Pangcertia Isle
April
Created on August 27, 2024
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When I started the PG Cert, I was in the second year of my role as a Biochemistry Tutor. Now, as I'm nearing the completion of this course, I am a Lecturer with 3 years’ experience of a full-time academic position. Prior to this, the only opportunities to expand on my teaching skills was through experience and student feedback, with the beginning of my teaching career starting on a steep learning curve. At this point I was an apprentice navigator, learning to read the maps and understand the tides; I had a foundational knowledge of teaching, but eager to explore and master the complexities of higher education, ready to set sail on the PG Cert.
Island of Uncertainty
Beginning the PG Cert felt like learning to navigate the diverse currents of educational theory and practice, with each wave representing new pedagogical techniques and student engagement strategies. Reflecting on the early stages of my journey, I realised I was primarily operating at stage 2 of Kugel’s model of teacher development[1]. At this stage, I relied heavily on my research skills and knowledge to impart information to students(K1). Although I did consider how students absorbed the material, primarily by responding to module feedback, I had not yet developed the skills necessary to engage students deeply and involve them in their own learning. My professional identity was initially more business-oriented, focusing predominantly on content delivery[2]. However, as I progressed through the PG Cert, my identity began to shift towards understanding and managing personal dynamics. This involved juggling the various aspects of my role as a researcher and teacher, all while striving to maintain a balance in my personal life. I believe this evolving identity, influenced by both internal and external factors, will be a consistent theme throughout my career. I recognise that this journey will have both good and challenging days. My goal is to integrate different metaphorical orientations as circumstances demand(A1,A4). Flexibility in my teaching identity is essential, particularly as different levels of students require different approaches. For instance, first-year students may need a captain to guide them as they embark on their educational journey, while third-year students would benefit more from a collaborative approach(K2,V1).
Ship of Dreams
The survival skills patch was a great introduction to pedagogic theories and reflection on my practice until that point. My practice was able to be refined with an emphasis on inclusivity, effective teaching strategies, and reflective practice. I was able to identify key strategies to support all learners, particularly those who may require additional resources or adjustments, with help of the universal design of learning framework[3]. For example, biochemistry requires the teaching of complex detailed pathways, and I have adapted my lectures so that these get broken down into animations rather than static images. This not only benefits neurodiverse students, such as those with dyslexia, but also supports the entire cohort by breaking down complex information into manageable chunks[4] (V1,V2). I have also become more mindful of the design of my slides, ensuring that they are visually accessible[5]. This includes clear text on slides with consideration for font choices and ample contrast between text and background, as well as avoiding overly bright or clashing colours(V1). Recognising that students have diverse learning preferences, I also try to provide a range of materials for revision such as recorded lectures available as videos and transcripts, slides before the lecture, printed and digital formats of handouts that prompt thinking in the lecture, bite-size videos and reading material(K3,K4,V1,V2)[6-8]. One of the key elements of this patch for ensuring effective teaching was building rapport with the students and delivering well-structured lectures(A1,A2,K2,V1). I carefully plan my lectures to ensure a logical flow of ideas, beginning with an overview of learning objectives and concluding with a summary of key points[9]. I incorporate frequent opportunities for interaction, such as quizzes, to maintain engagement. The type of quizzes that I run are in line with the constructivism philosophy[10], particularly for Level 6 students. For example, during my lecture on immunology and pregnancy I begin with a recap on some basic immunology principles, then pose questions that are based on their current knowledge how they think it will apply in the role of pregnancy. I pride myself on creating an inclusive and welcoming classroom environment. A student who was not my tutee approached me in February to ask for advice after an examiner had singled her out and asked her to remove her religious garb to check for listening devices. After we dealt with the incident to her satisfaction, she formally asked for me to become her personal tutor. While this was an incident that never should have happened, I am also proud that I was approachable that she could confide in me.
Wilderness of Essentials
Assessment and feedback are critical components of the learning process(A3). Firstly, assessments must be fair and accessible to all students, ensuring that everyone can succeed, and this needs to be taken into consideration when designing the assessments(V2). With this, effective feedback should be timely, constructive, and aimed at promoting student learning[11]. During the PGCert, I explored various assessment methods, including alternative assessments and the use of rubrics. One key learning point was the importance of providing qualitative feedback that students can act upon, while also considering class size. In my practice, I have incorporated detailed feedback sessions where students can discuss their performance and understand areas for improvement, fostering a sense of autonomy[12, 13]. Understanding how students learn is essential for providing effective feedback(K3). It is then vital that teaching effectiveness is evaluated with regular self-assessment and reflection, but also collecting regular feedback from students and peers(K5)[14, 15]. In addition, I have introduced more formative quizzes with my lectures (which are different dependent on level of learning), to assess their understanding to determine what areas are needed to improve on[16].
