- Are you passionate about teaching in health and social care?
- Do you want to fine tune your teaching practice?
- Would you like to introduce innovations in your approach to learning?
Teach with CARE is a four-day course with teaching spread over several weeks.
The course considers different perspectives of adult learning and pedagogy.
The sessions introduce best practice techniques including planning; presenting; resourcing; questioning; assessing and evaluating teaching across the four days.
Learners will also look at online educational tools for effective teaching as well as evaluating best practice for face-to-face and online teaching. They will have the opportunity to plan and share a short teaching session and receive supportive feedback.
“It’s common to be asked to teach others as part of your role, but for those with no training and little experience in teaching, this can be a nerve-wracking prospect. Teach with CARE has been developed as a foundational step into the theory and practice of teaching and learning, giving clinical and non-clinical colleagues alike the confidence and ideas to excel in the role. High quality teaching is critical to our learners being able to put what we teach into practice, and therefore benefits the quality of care delivered throughout the sector.“
Matt Tregellas, Digital Learning Manager and Teach with CARE Lead, St Christopher’s CARE
“I really enjoyed the four days. I think that Teach with CARE should be mandatory for all (teaching colleagues), no matter how long they have been teaching. It gives everyone a platform from which they can be launched and a sense of what is expected of them.”
Teach with CARE attendee
What will the course look like?
- Fully virtual course: With this option all four days learning are online via Zoom
- Blended course: For this option the learning will be in-person at CARE (days 1 and 4) and online (days 2 and 3).
Please note you will need a laptop for the in-person sessions.
This course will involve:
- Exploration of academic and web articles
- A range of activity types including: live and video presentation; using interactive tools as both a learner and a teacher; discussion; pair and group work; self-study; critical thinking; reflection
- Completion of tasks before and after sessions. There will be approximately one hour of self-study per session and slightly longer for the final assignment.
What will I learn?
- Theories of teaching and learning
- Consider the needs of adult learners and how to create engaging learning
- Consider implications for practice when teaching face-to-face or virtually
- Enhance and develop teaching practice
Who is it for?
The course is for anyone who wishes to improve their teaching practice face-to-face and online, particularly those in health and social care, but the learning from this course can be used in most settings.
Delegates are expected to have a basic understanding of navigating a laptop, supporting software and use of the internet.
Matt Tregellas
Lorna Malcolm
Programme
- Exploring St Christopher’s CARE aims and Pedagogical Framework
- Considering different perspectives on adult learning
- Planning; presenting; resourcing; questioning; assessing and evaluating teaching in response to learner input and feedback
- Considering best practice for face-to-face and online teaching
- Using online tools for effective teaching
- Planning and sharing the rationale for a teaching session
Day 1
| 10.00 | Welcome and Introductions St Christopher’s CARE and the Pedagogical Framework |
| 11.00 | Break |
| 11.15 | Theories of learning |
| 12.15 | Lunch |
| 12.55 | Adult learning and active learning |
| 14.15 | Reflection, evaluation and wrap up |
| 15.00 | Close |
Day 2
| 10.00 | The teaching context |
| 11.15 | Break |
| 11.30 | Constructive alignment, learning outcomes and Bloom’s taxonomy |
| 12.40 | Lunch |
| 13.20 | Online educational tools |
| 14.20 | Homework set up and reflection |
| 15.00 | Close |
Day 3
| 10.00 | The Conversational Framework Active learning activity share |
| 11.15 | Break |
| 11.30 | Anatomy of a teaching session Planning a teaching session |
| 12.40 | Lunch |
| 13.20 | Flipped learning |
| 13.50 | Multimedia design |
| 14.30 | Homework set up and reflection |
| 15.00 | Close |
Day 4
| 10.00 | