EDUC 5403 - Reflective Practice in Learning and Teaching

North Terrace Campus - Semester 2 - 2015

This course allows participants to develop a deeper insight into their own teaching practice from a student learning perspective. It develops strategies that they may use to initiate quality improvement in their teaching and in student learning. Group based interactions with other participants will be an important component of the course, as will the ability to use peer feedback to initiate change. Participants will develop skills in undertaking peer reviews themselves and providing critical feedback to others on their teaching.

  • General Course Information
    Course Details
    Course Code EDUC 5403
    Course Reflective Practice in Learning and Teaching
    Coordinating Unit School of Education
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Assessment Wiki-based small-group inquiry & 20 minute oral presentation, 2000 word reflective critique including colleague-reviewed teaching sessions.
    Course Staff

    Course Coordinator: Dr John Willison

    Dr John Willison,
    School of Education
    Room 6.22, Nexus 10 Building, 10 Pulteney St Adelaide
    Ph: 83033219
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    29 July; 5, 12, 19, 26 August; 2, 9, 16 September 2.00pm-5.00pm.
  • Learning Outcomes
    Course Learning Outcomes
    1. Facilitates student communication and teamwork utilising inclusive group-work strategies. Evidences teamwork with colleagues.

    2. Demonstrates that understandings of how students learn explicitly inform teaching methodology, e.g. in course rationale and curriculum. Makes explicit own preferred modes of learning.

    3. Involvement in a collegial support system within discipline, focusing on aspects of teaching and learning.

    4. Explicitly facilitates students’ awareness of ethical, social and cultural issues and their importance in the exercise of professional skills and responsibilities.
    University Graduate Attributes

    No information currently available.

  • Learning Resources
    Required Resources
    A handbook for the course and other materials will be available through myuni.
    Recommended Resources
    Additional materials will be provided within myuni.
    Online Learning
    Information on the Graduate Certificate, including assessment examples from previous years, is available from  and
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The eight x three-hour sessions use a ‘Team-Based Learning’ (TBL) approach. This requires, in varying degrees, pre-readings, online quiz in advance of class, team quiz in the session, and collaborative work applying concepts to participants teaching and learning issues in the first few weeks, and a collaborative project in the latter weeks.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
    This 3 unit course requires over 140 hours for successful completion, including:
    · 24 hours face to face
    · 16 hours pre-reading
    · 8 hours online personal preparation
    · 80 + hours on the 2 assessment tasks including wiki construction
    Learning Activities Summary
    Session 1 Five Reflective Surfaces for Learning and Teaching: introduction to rigorous reflective practice
    Session 2 Peers as reflective surface: peer review processes
    Session 3 Self as reflective surface: reflection on previous action, and reflection in action
    Session 4 Students as a reflective surface: the multitude of information that students provide that can improve teaching
    Session 5 Action research: systematic ways to utilise all reflective surfaces for improving teaching
    Session 6 Surface polishing: adding rigor to action research
    Session 7 Presentations: small groups present their findings to the class and a panel
    Session 8 Superb finish: preparing for the move towards the rest of the GCHE
    Specific Course Requirements
    Collaborative group work, peer review of teaching and consecutive self-reflection on teaching are both required component of this course.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    There are two Assessment tasks in this course:
    · Small-group Research Wiki and Presentation
    · Reflective practice towards focussed research, including two cycles of peer review and reflection on
      consecutive teaching sessions.

    Assessment Related Requirements
    A satisfactory standard must be attained in all marking criteria to pass. Resubmission options are available.
    Assessment Detail
    Assessment 1: Small-group Research Wiki and Presentation:
    Your group will utilise the literature, peers and students as reflective surfaces, and a wiki to develop an area of shared interest. It needs to take into consideration a priori elements of students' awareness of ethical, cultural and/or social issues, e.g. through internationalisation of the curriculum. It must also consider inclusive group-work strategies.

    Assessment 2: Reflective practice towards focussed research
    This assessment intends you to use peers, self and literature as reflective surfaces to provide fresh insights into learning and teaching issues of relevance in your discipline. Part A requires you to gain critical perspective on your teaching from colleagues, and part B for you to use reflection in and on action, as well as the literature. Together, Task A and task B will culminate in Part C, a research project or methodology necessary for you to progress through the rest of the GCHE program.
    Assessment rubrics are provided for all assessments in advance. Students will be asked to self-assess on electronic format rubrics before submission, and the course coordinator will mark on the same document. Feedback will include ticks at appropriate levels with accompanying explanations. Participants are expected to improve subsequent work, as guided by the feedback. The final assessment requires a statement on how you used feedback to improve that assessment.
    Electronic versions, emailed to the coordinator are preferred. Digital drop-box or hard-copy are also accepted.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.