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Appendix 1ai: First TEAP pre-observation 

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Appendix 1ai: First TEAP pre-observation 

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My differentiated lesson plan for PS using comparative discourse analysis of both a summary and a critical summary (Appendix 1bi) to inform future critical summary writing.  The intended learning outcomes from the syllabus were to define the key terms paraphrase,  summary and critical summary (entry CAT) and analyse the content, organisation and language of a critical summary (main focus of lesson). This fits into the assessment schedule in several ways. Firstly, students have to write a critical summary where the feedback informs how they write a final assessed piece of work. Secondly, for their short answer question exam, they have to integrate sources and maintain a strong stance to get the higher marks on the criteria for task fulfillment. Finally, the reading exam requires students to match paraphrases from a text with the original authors within a text.

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Appendix 1aii: First TEAP pre-observation (PG Critical Summary Reading into Writing)

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Appendix 1aii: First TEAP pre-observation (PG Critical Summary Reading into Writing)

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My class profile and aims (both lesson and personal)

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Appendix 1bi: First TEAP Observation Materials

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Appendix 1bi: First TEAP Observation Materials

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Handout - I wrote a summary and critical summary of a text they had already read to facilitate their analysis and as a sample for them to base their own writing upon.

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Appendix 1bii: First TEAP Observation Materials

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Appendix 1bii: First TEAP Observation Materials

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Powerpoint - I created a short powerpoint to give visual scaffolding of activities to the lesson.

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Appendix 1ci: First TEAP Observation Feedback

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Appendix 1ci: First TEAP Observation Feedback

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Post-observation comments from both the observer and me and agreed follow-up actions following discussion

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Appendix 1cii: First TEAP Observation Feedback

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Appendix 1cii: First TEAP Observation Feedback

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Feedback aligned with the BALEAP TEAP criteria and running commentary from the observer. It shows I exhibited many of the knowledge and competencies required of an associate fellow in the observed lesson.

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Appendix 2ai: Second TEAP observation (observed by BALEAP recognised mentor)

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Appendix 2ai: Second TEAP observation (observed by BALEAP recognised mentor)

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My differentiated lesson plan for FDN students in an AW class.  The intended learning outcomes from the syllabus were to understand the criteria for the portfolio product, apply the criteria for the portfolio product and to decide which portfolio submission to submit.  I can justify the choice of these objectives further with reference to the assessment schedule. 5 weeks following this lesson, (and following a 4-week break from classes), students had to submit a portfolio product of their choosing.  This portfolio product was worth 10% of their overall mark and it was therefore important that they were informed on how to choose wisely and how to improve it.

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Appendix 2aii: Second TEAP observation (observed by BALEAP recognised mentor)

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Appendix 2aii: Second TEAP observation (observed by BALEAP recognised mentor)

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My class profile including a table displaying individual students ability and their willingness to participate and how this class profile impacts upon my practice as a teacher. This document also contains aims (both lesson and personal based on previous observations and experience) and rationale for the chosen intended learning objectives.

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Appendix 2bi: Second TEAP Observation Materials

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Appendix 2bi: Second TEAP Observation Materials

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I created this handout to allow students to take notes whilst they analysed their samples to scaffold their sharing of information when they reformed they groups and told each other what they had decided. Part 3 asks students to apply their learning to themselves and think about how they need to improve their writing based on previous feedback and which essay they should choose to be their portfolio product.

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Appendix 2bii: Second TEAP Observation Materials

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Appendix 2bii: Second TEAP Observation Materials

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These are samples I selected of past student work for students to evaluate based on the criteria.

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Appendix 2biii: Second TEAP Observation Materials

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Appendix 2biii: Second TEAP Observation Materials

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I created this powerpoint to quickly assess whether students understood the basics surrounding which essay they should choose and to motivate and engage students at the beginning of the lesson.

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Appendix 2ci: Second TEAP Observation Feedback

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Appendix 2ci: Second TEAP Observation Feedback

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Running Commentary from BALEAP recognised mentor

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Appendix 2cii: Second TEAP Observation Feedback

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Appendix 2cii: Second TEAP Observation Feedback

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Post-observation comments from both the observer and me and agreed follow-up actions following discussion

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Appendix 2ciii: Second TEAP Observation Feedback

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Appendix 2ciii: Second TEAP Observation Feedback

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Feedback aligned with the BALEAP TEAP criteria and running commentary from the observer.  It shows I exhibited many of the knowledge and competencies required of an associate fellow in the observed lesson.

