Introducing self-practice/self-reflection sessions on the high-intensity training course in cognitive behavioural therapy (CBT)

Introducing self-practice/self-reflection sessions on the high-intensity training course in cognitive behavioural therapy (CBT)

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By: Julia Limper, Charlie Waller Institute, j.limper@reading.ac.uk
Pink flamingo on water during daytime
Photo by Chris Stenger on Unsplash

Overview

This article discusses the integration of Self-Practice and Self-Reflection (SP/SR) into our as part of cognitive-behavioural therapy (CBT) programs. SP/SR is designed to enhance therapists’ practical skills and emotional resilience by addressing gaps in traditional training methods and helping trainees manage the emotional demands of their learning.

Objectives

The primary goal of introducing SP/SR was to deepen trainees’ understanding of CBT through reflective practices, by supporting trainees to move from rigid adherence to more flexible and competent use of CBT techniques. Additionally, the program sought to provide emotional support during the intensive training process by incorporating opportunities for reflection and normalisation of course challenges smaller groups.

Context

Self-Practice/Self-Reflection (SP/SR) is recognised as a valuable tool for acquiring and refining CBT skills, enhancing both competence and emotional resilience (Bennett-Levy et al., 2009). This approach involves practicing CBT techniques on oneself (self-practice) and then reflecting on both personal benefits and challenges, as well as potential implications for patient work (self-reflection).The approach aligns with the NHS England Curriculum for HI (high intensity) trainees, which emphasises experiential learning and self-reflection (NHS England, 2022). While longer SP/SR formats exist and offer more extensive evidence of their benefits, the shorter format used here was designed to meet the course structure’s time constraints and to lay the groundwork for trainees to continue the practice independently.

In practice, many trainees acknowledged the importance of SP/SR but found it difficult to engage with SP/SR as a solely self-directed element due to the demanding nature of their course. This reflects the broader challenges faced by trainees in intensive programs (Boud & Walker, 1998).

The course involves intensive clinical training, provided through a mixture of lectures which include practicing clinical skills through role-plays, and supervision, provided in smaller groups of a maximum of four students. The lectures allow trainees to learn core skills, whilst supervision supports refining these skills and applying them to specific patient challenges.

Implementation

To address these challenges, SP/SR was integrated into four structured supervision sessions The format included:

  • Initial lecture: Introducing goals, ground rules, and safeguarding strategies.
  • Four SP/SR sessions (scheduled for 1 hour and 45 minutes)
      1. Setting and discussing personal goals.
      2. Evaluating techniques and maintenance cycles (maps that show how the trainees beliefs and behaviours could be maintaining a challenge).
      3. Open discussion on selected topics related to personal or professional challenges.
      4. Reflecting on endings and future use of SP/SR in professional practice.

To support trainees, a handbook, screencasts, and ongoing supervision guidance were provided, encouraging engagement and accountability in the reflective process.

Results and impact

The feedback from trainees, gathered through an online questionnaire showed positive reception to SP/SR in terms of its impact on skill development, wellbeing, and group cohesion. The whole cohort (N=28) was asked for feedback, with 17 responses received (61% response rate).

  • Around 70% agreed that SP/SR sessions contributed significantly to their growth as CBT therapists, with most others somewhat agreeing.
  • 64% found the sessions beneficial for their overall wellbeing.
  • 76% felt SP/SR improved their connection with peers and supervisors, fostering a greater sense of group cohesion.

In terms of session frequency, just over half of the cohort felt the number of sessions was ideal, with some wanting more opportunities to engage in the practice.

Qualitative feedback revealed that the dedicated time for SP/SR in supervision sessions was particularly appreciated. One trainee noted the value of having structured time for reflection on CBT practices, which might otherwise be neglected. Supervisors also observed that discussing SP/SR in small groups led to a deeper understanding among students and highlighted its potential to improve clinical practice.

Discussion and limitations

While SP/SR was well received by trainees, the evaluation had certain limitations, most importantly the reliance on self-reporting. The lack of objective measures of SP/SR’s direct impact on clinical practice or wellbeing leaves room for further investigation. Moreover, focusing primarily on professional self-reflection may limit its effectiveness. Expanding the approach to include reflections on both personal and professional challenges could enhance its utility (Chaddock et al., 2014).

Reflections

The introduction of SP/SR demonstrated its value in supporting both the professional development and emotional resilience of HI trainees. However, refining the programme, incorporating objective outcome measures, and addressing both personal and professional reflections may enhance its impact. Ongoing adjustments will be needed to further align SP/SR with the evolving needs of trainees.

Follow up and future directions

Future evaluations should focus on the long-term impact of SP/SR on trainees’ clinical practice and emotional well-being. Additionally, exploring how trainees continue to use SP/SR after formal training and how services can support this practice is essential. For future cohorts, a more formalised assessment process, combining both quantitative and qualitative feedback, will provide clearer insights into SP/SR’s effectiveness.

