the teaching event. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Thoughtful reflection on, and implementation of strategies to address diversity. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Innovative and responsive implementation of strategies to address diversity. ||
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">6 || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Provide evidence of the use of reflective practice and its use to develop your effectiveness as a university teacher || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Not been considered/ inadequately considered/
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">7 || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Reflect on peer and student feedback received on teaching practice. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">No/inadequate/ inappropriate response to feedback received. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">A reasonable attempt has been made to respond to feedback received. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Evidence of thoughtful responses to feedback received. || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Excellent use of and response to feedback. ||