- To introduce participants to basic pedagogical and teaching and learning theory and practice in higher education in Ireland.
- To introduce them to practical approaches to classroom management, relevant to their own roles and context and to engage students in the learning process.
- Instil confidence and a developmental and reflective approach to their support of student learning in their roles as tutors, demonstrators and teaching assistants.
At the end of the course participants should be able to:
- Identify issues and solutions in respect of teaching and supporting students in their individual roles as tutors, demonstrators or teaching assistants.
- Describe their personal philosophy of teaching and how it influences their own practice and continuous professional development (CPD).
- Reflect on their own teaching, using feedback from a range of sources including students, peers and course materials.
- Design a teaching session using recognised conventions for writing learning outcomes and planning at a micro level.
- Identify and apply relevant methods, strategies and techniques to engage students in the learning process.
- Assess students’ learning both formally and informally.
- Refer to recognised higher education teaching and learning research and practice and how it informs their own philosophy and approach to teaching.
- Recognise future teaching goals or areas for their own further development and relevant CPD opportunities.
The course will engage in and explore the following core topics:
- Introduction to Learning theory and exploring philosophies of teaching and learning
- Exploring the role of tutor/demonstrator/teaching assistant in the university context and opportunities for continuous professional development in higher education teaching
- Reflective practice skills to evaluate and improve your own practice.
- The benefits and uses of learning technology for learning and assessment
- The skill of facilitation and for small and large group tutorials and labs
- Classroom management and introduction to microteaching skills; introduction activities, class planning, questioning skills, facilitating discussion, using whiteboards and other resources, managing time.
- Assessment for, of and as learning; using formative assessment approaches to drive learning and revision. Writing and correcting exams and assessment briefs.