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Reference 2: Elizabeth Allen (EAP Coordinator, CELFS)

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Reference 2: Elizabeth Allen (EAP Coordinator, CELFS)

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Reference 1: Maxine Gillway (Director of CELFS)

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Reference 1: Maxine Gillway (Director of CELFS)

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The following are a series of witness statements which may be used to supply additional evidence of competences

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89) Presentation Submission - St Andrews (for Feb 2018

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89) Presentation Submission - St Andrews (for Feb 2018

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This proposal has been submitted for approval, and I am awaiting the conference organiser decision

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86 & 87) Presentation by Ding (2017) at BALEAP 2017

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86 & 87) Presentation by Ding (2017) at BALEAP 2017

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This presentation raises interesting questions about the role and identity of the EAP practitioner

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An email showing my attendance on a CPD session relating to different methods of feedback. My use of feedback can also be seen in items 67 and 13

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83) Extracts from my personal development journals

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83) Extracts from my personal development journals

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I maintain 3 personal development journals. Extracts from all three can be seen here:
1) A 'commonplace' - a collection of interesting ideas from elsewhere and my own thoughts; 2) A Formal CPD record (here showing the records from my attendance of the 'CREATE' induction- a formally structured series of CPD sessions, 3) Summaries of useful books. The sample is the first page of my summary of 'The Art of Learning' by Josh Waitzkin.

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Points for future development can be seen in my post-observation comments: items 58e, 57e, 58j

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Witness statement from a colleague (Christine Lee) on a reading assessment I coproduced. Also see reference 2 (Elizabeth Allen)

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81a) Example of feedback received on listening assessment

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81a) Example of feedback received on listening assessment

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Only part of this assessment has been submitted as it is a live exam. It shows a colleague's handwritten feedback on a final section

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Assessments I have developed are still live and therefore kept secure. See Christine Lee's Witness statement  (81b) and Elizabeth Allen's reference.

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It can be seen how exercises in item 71a/71b, and feedback in item 67 prepare students for this assessment

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Feedback can be seen on written submissions (item 67)

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71b) Error correction task developed in response to student work

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71b) Error correction task developed in response to student work

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I produced tasks like this to deal with common errors, following feedback I gave on assignments (see 67) and consideration of students' reflections (see 71a)

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An example of one student's reflective writing (common areas of difficulty highlighted) Error correction activities were developed focussing on errors made by the class.

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See 67 for example of individual feedback, and 44b/c for communication with individual student. Also, see sample tutorial record attached (student info redacted)

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See items 7 & 13 for examples of use of mobile phones as recording devices; 53 and 6 for example of use of classroom screens. Example here for use of feedback comments on blackboard (student name redacted; used with permission)

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Specific reference to 'flow' in task design

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44c) Further correspondence with student in difficulty

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44c) Further correspondence with student in difficulty

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44b) Email correspondence with student in difficulty

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44b) Email correspondence with student in difficulty

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60) Example of action plan developed with student in tutorial

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60) Example of action plan developed with student in tutorial

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This was developed with the student following poor grades and reviewed with the student in March 2017
(student name redacted)

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This syllabus shows the focus in week 7, when 2017 observation took place (item 57) It reveals a focus on intro/conclusions, and peer review.

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58j) Post ob comments (observer/observee)

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58j) Post ob comments (observer/observee)

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58c) 2016 observation: observer commentary

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58c) 2016 observation: observer commentary

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58e) Post ob comments (observer/observee)

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58e) Post ob comments (observer/observee)

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The lesson that I planned

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57e) Post ob comments (observer/observee)

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57e) Post ob comments (observer/observee)

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57c) 2017 observation: Observer commentary

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57c) 2017 observation: Observer commentary

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The lesson that I planned.

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53) Focus on audience, purpose & writing process in academic writing

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53) Focus on audience, purpose & writing process in academic writing

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A presentation used in the early stages of the Academic writing course

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An activity using Maton's 'Semantic Waves' (2014) for teaching at Masters Level

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50) 'Knowledge and Knowers' By Maton (2014)

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50) 'Knowledge and Knowers' By Maton (2014)

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Maton has formulated Legitimation Code Theory, which I had students apply in the attached worksheet. See RAPP References list for further information.

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'The University is legally required to make reasonable adjustments to support current and prospective disabled staff and students.'

http://www.bristol.ac.uk/equalityanddiversity/act/protected/disability/

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46) Bristol University counselling service & online resources

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46) Bristol University counselling service & online resources

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http://www.bristol.ac.uk/student-counselling/

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See values of Quality Code on p3

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44a) Bristol University disciplinary regulations

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44a) Bristol University disciplinary regulations

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Section 10.4 specifically mentions reasonableness and fairness, and implies consistency.

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43) A powerpoint produced by the physics department on 'lab report writing'

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43) A powerpoint produced by the physics department on 'lab report writing'

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This lesson I taught highlights specific features of lab reports

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39c) Examples of physics pursuit questions

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39c) Examples of physics pursuit questions

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These were printed on green or blue card respectively, so that when a student landed on a particular colour, they were asked a question from either mechanics or waves/optics. All these questions were developed using information on their lecture slides.

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These are the rules which I designed, with a focus on encouraging the learning of and repetition of answers which are initially answered incorrectly

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A board game I designed for the review of physics vocabulary and concepts  studied concurrently in physics lectures. This is the board, which is a generic template I found online......

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38a)A lesson drawing on the features of lab notebooks, and feedback students had received

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38a)A lesson drawing on the features of lab notebooks, and feedback students had received

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To ensure non-experts were able to teach the materials.