Lake of Reflection
The TEL patch has broadened my perspective on how digital tools can be effectively integrated into teaching practices. By incorporating these technologies, I have been able to provide students with more dynamic and interactive learning experiences, ultimately supporting their development as effective communicators in the field of science(A2,A5,K4).The influence of the TEL patch on my practice is most evident with this assignment – here, I was introduced to thinglink as a platform to develop interactive infographics either as a form of teaching, or assessment. One aspect of my teaching I like to impress on students is the need for science communication to lay audiences. Technology is a vital tool to assist in student learning and self-reflection. One of the assessments I set for a level 6 module is an article on a hot scientific topic to be appropriate for ages 16 plus. A key aspect of this assessment is ensuring the readability is considered, and this can be measured using a built-in feature in Microsoft Word called the Flesch-Kincaid grade level. This feature, which assesses the difficulty of understanding a passage based on word and sentence length[17], provides students with immediate insights into whether their writing is appropriate for the intended audience, augmenting their communication skills(A3). This type of feedback is something that would be challenging, if not impossible, to achieve with handwritten articles[18]. Throughout the PG Cert, I have been exposed to various digital platforms and tools that have further enriched my teaching practice. For example, I have incorporated Canvas discussion boards for collaborative learning, Canvas quizzes and Microsoft Forms for formative assessments, and Padlet for creating TikTok style mini videos for revision (which has had some great feedback from diverse learners particularly as its designed for mobile use)(V1,K3).
Digital Frontier
From the Teaching Practice patch, I have come to view my peers as "guiding stars," whose feedback and teaching strategies illuminate the path for my own practice. By observing the "stellar" practices of colleagues and incorporating their insights into my own teaching, I have been able to navigate the challenges of teaching more effectively. Peer observation provided a platform for receiving constructive feedback on my teaching style. Observers highlighted the strengths in my delivery, such as clear articulation and a relaxed yet confident manner, which contribute to creating a positive and inclusive learning environment(V1). This feedback has reinforced my use of a conversational teaching style, as it has been shown to enhance student comprehension and retention(K3). I gauge the effectiveness of my teaching practice through a combination of student feedback, peer observations, and the measurable outcomes of student performance(A3). The peer observation process has been particularly valuable, offering insights into aspects of my teaching that may not have been apparent to me. For example, the suggestion to break down lectures into segmented parts to maintain student engagement over a 50-minute session was directly implemented with the use of structured breaks, recap slides, and self-assessment tools(K5). These have led to improved student feedback on lecture clarity and engagement, and a feeling of empowerment over their own learning(A2). Moving forward, I intend to continue integrating peer feedback into my teaching practice. This includes refining the use of interactive elements and ensuring that my lectures are well-structured and inclusive of diverse learning styles. By treating peer feedback as a stellar guide, I am committed to an ongoing process of reflection and professional development that not only benefits my teaching practice but also enhances the overall learning experience for my students (A5).
Mastery Mountains
In this patch, I learned to become a bridge builder by connecting different concepts and fostering collaborations between students. I have had no experience with facilitating group work in the past, aside from basic pairing of lab partners to carry out an experiment and have concerns about implementing what I have learned for my larger class sizes. However, going into the new academic year I am part of a new degree scheme which would be recruiting only a small number of students in the first instance. I would like to apply settings such as The World Café[19], so that there can be scaffold learning and would encourage “cross-pollination” of knowledge between groups[20, 21]. A key aspect of group work is to ensure there are equitable opportunities for participation (A4). To minimise biases or favouritism in group selection, online tools for random group generation can be used[22]. Tools such a keamk.com allow you to achieve balanced groups based on skill level - it's possible to assign students a number between 1 and 5 based on their overall performance, to ensure a range of abilities are present in a group, and to prevent one group from having an overall higher skill level. Having clear structures is also vital, and so setting activities such as ice breakers would help establish a comfortable and trusting atmosphere[23], and assigning specific roles or tasks in each group ensures equitable participation and has been shown to significantly improve performance of the group[24].
Collaboration Cove
While I have experience as a module coordinator, I haven’t made any vital changes, but the Planning and Design patch has given me a clearer vision of how a module’s various components interconnect, like pieces of a jigsaw. Completing the proforma has allowed me to critically evaluate and align the teaching methods, learning activities and assessments within the module, ensuring that they are appropriate for both the subject and the level of study(K2). It also highlighted the significance of adhering to institutional guidelines and benchmarks to ensure the module delivers a high-quality learning experience in line with the rest of the degree and not as an isolated part(K6,V4).
Blueprint Bay
The teaching intensive patch was an opportunity to showcase what I have improved on in the last year, and how I have developed my pedagogic identity. This patch built on previous ones and produced meaningful conversations with colleagues about best practice. The observation of other teaching styles has inspired me to incorporate authentic assessments and problem-based learning into my practice(A3,V3)[25-27]. These methods not only enhance student engagement but also prepare them for real-world applications of their knowledge, while also building critical skills from the hidden curriculum[28, 29]. However, I'm mindful of the challenges posed by large class sizes and the time-intensive nature of these assessments. To address these challenges, I've explored the concept of flexible assessment, allowing students to choose or co-create assessment methods that align with their strengths and learning preferences[30-32]. This approach not only empowers students but also promotes inclusivity and a deeper understanding of the subject matter. I've embraced a feed-forward strategy, which focuses on guiding students toward future improvements rather than simply pointing out past mistakes[33]. This approach has proven particularly effective in helping students develop critical thinking and research skills, essential for their academic and professional success.
