Development Developmental Whole of Systematic of curriculum approach that learning evaluation of approaches models and positions approach that practice that is founded on resources that formative positions referenced to theories of are responsive feedback as students as key issues in learning and to changing integral to the learners inside learning and which engage conditions of learning process and out of the teaching in the students in work in the and which is classroom and field or discipline Excellence changing how study/field, and supports which is they see which reflect (not students see disseminated to themselves knowledge of restricted to themselves peers and issues in specific differently as a contributes to learning and techniques). consequence of change in the teaching arising engagement discipline or from these with the field. changes. learning process. Development Staged approach Active use of Dissemination of of curriculum to the provision strategies and personal approaches models and of formative techniques that reflections on reflecting the resources that assessment tasks support practice to peers application of are adaptations over the course students to within and Developing concepts of pre-existing of study in a unit engage with outside the towards about student models in or course that key ideas and institution which excellence learning and discipline or utilizes issues in the include evidence how to field. techniques and course/unit of of systematic engage strategies to study. evaluation of students in achieve this. practice. learning processes Use of Development Use of standard Use of standard Use of techniques of basic techniques and methods for techniques that and strategies resources: unit strategies to engaging support that engage & course obtain students in the reflection on students in outlines, ‘instantaneous’ classroom: practice and learning assessment feedback from knowing documentation processes rubrics, students about names, the unit of this in the Good PowerPoint and their experiences course profile, form of a practice use of of learning and prior Teaching institutional provision of experience and Portfolio or quick study. Journal that is resources feedback available for (WebCT and public appraisal Moodle) to by peers. these to students.
Excellence approaches founded on theories of learning and which engage students in changing how they see themselves Development of curriculum models and resources that are responsive to changing conditions of work in the study/field, and which reflect knowledge of issues in learning and teaching arising from these changes. Developmental approach that positions formative feedback as integral to the learning process and which is (not restricted to specific techniques). Whole of learning approach that positions students as learners inside and out of the classroom and supports students see themselves differently as a consequence of engagement with the learning process. Systematic evaluation of practice that is referenced to key issues in learning and teaching in the field or discipline which is disseminated to peers and contributes to change in the discipline or field. Developing towards excellence approaches reflecting the application of concepts about student learning and how to engage students in learning processes Development of curriculum models and resources that are adaptations of pre-existing models in discipline or field. Staged approach to the provision of formative assessment tasks over the course of study in a unit or course that utilizes techniques and strategies to achieve this. Active use of strategies and techniques that support students to engage with key ideas and issues in the course/unit of study. Dissemination of personal reflections on practice to peers within and outside the institution which include evidence of systematic evaluation of practice. Good practice Use of techniques and strategies that engage students in learning processes Development of basic resources: unit & course outlines, assessment rubrics, PowerPoint and use of institutional resources (WebCT and Moodle) to these to students. Use of standard techniques and strategies to obtain ‘instantaneous’ feedback from students about their experiences of learning and provision of quick feedback Use of standard methods for engaging students in the classroom: knowing names, the unit course profile, prior experience and study. Use of techniques that support reflection on practice and documentation of this in the form of a Teaching Portfolio or Journal that is available for public appraisal by peers.
Guide-to-preparing-a-College-award-application.docx