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Appendix 3: Rationale for Teaching and Learning Approaches

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Appendix 3: Rationale for Teaching and Learning Approaches

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In this document, I explain different teaching and learning approaches I apply in different EAP contexts (FDN, PS and ALL) and  observe how I position myself differently as a teacher in the classroom depending on the level of the particular group I am teaching.

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Appendix 4: Syllabus and Materials Critique

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Appendix 4: Syllabus and Materials Critique

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My evaluation of a small part of PS syllabus and materials to justify my adaptation of the materials in appendix 5.

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Appendix 5: Adaptation and Use of EAP Material

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Appendix 5: Adaptation and Use of EAP Material

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My adaptation of a small part of PS materials to remedy criticisms I made in my evaluation of the syllabus and the material (appendix 4). This adaptation allows for students to process text and use it to produce their own text.

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Appendix 6: Adaptation of EAP materials for an EFL context

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Appendix 6: Adaptation of EAP materials for an EFL context

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I used some of the materials in PS in a non-academic setting.  This document details my reflection on this adaptation, use and purpose of material and shows I understand the differences between the requirements of an EFL and an EAP context.

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Appendix 7ai: Learning Technology Resources for Academic Language

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Appendix 7ai: Learning Technology Resources for Academic Language

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I made some reporting verb quizlet flashcards for PG ALL students to allow me to assess how much they already knew about the use of reporting verbs in academic writing and for me to direct PG students to tools such as quizlet which they could use for future self-study.

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Appendix 7aii: Learning Technology Resources for Academic Language

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Appendix 7aii: Learning Technology Resources for Academic Language

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This is a ready made online resource for academic language for both FDN and PG students I often refer students to for self-study when they experience issues with certain points of academic language.

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Appendix 7aiii: Learning Technology Resources for Academic Language

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Appendix 7aiii: Learning Technology Resources for Academic Language

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This is a report from a socrative quiz on verb collocations, relative clauses and connectors I made for PS students.  Answers allowed me to assess quickly whether they needed further practice on these points.

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Appendix 8ai: Academic Discourse Analysis

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Appendix 8ai: Academic Discourse Analysis

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I asked FDN students to make a poster of keypoints required to get 70 (pass mark) for compare and contrast, cause and effect, argument essay and SPSE essays.  The posters were then photographed and shared on the class blackboard page as an additional self-study resource and as a reminder that they can replicate study skills such as summarising a particular genre into a poster as a form of revision when they progress to UG.  The photo below is of an argument essay poster.

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Appendix 8aii: Academic Discourse Analysis

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Appendix 8aii: Academic Discourse Analysis

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After having made the posters in appendix 8ai, I asked FDN students to present their posters to the class for fellow students to summarise the key differences between different academic essays and how to get 70 (pass mark) on the criteria for TF (task fulfillment) , Lang (language) and Org (organisation).. This was also photographed and put on the class blackboard page as an additional self-study resource and as a reminder that group sharing of knowledge is a good way to revise in the future when they progress to UG.

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Appendix 8aiii: Academic Discourse Analysis

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Appendix 8aiii: Academic Discourse Analysis

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FDN students' analysis of personal statements (necessary as they have to write these to apply for their undergraduate courses) and questions they would still like answered on the post-it note.

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Appendix 9; differences between subject content, procedural knowledge and language knowledge

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Appendix 9; differences between subject content, procedural knowledge and language knowledge

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I made this powerpoint to model the structure of a seminar lesson during PS (from the second week students are expected to lead these in groups themselves).  Firstly, I have covered subject content through key terms practice (in the notes on slide 4), extra explanation and chance to discuss tricky concepts; secondly, I have covered procedural knowledge through the step-by-step guide of how to run a seminar and using the powerpoint to model it during the lesson; and thirdly, I have covered language knowledge through the introduction of useful discussion phrases (notes slide 4).
This powerpoint also provides more evidence for range of learning technology resources in class, with slide 2 showing the screenshot from the random group organiser I use (https://www.transum.org/software/RandomStudents/) (C1ix) and evidence for knowledge of academic language and discourse (C1e, C1f)

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Appendix 10ai: Supporting learning through one-one tutorials

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Appendix 10ai: Supporting learning through one-one tutorials

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This is a sample of my feedback for a PG ALL student which was to form the basis of a tutorial.  General discussion points are included to focus the tutorial.

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Appendix 10aii: Supporting learning through one-one tutorials

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Appendix 10aii: Supporting learning through one-one tutorials

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An example of a form I use on the PS for students to fill in before tutorials so that they can engage with the study skills of self-reflection and self-review and consequently ask more targeted questions rather than "is it ok?"

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Appendix 10aiii: Supporting learning through one-one tutorials

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Appendix 10aiii: Supporting learning through one-one tutorials

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I collate information from feedback I give to remind me of individual student's needs during tutorials. It also allows me to inform teaching by pairing students for the purposes of peer teaching and for giving whole class feedback where students share a particular issue.  This is an example from PS.

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Appendix 11ai: staging and scaffolding reading and listening for study purposes

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Appendix 11ai: staging and scaffolding reading and listening for study purposes

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I noticed that PS students were struggling with having to process two lengthy British sociology texts for homework and decided to share the workload amongst the class so they only ever had to deal with one text. After having shared the work and being given questions to guide their reading, PS students were able to create these detailed posters  on the reading homework to help them present and explain information to other students for use in seminars and writing.  I also emphasised that they could use this study strategy in the future to share revision work and to put posters in their rooms to give them visual reminders before exams.

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Appendix 11aii: staging and scaffolding reading and listening for study purposes

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Appendix 11aii: staging and scaffolding reading and listening for study purposes

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I noticed that PS students were struggling with having to process two lengthy British sociology texts for homework and decided to share the workload amongst the class so they only ever had to deal with one text. After having shared the work and being given questions to guide their listening, PS students were able to create these detailed posters  on the listening homework to help them present and explain information to other students for use in seminars and writing.  I also emphasised that they could use this study strategy in the future to share revision work and to put posters in their rooms to give them visual reminders before exams.

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Appendix 12ai: Analysis of spoken discourse in a teaching and learning activity

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Appendix 12ai: Analysis of spoken discourse in a teaching and learning activity

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After observing PS students finding the pace of the speaking syllabus slow, I decided to use padlet to allow students to start presenting parts of their final presentations earlier than they otherwise would.  Below is  a PS student's introduction and overview of final presentation with student feedback on aspects of the performance including pronunciation below.  This was done in the third week of the course as opposed to the eighth week to build confidence and allow them to present on an academic subject they were researching.

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Appendix 12aii: Analysis of spoken discourse in a teaching and learning activity

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Appendix 12aii: Analysis of spoken discourse in a teaching and learning activity

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After observing PS students finding the pace of the speaking syllabus slow, I decided to use padlet to allow students to start presenting parts of their final presentations earlier than they otherwise would.  Below is  a PS student's introduction and overview of final presentation with student feedback on aspects of the performance below.  This was done in the third week of the course as opposed to the eighth week to build confidence and allow them to present on an academic subject they were researching.

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Appendix 12aiii: Analysis of spoken discourse in a teaching and learning activity

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Appendix 12aiii: Analysis of spoken discourse in a teaching and learning activity

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The slides used by the student in appendix 12aii to give context to the student feedback given.

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Appendix 13ai: quality assurance procedures and impact upon own practice

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Appendix 13ai: quality assurance procedures and impact upon own practice

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This document contains my personal action plan for each year during the PS based on quality assurance procedures such as official lesson observations, teacher development sessions, liaising with colleagues and self-reflection.,

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Appendix 13aii: quality assurance procedures and impact upon own practice

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Appendix 13aii: quality assurance procedures and impact upon own practice

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This is a socrative report from a needs analysis I created for the final week of the PS course to allow decisions on what should not be focused on in the final week of revision.

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Appendix 13aiii: quality assurance procedures and impact upon own practice

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Appendix 13aiii: quality assurance procedures and impact upon own practice

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This is a socrative report from a needs analysis I created for the final week of the PS course to allow decisions on what should not be focused on in the final week of revision.

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Appendix 14: Evaluation of different assessment instruments based on validity and reliability

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Appendix 14: Evaluation of different assessment instruments based on validity and reliability

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The first thing I did when beginning teaching on PS was to find out what the assessments were and what their purpose was so that I could align the syllabus, my teaching practice and intended assessment outcomes as much as possible. Naturally, this involved some comparison with assessments I had previously seen.

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Appendix 15: UOB Range of Assessments Compared with PS Assessments

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Appendix 15: UOB Range of Assessments Compared with PS Assessments

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By cross-referencing the forms of assessment found across UOB with PS assessments, I found that the PS assessments adequately prepared students for the assessments students would be likely to face and that in many cases where the course did not provide explicit instruction to carry out a particular form of assessment, those assessments were often natural parts of teaching and learning repertoire and were thus included anyway with the added rationale of these assessments being a form of UOB assessment students may later encounter.

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Appendix 16: Sample of teacher development program schedule at UOB

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Appendix 16: Sample of teacher development program schedule at UOB

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Across the 5 years I have worked at UOB, there have been many teacher development program sessions on principles of feedback which have influenced my own approach.  There have also been sessions which have helped me adhere to marking standards such as applying criteria consistently and sessions which have helped inform my knowledge of quality assurance procedures. Attached here are two samples of teacher development program schedules at UOB which illustrate the types of sessions I have been able to attend to improve my knowledge and competencies in these areas.

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Appendix 17ai: Feedback and feed forward

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Appendix 17ai: Feedback and feed forward

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Feedback I gave to a PS student which includes clear reference to the aims and intended learning objectives studied in class, reference to criteria points which will be used to determine the final grade and a final feed forward comment for use in future tasks.

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Appendix 17bi: Feedback and feed-forward

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Appendix 17bi: Feedback and feed-forward

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In the first half of the IFP course, I created a document for in-class-use for FDN students to discover how they could get high marks on a particular submission.  The criteria focused on rewarding what had been done in class and on their use of planning, so I broke the table down into those two areas to make it especially clear.  Student feedback and results following this approach were positive.

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Appendix 17bii:  Feedback and feed-forward

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Appendix 17bii:  Feedback and feed-forward

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Here is feedback I gave one student following the lesson on my expectations. I made my own quick marks to reflect the categories in the table so that students could clearly cross-reference which parts they had done well on and which parts still needed improving. My general comments summarise so they can understand the number mark they received and give some feedforward advice. In comparison to 17ai (feedback for PG) the language is shorter and clearer to reflect the fact that there is an ability difference and to reflect that on the IFP,, students have longer to progress and be at the academic standard required than on the PS.

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Appendix 17ci: Feedback and feed-forward

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Appendix 17ci: Feedback and feed-forward

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In order to make feedback and feed-forward transparent to students, I asked FDN students to rewrite criteria in their own words and then present it to the class. These were then shared on our class blackboard page to allow everyone to view in their own time.

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Appendix 18: Knowledge of purpose, use and relevance of international proficiency tests

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Appendix 18: Knowledge of purpose, use and relevance of international proficiency tests

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I attended a BALEAP PIM in February 2019 and the plenary session presented some evidence which brought into question the claims made by the big international proficiency tests as regards their ability to indicate a person's readiness to study in an academic context.  Attached as evidence are my notes from the session.

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Appendix 19: delivering appropriate modes of assessment

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Appendix 19: delivering appropriate modes of assessment

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In the final week before the assessments, I get PS students to make their own reading exam.  This is an appropriate mode of assessment for the end of the course as it firstly allows students to understand the procedures involved in the upcoming exam (what kind of questions they might be expected to answer). Secondly, it allows them to engage with the content of another text which may give them extra ideas to transfer to their writing. Finally, students must analyse the language inside texts in order to construct meaningful questions.

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Appendix 20ai: Learning and technology resources in assessment and feedback

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Appendix 20ai: Learning and technology resources in assessment and feedback

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Below are some quizlet cards I made to test student retention of key concepts from the introductory session at the beginning of PS. I often use pre-made academic word list quizlet cards for FDN students as I find it useful to keep them motivated and focused whilst testing their knowledge of the academic word list.

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20aii: Learning and technology resources in assessment and feedback

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20aii: Learning and technology resources in assessment and feedback

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I often use socrative to assess how the class has understood particular concepts.  I find this particularly useful for subject related content as I socrative allows students to write responses to questions which allows me to judge whether students have understood the concepts or are merely repeating back what they have read / heard. Below is one question from a socrative quiz I compiled using questions based on the PS sociology textbook reading.

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Appendix 21ai: using the results of assessment to inform teaching

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Appendix 21ai: using the results of assessment to inform teaching

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I made this material following unsatisfactory application of class input in a graded piece of writing by FDN students.  The purpose of this material was to link areas of weakness to the criteria (make their feedback transparent) and facilitate future improvements in their marks by making it clear what they had to improve.  The text in red is teacher notes as I subsequently shared this material with colleagues.

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Appendix 22: Principles of standardisation, moderation, exam admin, invigilation, consistent marking criteria

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Appendix 22: Principles of standardisation, moderation, exam admin, invigilation, consistent marking criteria

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Here is a witness statement signed by a colleague with whom I have standardised, moderated, carried out exam administration, invigilated; and who therefore can testify that I consistently apply marking criteria.

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Below is my referee statement from Paul Hendrie, an academic manager coordinating for the PG academic language and literacy modules I've taught on for the past three years.