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Review of Practice Learning: Innovations in Integrated Teaching and Assessment

This review discusses the innovations in integrated teaching and assessment practices in a practice learning program, highlighting the impact on student learning and the quality of the program.

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Review of Practice Learning: Innovations in Integrated Teaching and Assessment

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  1. Review of Practice Learning 2nd October 2018 Dr Lorna Montgomery Director of Practice Learning Queen’s University, Belfast

  2. The Big Picture. 2017-2018 Degree Classification Level 3: 1st: 20 2.1: 70 2.2: 12

  3. Innovations – Integrated Teaching • ‘Some students said they found their new situation ‘horrendous’ and ‘stressful’, others thought ‘it was a rollercoaster of confidence and emotions’ and described themselves as, at best, ‘coping’.... to the extent that many regarded the first semester ‘as a total write-off’ (Cree et al., 2009, p896). • Interconnected components of teaching, learning and assessment through constructive alignment, has underpinned the development of first year modules. • Constructive alignment: Aligned curriculum content across three first semester modules • Thematically linked the topics across each week • Incorporated communities of learning approach

  4. Example of what it looked like

  5. Innovations – Integrated Assessment • Designed a detailed case study • Each module convenor then designed one short assignment question (1000/1500 words) linked to a particular aspect of the case study. • Students were given standardised and detailed assignment guidance where the task was also clearly aligned to particular learning outcomes. • These ‘mini’ assignments were staggered and timed in consultation with the students.

  6. Innovations Preparation for Practice Learning: Drama students, service users and carers collaboration

  7. The impact on student learning:improved student confidence and empathy 69% BSW reported an increase in confidence to use skills and 64% an increase in empathy

  8. Feedback: Tutors and Students. ‘The skills workshops were tough but definitely helped to build my confidence, it allowed me to reflect and deal with issues on a personal level that will allow me to become a better Social Work practitioner.’ [BSW Student] ‘They were more nervous with the services users although that’s not necessarily a bad thing…not wanting to cause anyone any harm’ [BSW Tutor] ‘Drama students could think beyond the story.’ [BSW Tutor]

  9. How would you rate the quality of this PLO?: Level 3

  10. Student Feedback. Re initial visit • 90% excellent or very good. • Excellent preparation, communication and availability of the PT and the on-site supervisor • Was easier the second time around as we knew what to expect, what questions to ask, who to direct them to etc. Both practice teacher and onsite supervisor were very welcoming which eased my nerves. • I received a thorough schedule for the first 3 weeks and was able to grasp an understanding of my role and responsibility.

  11. Opportunities to complete the SW process

  12. How would you rate the level of support

  13. How would you rate supervision

  14. How would you rate your learning?

  15. Practice teacher support

  16. To what extent was your practice developed.

  17. To what extent was your practice developed • I felt like I was allowed the opportunity to work independently on this placement. I was trusted to use my professional judgement to carry out assessments, design care plans and make referrals as I saw fit. This gave me great confidence, opened the service users to new opportunities and allowed me to feel responsible for my decisions. The team were always there to guide me when I felt unsure or questioned myself. • I feel my knowledge and skills were developed, I had increased self awareness by the end of the PLO and feel my confidence has greatly improved.

  18. Experience of being assessed

  19. Experience of being assessed

  20. How would you rate the quality of this PLO?: Level 2

  21. Student feedback summary • Strong consensus across groups: feedback from UGR and RGR, and at levels 2 and 3 very similar • Largely positive experiences: relationships and work opportunities appeared to be the key defining features. • Positive supportive Practice teacher relationships central to the learning process. • Importance of starting well: high levels of anxiety at outset. Changes to PLO felt threatening

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