References

  • Bennett-Levy, J., McManus, F., Westling, B. E., & Fennell, M. (2009). Acquiring and refining CBT skills and competencies: which training methods are perceived to be most effective? Behavioural and Cognitive Psychotherapy, 37(5), 571–583.
  • Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in higher education, 23(2), 191–206.
  • Chaddock, A., Thwaites, R., Bennett-Levy, J., & Freeston, M. H. (2014). Understanding individual differences in response to Self-Practice and Self-Reflection (SP/SR) during CBT training. The Cognitive Behaviour Therapist, 7, e14.
  • NHS England (2022). Curriculum for High-Intensity CBT Trainees.
  • Thwaites, R., & Bennett-Levy, J. (2014). Using Self-Practice and Self-Reflection (SP/SR) to Enhance CBT Competence and Metacompetence. How to become a more effective CBT therapist: Mastering metacompetence in clinical practice, 239–254.

What a Cultural Adventure: Moving from a Career in Industry to Academia!

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Shelen W H Ho, Henley Business School, University of Reading Malaysia                            shelen.ho@henley.edu.my

“Academia isn’t for everyone!”  I was warned by my business associates when I decided to become a full-time academic in 2016, after spending decades working outside of the enclaves of universities and research facilities.  In the past, industry professionals had little to offer to institutions driven by grant acquisitions and research publications.  However, in recent years, there has been an increasing emphasis being placed on producing graduates with relevant work skills. Academic institutions have become more open to receiving these professionals with years of real-world experience to bring practical innovation into university courses.

In my practice as a business consultant, I was often chosen to be a member of clients’ recruitment panels to provide an outsider’s perspective to the assessment of candidates. There were common grievances voiced by clients that new graduates today lacked critical thinking skills, attention to details, interpersonal competencies and ownership attitude.  The Malaysian Higher Education Ministry has also urged higher education institutions to change the process of teaching and learning to produce holistic, balanced and entrepreneurial graduates with life and career skills, who could adapt and fill in jobs ‘that are yet to exist’ in the 4th industrial revolution (4IR).  With opportunities on the rise and my passion to contribute back to the community, I took a leap of faith from client meetings and corporate environment to meeting students and adapting to a university’s rhythm.

I have to admit it was a culture shock when I started my job as an associate professor at the Henley Business School in the Malaysian campus.  I knew the working culture and work values would be different but experiencing them required me to make connections between what I knew.  I was so used to rushing around everywhere as a consultant and the rhythm in the university was a major source of frustration for me right from the start.  I have since accepted the slower rhythm but not a convert, as yet.  Another peculiar difference is demand expectations.  In business, I needed to have the answers all the time and be answerable every minute, meeting the briefs on time and on budget.  My time belonged to somebody else and I was never really left alone. The demand is different in academia; at least that was what I was told and had observed.  I am allowed to not have the definite answer.  I get time to reflect.  I can explore and think about it first.  However, I also get to be on-call for students, which I find quite enjoyable as students are why I am here after all. A further intriguing experience is with project demands.  The fast-paced, productivity-driven corporate environment leaves little time for eureka moments that come from repeated failure with commercial projects.  In the business world, an approach that does not work or that produces sub-par results is quickly discarded.  That is often frustrating.  On the other hand, in academia, there is time, freedom and support to ask the hard questions, make mistakes and come to inconclusive results.  A failed experiment or a faulty hypothesis does not mean the end of a research project; it could still contribute to statistically significant findings. That is elation to intellectual curious researchers.

As a business consultant, one activity that I looked forward to was invitations to provide training in corporates.  Many of my consultancy associates shared the same desire.  I have the opportunity to train managers and executives in many multinational corporations and public organizations over the years.  When I became an academic, I thought I was well-equipped for teaching with my training experiences.  However, I soon realized that training is not quite the same as teaching. Teaching seeks to impart knowledge and provide information.  Teachers are expected to have the latest subject-matter knowledge and an understanding of pedagogical processes to fill the knowledge gap in students and enable them to achieve the intended learning outcomes. A trainer, on the other hand, has narrow set of items to cover during training sessions.  The focus is less on having a broad knowledge base for the subjects, and more on the behavioral aspects of the trainees.  The aim is to develop certain competencies. For instance, with applied management subjects, it is possible to teach someone about the theory of conflicts management, but that knowledge will not make them a good conflict manager. Specific, practical and applied training is necessary to use abstract knowledge to learn or master a skill. A common feedback from employers about university graduates is that they do not have the practical skills that are necessary to thrive in the workplace. Although many universities and institutions are excellent at teaching, the training component is found in practice to either fall short or is non-existent.

It became clear to me that both teaching and training should be complementary to meet the challenges of educational transformation for the 4IR.  I am a certified professional trainer. However, I needed to learn how to be a professional teacher. Working in partnership with the Centre for Quality and Support Development (CQSD) and the dedicated mentoring by my colleagues at the centre was invaluable to my achievement so far with teaching and learning.  The acknowledgement of my effort with the HEA Senior Fellowship award recently was totally unexpected when I started teaching in 2016.  However, it was the journey to certification that was most rewarding as it has engendered enthusiasm in me and provided me with new insights and new meaning to my past and current work as a facilitator of learning for the future generation of leaders.  The recognition has provided me with a conduit to move forward in the world of teaching and learning.