Labyrinth of Discovery
This last patch has challenged me to reflect more personally on my teaching identity. I believe there is no one single identity, as different environments or circumstances require different methods. One identity I embody is an educational gardener where I view my role as one of cultivating a thriving learning environment. Just as a gardener tends to each plant, recognising its unique needs, strengths, and growth patterns, I strive to nurture my students' intellectual and personal growth. This philosophy underpins my practice and has shaped my teaching methods, creating an "oasis of self-belief" where students are encouraged to explore, learn, and flourish(A2,A4). As a Tour Guide in the vast and intricate wilderness of biochemistry and immunology, my role is to lead students on an enlightening journey through these complex subjects, helping them navigate the challenging terrain, discover new insights, and develop a profound understanding of the material. This metaphor also aligns with my teaching philosophy, where I see myself as both a guide and a mentor, offering direction, support, and encouragement as students embark on their academic adventure(K1,K2). I am also an active researcher where I am an Explorer, seeking new insights into the immunological underpinnings of diseases. In this role, I explore the literature, perform experiments, analyse data to uncover new knowledge, akin to surveying new lands, identifying promising routes, and mapping out unchartered territories. It is difficult at times to marry both the research and teaching identities[34] but aligning both I see myself as a Bridge Builder. This reflects my overarching identity where I integrate research into my teaching practices, providing students with first-hand exposure to innovative immunological research and equip them with the necessary skills to become future leaders in the field(A5).
Oasis of Self-Belief
My journey through the PG Cert has been filled with challenges that have tested my resilience and adaptability. Navigating through different teaching methodologies, handling diverse student needs, and integrating technology effectively have all been significant challenges. However, these experiences have strengthened my problem-solving skills and deepened my understanding of effective teaching practices, improving my identity as a teacher. I have witnessed this impact the students positively, with improved module outcomes measured by feedback from the students along with their academic grades(K5). Seeing the students’ progress and succeed with their ambitions, I see the impact of my own efforts, like the brilliant streak of a meteor lighting up the sky. I am fortunate that the degrees I teach have practical sessions where I can build more meaningful relationships, but particularly with those who undertake their research project with me. By this point in the PG Cert I believe I have reached Kugel’s stage 5, encouraging students to become independent and active learners in their degree[1].
Meteor of Student Impact
Continuous professional development is vital for keeping up to date with advancements in pedagogy and subject knowledge, to ensure the best engagement for students(A5)[35]. Throughout the PG Cert programme, I have engaged in various professional development activities to improve different aspects of my teaching, which I will also continue moving forward. This includes engaging regularly with peer observation and collaborative teaching, particularly with colleagues from different departments as this was not something I took full advantage of during the PG Cert. Consistently engaging in reflective practice after each lecture or practical will also allow me to critically assess my teaching methods and identify areas of improvement(V3). I intend to make use of the SALT conference in the future; for the most recent one I co-authored an abstract detailing my reinvention of a practical piece of coursework that historically has performed poorly (academic year [AY] 21/22 average 47%, AY 22/23 average 57%) to give an average of 67% with improved student understanding (AY 21/22 only 20% had a mark above 60%, AY 23/24 this rose to 65%). Unfortunately, I was unable to present this in person as I was on annual leave, but it would be an opportunity to mine new ideas for improving the teaching experience for students. Staying abreast of the immunology research will allow me to provide the best and most up-to-date content. At a recent national subject-specific conference (the British Society of Immunology; BSI), I attended the "Teaching Immunology" session, which has sparked new ideas for innovative teaching. As such, I have also joined the "Teaching Immunology" affinity group of the BSI for continuous development, which has also exposed me to a network dedicated to sharing novel models of teaching, and shared resources(K4). This will be particularly useful for the new degree scheme starting AY 24/25, Microbiology and Immunology, for which I will be a key member of the teaching team. Together, these activities have enriched my understanding of effective teaching practices and inspired me to experiment with new approaches in my teaching. As I continue to develop my own skills and knowledge, I also recognise the value of sharing my experience with others. Like a sailor would grow to become a captain, guiding new sailors on their voyages, I would eventually take on a mentoring role for new lecturers by sharing the insights and lessons I’ve gained through my own teaching journey. This would contribute to both our professional growth and enrich the broader academic community(V4). To meet this goal, I will seek out leadership and mentoring programmes and workshops to equip me with the skills necessary. The Island of Confidence represents not only the secure foundation I have built through the PG Cert but also the ongoing journey of growth and exploration that lies ahead. With a strong base of knowledge and experience, I am well-prepared to navigate the challenges of teaching, inspire my students, and mentor new lecturers as they embark on their own paths. Continuous professional development will remain a cornerstone of my career, ensuring that I continue to evolve as an educator and provide the best possible learning experiences for my students.
Island of Confidence
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References
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