Introductory description

This module is one of six that together constitute the Postgraduate Certificate in Transferable Skills in Science or one of the Option modules for the Postgraduate Certificate in Transferable Skills in Science for post-doctoral researchers. It is intended (but not required) that PhD students taking the Certificate should complete these modules at the rate of two each year. The teaching of transferable skills is implicit in the structure and funding of the training provided by research councils and is part financed with Roberts money. It is part of the fundamental philosophy of this certificate that, as far as possible, skills training is provided in the context of the research and other activities being carried out by the PhD student. This is one of a number of stand-alone optional modules the students may take. Because of the nature of the learning process there is no set time-scale during which the material has to be covered. Typically a student taking the full Certificate will complete this module within one academic year. A similar situation applies to postdoctoral researchers taking the module.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The syllabus below indicates competence required. Evidence to be collected for each item must be agreed with Course Director or their departmental representative at the time of registration. When new material is being proposed for inclusion in the Portfolio, it will need to be approved by the module leader as equivalent to that listed below.
The CATS weighting of the activities below indicate the effort expected to be spent
A copy of the students’ training record and the associated portfolio of evidence must be kept up to date in the location specified by the Course Director or their representative.

This module uses experiential learning as well as formal sessions. Students are required to write reports on various aspects of the course. Students will prepare a portfolio of work.

1. Departmental introduction to teaching
   Most departments have an introduction to teaching programme for their students who will be teaching. If a student’s department does not run one then they should attend the most appropriate one from another department or a centrally delivered session.

Two alternative routes are available:

LTC route:
2. Teaching skills workshops
There will be workshops given on three different types of teaching: lecturing, demonstrating and giving tutorials. Students will be expected to attend two of these. These workshops may involve a level of role playing and attendance and the student will provide feedback on the content and presentation their portfolio.

1. 30 hours of teaching
   As part of this module students will be expected to participate in at least 30 hours of teaching and preparation. The type of teaching is optional (demonstrating, tutorials, etc.) however the students must be either undergraduates or masters students. At the discretion of the departmental Director of Graduate Studies, time spent preparing or marking may be included.

2. Observation of teaching by an experienced colleague
   The student will attend a lecture, tutorial or laboratory session of an experienced member of staff and analyse their teaching style and the results of it. Permission from the observed member of staff must be obtained prior to the teaching session. A 400–500 word report will be submitted describing the techniques and effectiveness of the session.

3. Observation of your teaching by an experienced colleague
   The student will be observed by an experienced member of staff who will comment on the teaching style and effectiveness. Proformas are provided for lectures, laboratories and tutorials. The student will write a 400–500 word report describing the techniques and effectiveness of their session and any follow-up or changes to their practice that follow from the feedback you obtained from the observation.

4. Evidence of feedback to students
   The student will mark students’ work or give verbal feedback. Photocopies of some examples of your written feedback alongside a 400–500 word report on the way you give feedback and the merits of giving feedback in this manner must be produced.

5. Evidence of feedback from students
   The student will provide evidence of obtaining feedback on their teaching from their students. They will then write a 400–500 word report explaining the student’s responses and how (if at all) this feedback will change the way they teach in the future.

6. Session Plan
   An important part of teaching is the planning of a session. The student will prepare a written plan of one of your teaching sessions and write a 400–500 word report after the session to explain the usefulness of the plan, how closely it was followed, and how it may be best adapted in the future.

7. End of Year Report
   At the conclusion of the module the student will write a summary (1200–1600 words) of the practical teaching they undertook noting the methods used; how the workshops attended helped (or did not) to prepare and execute sessions; how the feedback improved (or did not) their performance; and a summary of how they believe their teaching will be more effective in the future as a result of their experience. They will also note plans for improving your teaching skills in the future.

Brilliant club route:

1. Brilliant Club Assessment Centre
   In order to be accepted onto the main part of the module, participants will need to pass an Assessment Centre run by The Brilliant Club. This will involve an 8 minute mini lesson, a 20 minute interview, a 30 minute group activity and a self-reflection piece. It will give participants a better understanding of competency-based interview practices as well as introducing them to the general assessment centre format used by many graduate employers. Following the Assessment Centre, all participants will be given full written feedback.

2. Brilliant Club Tutor Training
   All participants who are successful at Assessment Centre stage will be invited to attend two full days of Tutor Training delivered by The Brilliant Club. This includes an introduction to pedagogy and its use in a tutorial format, workshops to introduce Assessment for Learning, effective use of activities, tutorial planning and course design. Participants will also be able to choose from a range of electives offered on the second day of training, in addition to the core material.

3. 30 hours of teaching
   As part of this module students will be expected to participate in at least 30 hours of teaching and preparation. The teaching is to be delivered in a small group tutorial format to two groups of no more than 6 primary or secondary school pupils. All participants with be supported to prepare a course designed around their own research topic – this will include the completion of a course outline which they will receive feedback on. All participants will design a 30-80 page course handbook for their pupils to use throughout the course. The preparation of this course will count towards the 30 hours above.

4. Observation of teaching by an experienced colleague
   Each participant will attend a session delivered by an experienced Brilliant Club PhD Tutor or member of staff. This could take the format of a lecture, a tutorial, or similar. A structured 400–500 word report will be submitted describing the techniques and effectiveness of the session.

5. Observation of your teaching by an experienced colleague
   Each participant will be observed by an experienced member of Brilliant Club staff who will comment on their teaching style and effectiveness during the first tutorial of the programme. A proforma will be provided. The student will write a 400–500 word report describing the techniques and effectiveness of their session and any follow-up or changes to their practice that follow from the feedback they obtained from the observation.

6. Evidence of feedback to pupils
   Each participant will mark students’ work and give verbal feedback. This may take place throughout the course of tutorials in school, and certainly during the final feedback tutorial, when you will return the pupils’ final assignments along with a detailed pupil feedback report. Photocopies of some examples of your written feedback reports alongside a 400–500 word report on the way you give feedback and the merits of giving feedback in this manner must be produced.

7. Evidence of feedback from pupils
   The student will provide evidence of obtaining feedback on their teaching from their pupils. They will then write a 400–500 word report explaining the pupil’s responses and how (if at all) this feedback will change the way they teach in the future. Proformas will be provided for participants to use.

8. Session Plans
   An important part of teaching is the planning of a session. Participants will prepare a written plan of each of their tutorial sessions.

9. Reflective Diary
   All participants will be required to keep a reflective diary over the course of their tutorial placement and submit it as part of their evidence. A standard format will be provided to ensure suggestions for improvement can be reliably recorded and acted upon.

10. End of Placement Case Study
    At the conclusion of the module each participant will write a summary (1200–1600 words) of the practical teaching they undertook noting the methods used; how the training they attended helped (or did not) to prepare and execute the tutorials; how the feedback improved (or did not) their performance; and a summary of how they believe their teaching will be more effective in the future as a result of their experience. They will also note plans for improving their teaching skills in the future.

Learning outcomes

By the end of the module, students should be able to:

• Communicate science to more junior students or school pupils.
• Critical assessment of their own performance in teaching.
• Understand how to communicate effectively to students/school pupils.
• Able to manage a group of more junior scientists.
• Be responsible for designing material suitable to support students/pupils in achieving learning goals.
• Able to prepare and deliver material in a professional manner.

Indicative reading list

Reading lists can be found in Talis

Subject specific skills

N/A

Transferable skills

N/A