To conclude, as with many other universities, the University of Reading has adopted the strategy of curriculum internationalisation to prepare our graduates for employment in the global economy.  Internationalisation of the curriculum is the incorporation of an international and intercultural dimension into the preparation, delivery and outcomes of a program of study (Leask, 2009). However, as advocated by Zimitat (2008), ‘internationalizing curricula is not just about content, it also requires changes in pedagogy to encourage students to develop critical skills to understand forces shaping their discipline and challenge accepted viewpoints’.  Here, teachers play the key leading role. As reported in the 3rd global survey report by the International Association of Universities (IAU), ‘the interest, capacity and involvement of faculty members appears to act as a major barrier to moving forward’ (Egron-Polak et al, 2010).  This sharing of my personal adventure could perhaps provide some insights and add to the rich picture for colleagues and peers to have a better understanding of the motivations and challenges experienced by faculty moving between industry and academia. The support for these faculty members could then be more targeted, their competencies and energy better harnessed to build internationalization knowledge and readiness for the institution to reach the internationalization goals.  In line with the UKPSF professional values of inclusiveness and respect for diverse community (V1, V2), I wish to end with a popular quote by a bestselling author, the late Steven R. Covey, ‘strength lies in differences, not in similarities’.

References

Egron-Polak, E., Hudson, R., Gacel-Avila, J., & International Association of Universities. (2010). Internationalization of higher education: Global trends, regional perspectives: IAU 3rd global survey report. Paris: International Association of Universities, IAU (pp. 77-78).

Leask, B. (2009) Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, Vol. 13, No. 2, 205-221.

Zimitat, C. (2008). Student Perceptions of the Internationalisation of the Curriculum. Chapter 13. In L. Dunn and M. Wallace (Eds), Teaching in Transnational Higher Education (pp. 135-147), London: Routledge.

Launching the FLAIR CPD scheme at the University of Reading Malaysia – By Dr Eileen Hyder

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One of the highlights of 2017 for me was launching the FLAIR CPD scheme at the University of Reading Malaysia. A substantial part of my role involves talking to colleagues about their work to help them to develop ideas for their FLAIR CPD application. These conversations give me wonderful snapshots into the fantastic work happening across our institution. This is such a privilege and is probably what I love most about my work. I knew I would find it fascinating to talk to colleagues at UoRM and to learn more about the work they are doing in such a different context. However, the conversations I had there were not just fascinating but a real eye-opener for me.

One aspect of an application for Associate Fellowship or Fellowship is to write 600 words on designing and planning learning. Because the sessions/modules delivered in Malaysia have often been designed at Reading, this raised questions about whether colleagues at UoRM would be able to demonstrate this type of activity. However, the discussions that took place in the workshops threw out many examples that quickly showed us that any concerns we had were misplaced.

One example that sticks in mind came from a colleague in Psychology. He explained to us that some Psychology students at Reading will have studied the subject at school and he added that, even those who haven’t, will more than likely be aware of some key figures and concepts included in the university curriculum. However, because Psychology does not feature on the school curriculum in Malaysia and because awareness of figures like Freud or concepts like psychoanalysis cannot be taken for granted, he needs to reflect carefully on what has been designed at Reading UK to ensure it can be delivered effectively at UoRM.

Another colleague explained to us that modules at UoR UK are sometimes designed around the research interests of staff. In a case like this, the module might be taught by a team of as many as eight colleagues, with each person delivering a session built around their area of expertise. However, the same module will be delivered by only one tutor at UoRM. While I have had experience of delivering sessions designed by someone else, I have never been in a position like this. I knew I would be conscious of the limits of my expertise compared to the experts at Reading UK and be anxious about whether I would be able to provide an equally high quality learning experience for my students. I felt huge respect for the way colleagues at UoRM take responsibility for designing sessions that do this.

Through these conversations and others we quickly came to realise that we had been naive in thinking it might be difficult for colleagues at UoRM to write about designing/planning learning. We realised that far from being passive deliverers of material designed at Reading UK, they work very hard to translate and customise learning for the UoRM context. This means exercising professional judgement and skills to make learning relevant and accessible to their students.

One of the things I love about my role is how it enriches my own understanding of teaching and learning. Working with colleagues at UoRM certainly broadened my understanding of what counts as designing/planning learning. The Curriculum Framework is leading to exciting discussions about how our curricula are designed. My experiences at UoRM have led me to think that we should involve as wide a range of colleagues as possible in these discussions. Just because someone might not have had autonomy in the original design of a module does not mean that they have no agency. The Curriculum Framework is an important catalyst for discussions around curriculum design and around the global relevance of our programmes/modules. Involving colleagues who take something designed in one context and deliver it in another could add richness and value to these discussions.

Launch of the Large Class Education Toolkit By Dr Katja Strohfeldt

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With the start of the new term most of us will focus once again on one thing: How can we offer the best teaching to all of our students? Many of us will also face a very similar challenge: Class sizes are getting bigger and the student cohort is becoming increasingly diverse.

Some of you might recall the University kindly funded our research into large class size teaching with the special aspect of diversity through the TLDF. One of the main objectives of this project was to develop a toolkit, which provides easy access to tools and tricks to help with large class size teaching.

I am delighted to let you know – the toolkit is finished – thanks to the support of so many colleagues around the University!!

 

 

 

 

 

 

And just to add – what a large class size is really depends on your individual experience. For some of you a class of 40 students feels large because all your previous teaching was designed for 20 students. Some other colleagues are faced with 300+ students. However, you will find you face some common issues independent of the actual class size. And the toolkit hopefully provides ideas suitable for most class sizes.

The idea….

The aim of this toolkit is to provide real-life ideas around teaching large classes at HE level in an easily accessible manner. There are several books and publications out there, which describe large class size teaching, However not everyone has the time to find these publications, read them and then apply them to the environment, which we have available at Reading.

Therefore it was important to us to collect real-life examples. Many colleagues (all from within the University) have contributed ideas and case studies to this toolkit. They have kindly agreed to act as champions for the various ideas – it might be a good idea to get advice of our champions if you plan to introduce something new. It was important for us that there is an evidence-based approach to the case studies, where possible.

We also wanted to make it visually attractive. I am delighted that two Typography students took on the project to create a great design for the toolkit (I hope you will agree) as part of the “Real Job Scheme”, which the department runs. They created a printed version in form of a folder and it brief stipulated that we wanted a colorful, visually attractive folder, which can just sit on your desk or shelf and reminds you of some of the wonderful ideas colleagues use. Each idea is summarized on one card.

However, we are aware that some of you will prefer a digital version. The typography students have kindly agreed to also produce an interactive pdf, which can be found on the CQSD webpage under funding opportunities – internal funding – current funding holders. Or simply here…

V4_Interactive_Education_Toolkit

The Toolkit…

The toolkit consist of approximately 40 case studies from colleagues at the University. We have divided the toolkit into three sections – illustrating how much time you need to approximately spend to include these ideas into your next teaching session.

The first section (5-10 minutes) gives you quick ideas about how to reduce anonymity, to make a good start and finish, encourage engagement and improve accessibility amongst many other aspects.

The second section (30-60minutes) illustrates real-life examples, which actively help to engage students. The very practical guide includes ideas such as the use of poling software, quizzes, social media, screencasts and other case studies. As previously mentioned each case study has a “UoR Champion”, which is actively using the described approach.

The third section (60+ minutes) describes approaches, where you apply more significant change your teaching style and pedagogic. Again, we have focused on ideas practiced at Reading, e.g. problem-based learning, team-based learning, enquiry-based learning, blended learning, flipped classroom and many others.

Each case study contains an introduction to the case study or pedagogic used. This is followed by a case study, where our “UoR champions” describe how they have adapted their approaches so it is suitable for our teaching environment. And last but not least, there is a list of “Top tips” as a really useful resource.

Quo vadis?

This is a good question. First of all I would to encourage everyone to have a look at the toolkit. Have a look at the toolkit online, come to the CQSD session in October or email me if you want to get your hands on one of the folders.

If there are ideas within the folder you find especially useful for your work – why not take them out of the folder and leave them clearly visible on your desk to remind you?

I hope I will see many of you at the CQSD session in October. If you have any questions in the meantime, please email us (k.strohfeldt@reading.ac.uk) or follow us on Twitter @largeclassHE.

 

Supporting diversity through targeted language skills development

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Alison Fenner, Lecturer, International Study and Language Institute  j.a.fenner@reading.ac.uk                                                                                                               Year of activity: 2016/17

Overview

The project responded to a perceived need for additional support in the development of oral language skills among some students learning a language with the Institution-Wide Language Programme (IWLP). It took place within the context of the IWLP Language Learning Advisors’ peer advisory scheme. There were clear benefits in terms of the development of coaching skills and increased employability for the Advisors, and improved oral performance and confidence for the students they supported.

Objectives

  • To provide and monitor targeted support sessions in oral work and pronunciation
  • To improve student speaking skills and confidence
  • To work with and train selected Language Learning Advisors in this area
  • To create a body of material for use in future years
  • To disseminate the practice through student presentation within a School staff forum

Context

With the increasingly international nature of IWLP classes, it has become evident that some groups of students at beginner level find oral work and pronunciation more of a challenge than others, depending on their linguistic background. (For example, some Asian students may find European pronunciation challenging and vice versa.) The Language Learning Advisor scheme, which I have run since 2012 and which usually operates on a one-to-one basis, was extended to small groups of students to provide additional support in this area.

Implementation

As IWLP German Co-ordinator, I decided to set up these sessions with German beginner classes in 2016-17. I had already trained a cohort of Language Learning Advisors for the year. Advisors (students recruited from the Department of Modern Languages and European Studies and higher IWLP classes) normally offer one-to-one advice to IWLP and DMLES students on the acquisition of effective language learning strategies and independent learning.  I invited three Advisors with relevant experience, ability and pedagogic commitment to run regular small-group sessions with the emphasis on oral work and pronunciation. I successfully applied for PLanT funding to pay the students for the sessions. During the year, I held feedback meetings with the Advisors in which they shared their experience and developing expertise. I also sought feedback from the IWLP students attending the sessions, and was able to perceive a clear improvement in oral performance and confidence in students in my own beginners’ German class. In June 2017 the Advisors and I presented the project to ISLI staff at the ISLI Learning and Teaching Research Forum.

Impact

The project worked well. The beginner students reported an improvement in pronunciation and increased class participation and confidence, and spoke of enjoyable learning sessions and friendly and helpful Advisors. The Advisors acquired intensive coaching skills which will benefit their future employability as well as the opportunity to present to UoR staff within a tutor forum. The Advisors’ reports on their activities and experience gained this year can be passed on to future Advisors.

Reflections

The enthusiasm and commitment of the Advisors were major factors in the success of the project. They were willing to commit time and effort and enjoyed seeing improvement in ‘their’ students. They are all interested in teaching as a future career and so were doubly motivated in developing their teaching skills. We had some very useful meetings in which students’ needs were analysed, and ideas and activities were shared and their effectiveness evaluated. The students with whom they worked appreciated the help and the benefits to their oral performance. The only challenge was to maintain regular attendance at the small-group sessions at times when students had a particularly heavy workload; at times attendance decreased, which is perhaps unavoidable since the sessions were not compulsory.

 

Applying Flipped Learning to an IWLP Italian Stage 3 module: creating a deep learning environment By Daniela Standen FHEA

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For the past four year I have incorporated Flipped Learning into my teaching. Flipped Learning started in the United States in secondary education (Bergmann & Sams, 2012) and it has been expanding into higher education. The principal premise is that instruction moves outside of the classroom and class time is freed up for practice and application.

To start with it, adoption of Flipped Learning, was a response to a perceived lack of time in class both from my point of view and the students’, and Flipped Learning seemed to provide the answer to stretching time. However, after a while I realised that the potential for this pedagogy could be much greater and that it could create a learning environment that could lead students to learn deeply: i.e. going beyond recalling facts, using instead their underlying knowledge and applying it to problems and situations, to understand the bigger picture (Biggs and Tang, 2011:26-31; Brinks Lockwood, 2014).

In the last year I had the opportunity of reviewing IWLP Italian stage 3, a module that had not been taught for a few years. I chose Flipped Learning as a pedagogy and used Exploratory Practice (Allwright, 2003) as a research framework to understand if Flipped Learning could indeed deliver an environment that encourages deep learning and a teacher focused on making students independent learners, but most importantly if the students perceived these changes.

If you are interested in knowing more about how I got on and what I found out, here is a short video:

References and useful websites:

Allwright, D. 2003, Exploratory Practice: rethinking practitioner research in language teaching, Language Teaching Research vol. 7, no.2, pp.113-141

Bergman and Sams 2012. Flip your classroom: Reach Every Student in Every Class Every Day. Eugene, Or.: International Society for Technology in Education.

Biggs, J. & Tang, C. 2011. Teaching for Quality Learning at University. 4th Ed. Maidenhead: Society for Research in Higher Education and Open University Press.

Brinks Lockwood, R. 2014, Flip It! Strategies for the EFL Classroom. /uSA: The University of Mitchigan Press.

www.flippedlearning.org

Reading Academy at NUIST: busy colleagues undertake staff development By Angela Buckingham (Academic Developer)

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On a chilly week mid-November, Clare McCullagh and Angela Buckingham headed out of Heathrow to fly fifteen hours east to reach the ancient city of Nanjing in China. Colleagues at Nanjing University of Information, Science and Technology (NUIST) were waiting for us to deliver the Teaching and Learning Development Course, contributing to the University of Reading Recognised Teacher Status for staff within the NUIST-Reading Academy. The cohort consisted of teaching staff from China, Russia, Egypt and Britain.

Globalisation, the internationalisation of the curriculum and cross-cultural development are key themes in the Higher Education sector currently and so, after three days of collaboration, sharing ideas around pedagogy and implementation of effective classroom practices, we thought it would be interesting here to share our underlying Five Principles (after Chickering and Gamson’s Seven principles for good practice in undergraduate education1) for implementing effective training in an overseas context, with an illustration of what this looked like in practice.

Our hope is that some of these principles may be a helpful for you in your teaching and learning context.

Five principles for successful training

1 Develop rapport and know your learners (this may be even more important with a mixed nationality group)

We used a variety of ice breakers, warm up activities and numerous opportunities for personalisation to ease our teaching colleagues into a comfortable ‘stretch’ zone where they were happy to reflect upon current practice and discuss ways to implement change effectively.

Example: Icebreaker, Day 1 Suitcase Activity– what are you bringing to the course? What are your areas of expertise? What are you good at? What are you hoping to take away?:- otherwise known as a rough and ready Needs Analysis

day 1

 

 

 

 

 

 

2 Change the classroom layout (and focus on creating a Positive Learning environment)

This was essential, in order to model ways in which different interaction patterns could easily be encouraged, moving the focus away from a teacher-led transmission model to a facilitation one, (away from the ‘Sage on the Stage’ to a ‘Guide on the Side’), acknowledging that the participants’ own experiences and views were not only valid but welcome. This was an area that was much commented on in the initial evaluations following the course.

Example: Day 3 Team building: table group work to create physical models of a teaching theory – using whatever resources they could find in the room (this included paper cups, chairs, post-its and even an umbrella)

day 3

 

 

 

 

 

3 Model the method, encourage Active Learning

One of our guiding principles when working with educators is to provide training with a practical focus, which will save busy lecturers time when they come to prepare future sessions. In this way, there is a good deal of linking theoretical models to actual classroom practice.

Example: Reflective logs, daily: at the end of each day, we invited lecturers to spend 15 minutes in quiet reflective time, to identify what their key learning outcomes were for each session from the workshops and how they could be applied in their own teaching and learning context.

4 Use the Three Ts – topic, task and time

Following on from the previous principle – educating teachers and aiding their development is complex and involves discussion, examination and time in order for teachers to construct meaning for themselves. We provided a wide range of learning tasks and activities, with plenty of support given to enable the participants to make the links between methodology and practice for themselves.

Example: Peer learning: comparison of teaching policies at the University of Reading and NUIST.

5 Training is a two-way process (in other words, be prepared for two-way learning – be ready to learn from the participants)

We travelled to NUIST knowing that the starting point for all discussions around teaching and learning do not take place in a vacuum, but are highly personal and situated in a particular context and that the person who knows the most about what happens in your own classroom is you. Teacher development provides the opportunity and space for educators to step back and examine their own teaching stories and by sharing these, continue the cycle of reflection and development.

Example: Teacher Hat, Student Hat: lecturers shared ways that they could apply activities in their context by discussing in pairs questions such as – Could you use this in your classroom? What adaptations would you need to make?

Clare

 

 

 

 

 

After three days of intensive training, it was time to fly back home. We left behind the lecturers at the NUIST-Reading Academy motivated and energised, ready to face their classes on Monday with new perspectives and ideas developed from their collaboration with colleagues – and also with the beginnings of a new community of practitioners to draw upon for development and support. We brought back with us a deeper understanding of the challenges our counterparts at NUIST face, and new shared perspectives on ways to continue our own learning journeys.

Clare McCullagh and Angela Buckingham are Academic Developers in the Centre for Quality support and Development (CQSD). They visited the Reading Academy at NUIST from 15th-21st November 2016.

1 Arthur W. Chickering and Zelda F. Gamson (1987) “Seven principles for good practice in undergraduate education” American Association of Higher Education Bulletin vol.39 no.7 pp.3-7

“Does size matter” or “how large is large”? by Katja Strohfeldt

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Teaching of large cohort sizes is becoming more and more prominent at Universities. Many colleagues will have experienced this and also faced the challenges which come with teaching large class sizes. I am delighted that the University decided to support our research into large class size teaching with the special aspect of diversity. Rachel Pye (Psychology) and myself (SCFP) busily started to gather data and information. There was one question I raised quite early after starting this Teaching and Learning Development funded project: “How large is large?” Looking back at my own experience of being an undergraduate student in Germany, I attended my Part 1 lectures with around 800 other students. Is this a large class size? One aspect of these lectures became quite clear to me: Whilst we certainly started with 800 students at the beginning of the semester, by the end only a fraction were regularly attending lectures.

Objectives:

  • What are the students’ expectations on class size at University?
  • Explore the students’ experience within large class sizes especially in diverse cohorts.
  • Develop a toolkit, which provides easy access to tools and tricks to help with large class size teaching.

How large is large?

Everyone will have their own opinion on how many students you would expect to teach in a large class size at the University. This is probably very much dependant on your own experience and your subject area. I would suggest you think for a moment about your own experience before continuing to read this blog…

We wanted to know what the students think, especially from those who had just newly started the University. We have surveyed around 800 students in our first year of the project. The Part 1 students were asked to fill in the questionnaires shortly after they arrived at University, Part 2 and 3/4 students followed. We also run some focus groups with Pharmacy and Psychology students, as both courses have a very interesting diversity profile.

It was very interesting that the Part 1 student gave very similar answers, independent of their course. Part 1 students defined a large class size with around 100 students. In contrast to this our focus groups showed that small classes were expected to accommodate around 6 students, similar to their A-level teaching groups. It is very interesting to see that Part 2 and 3/4 students consistently gave a lower answer for large class sizes. The more experienced students defined a large class size accommodating around 80 students. Again, this number was independent of the course the students were studying.

In summary, it was interesting to see that Part 1 students expected a higher number of students in their large class size teaching, than Part2/3/4 students. We hypothesize that experience of the latter group of students at University level being exposed to seminars, tutorials etc influenced their perception.

Does size matter?

The answer is probably yes and no. Our preliminary data has clearly shown that students expect being taught in large lecture theatres with many others when they come to University. Even looking at diversity as a factor does not change this expectation significantly. This would mean size doesn’t matter. Nevertheless, our preliminary data has also shown that size matters, in regards to teaching styles. Investigating expectations, anxiety levels and other aspects, indicate that students are prone to disengage easier in large classes. Students feel less noticed, more anonymous and have less of a chance to ask questions. Understanding and acoustics can also be a hurdle.

Quo vadis?

The next steps we have planned is to undertake interviews with staff members and undertaking the questionnaires with students in Parts 1, 2 and 3/4, especially focussing on students from the previous cohort who entered Part 2 now and expanding the study to other courses. The main aim is to develop a toolkit, which will be easily accessible to everyone.

More information will follow shortly. No doubt we will be in touch with many of you again and really hope you can support us. If you have any questions in the meantime, please email us (k.strohfeldt@reading.ac.uk) or follow us on Twitter @largeclassHE.

Development of a History Education module

By edwardwhite Comment Closed

Dr Elizabeth Matthew, School of Humanities
e.a.e.matthew@reading.ac.uk
Year of activity: 2012/13

Overview

A collaborative project between the Department of History and the Institute of Education developed an innovative module in History, History Education (HS3HED), allowing Part Three students to test and develop their interest in teaching by undertaking and reflecting on a two-week subject-specific placement in a local secondary school. The module has been successful in improving students’ employability, and has been highly praised by students and external examiners.

Objectives

  • Enable students to test and develop their interest in careers in History Education by applying their skills and communicating their knowledge in local schools.
  • Enhance student employability by giving students an advantage in the competition for Initial Teacher Education (ITE) places, while developing a wide range of presentational, organisational and interpersonal skills highly valued in other areas of graduate employment.
  • Broaden students’ academic experience by introducing pedagogy outside their own discipline.

Context

Recent changes within secondary education have increased demand for well-trained teachers of History. The module has encouraged students to take advantage of this opportunity. A third of University of Reading History graduates in further study now enrol on PGCE courses.

Implementation

The module was developed through collaboration between the Department of History and the Institute of Education, with an awareness of the skills that need to be demonstrated when competing for an ITE place and the requirements of secondary schools.

The Institute of Education contacts local schools to seek placements for students. The number of placements that are able to be offered determines the number of students able to be enrolled on the module. As a result, unlike a typical module within the Department, recruitment to HS3HED is conducted by interview. All applicants who complete the application process receive an interview. Regardless of outcome, applicants are offered the opportunity to receive feedback on their interview.

In pre-placement seminars, students are introduced to lesson-observation skills, secondary teaching strategies, and pedagogy characteristics of ITE, with these sessions being highly participatory. Seminars led by staff from the Institute of Education provide students with information on getting the most out of their placements, lesson planning, and the current secondary curriculum.

Originating in a Faculty of Arts and Humanities Teaching and Learning ‘Think Space’ funded project undertaken by Elizabeth Matthew (Department of History) in 2011 to enhance employability in History, the module was further developed in collaboration with Richard Harris and Elizabeth McCrum (Institute of Education), who contributed their knowledge of secondary education and awareness of the skills that need to be demonstrated when competing for an ITE place.

The Department of History seeks placements for students through the Institute of Education’s contacts with Initial Teacher Education Coordinators in schools in Reading and the surrounding area. The number of placements offered each year determines the number of students able to be enrolled on the module. As a result, unlike a typical module within the Department, HS3HED has selective recruitment. All applicants who complete the application process receive an interview. Unsuccessful applicants are offered the opportunity to receive feedback on their interview.

In pre-placement seminars, students are introduced to the organisation of the module, lesson-observation skills, secondary teaching strategies, pedagogy characteristic of ITE, and the assessments for the module. Highly participatory seminars led by staff from the Institute of Education advise students on the secondary history curriculum, lesson planning, and how to get the most out of their placements. Post-placement seminars in the Department of History provide additional advice on assessment.

On placement, students observe and assist the delivery of lessons. To increase the variety experienced by students, partner schools are encouraged to include a wide range of year groups, and a few lessons in subjects other than History on the students’ timetables. Schools help students identify a topic and target class for an independently researched and planned lesson, for shared delivery with the student’s placement supervisor. The supervisor also gives each student an hour’s mentoring support each week.

Students are assessed by: a placement log, in which they analyse their lesson observations; a report on their independently researched and planned lesson; and delivery of an oral presentation on their placement experience and its impact on their career development. In addition, students are graded by school supervisors in four aspects of performance on placement, with this assessment being given least weighting to prevent disparities in grading standards from skewing final results.

Impact

Results on the module have been consistently high, though this is partly a reflection of its selective nature. Greatly encouraging is the enthusiastic feedback received from students on the module: in 2014-15 11 out of 12 student rated it as being ‘Excellent’ in formal feedback collected by the Department, while students also give positive feedback through informal channels. The module has been praised by external examiners for its innovation and quality of assessment feedback. In improving student employability in education the module has been similarly successful: 6 out of 7 students applying for ITE after taking the module in 2012-13 were successful in gaining PGCE or School Direct places.

Reflections

The selective recruitment to the module means students experience participation in a selection process. As interviews are a key aspect of the application process for ITE places, as well as for wider graduate employment, this is a valuable skill to develop, and the feedback offered supports this.

The different forms of assessment ensure students engage with the module, learn in depth, and develop the skills to demonstrate this. Having students complete a placement log requires students to learn about and reflect on a number of key aspects of teaching and learning, while their report on their independently researched and planned lesson requires them to reflect upon how they have applied their learning. The oral presentation allows students the opportunity to demonstrate their critical thinking, and also the communication skills central to the role of teacher. By having their school supervisors grade them, students receive clear and informed feedback on their performance in school. All elements of assessment promote their full engagement on placement.

The principal benefit of the module is that it develops students’ employability skills, specifically those that will give them a competitive edge in competition for ITE places. Through their placement experience students discover how interested they are in pursuing a career in secondary school teaching, and this can be highly beneficial in shaping their plans beyond graduation.

Additional benefits are that the module provides a USP for student recruitment, and has extended the Department of History’s links with local schools, enhancing outreach activities. HS3HED has also created a blueprint for the development of other innovative placement-focused modules, both within History and more widely across the University.

Although contact hours are less onerous, offering this module is labour intensive for the Department of History in terms of coordinating student selection, matching students to placements, liaising with the individual placement providers, marking coursework and examining oral presentations. But given the benefits to students, who enjoy, engage with, and perform well on the module the Department of History believes that it is more than worthwhile. It is hugely appreciative of the vital continuing role played by the Institute of Education in the pre-placement training, and of the support provided by partner schools, particularly the placement supervisors. Their willing and generous participation has been crucial.

Fostering effective transition to university learning

By edwardwhite Comment Closed

Dr Ciara Healy, Arts and Communication Design
c.healy@reading.ac.uk

Overview

This case study presents some approaches taken in the Department of Art to encourage relationship building between different cohorts of students and all members of staff. The majority of activities took place in the first 6 weeks of the Autumn term and focused especially on Welcome Week.

Objectives

  • Encourage relationship building across the Department and the University.
  • Support the development of a sense of community for all students.
  • Facilitate opportunities for students to share their own experiences of starting University with a new cohort.
  • Involve Peer-Assisted Learning (PAL) Leaders and STaR mentors in as many of these activities as possible.

Context

As module convenor for Part One Art students, I want to ensure that new cohorts are equipped with a deep sense of belonging to a wider creative community. I am aware of how beneficial a sense of belonging is to student wellbeing, engagement and resilience over the course of their degree.

Implementation

  1. Liaise with STaR Mentors and PAL Leaders during Welcome Week.
  2. Invite all members of staff in the Department to introduce themselves to new cohorts during Welcome Week.
  3. Invite staff to present a series of 5-minute dynamic ‘trailers’ on modules to new cohorts.
  4. Facilitate STaR mentor tours of the Department and available resources.
  5. Facilitate weekly discussions throughout the first term on independent learning skills.
  6. Launch an exhibition of finalist artwork on the Friday of Welcome Week. Invite the new cohort to the private view and exhibition party.
  7. Host an exhibition of first year student work in Week 3. Equip students with an awareness of exhibition etiquette in order to help them curate and present their first body of work to all staff and students from the Department. This further emphasizes the importance of belonging to a wider creative community.

Impact

Relationship building across the Department is really important in Art as students thrive when they share resources, ideas, critical judgements, experiences and exhibition opportunities. These activities in the first few weeks of term had a significant impact on how Part One students put together their first exhibition for their assessments at the end of the Autumn term. Students from other cohorts who helped them to install their work commented on how professional and successful it was. These more experienced students were also available to support students who found independent learning a challenge.

Reflections

The existing sense of community in the Department of Art helped to make the implementation of these activities successful. It was difficult at first to recruit students to become STaR mentors, however this has been resolved this year by inviting the Co-ordinators of PAL and STaR mentors to give presentations to the students throughout Spring term. Part One students who attended PAL sessions this year have signed up to become STaR Mentors. Many of them have also signed up to be PAL leaders.

Follow up

There is now an emerging culture of support in the Department of Art through existing creative communities and now increasingly through an engagement with PAL and STAR mentoring. This culture is growing every year and has made a huge contribution to embedding a sense of belonging, resilience and wellbeing amongst Art students at the University.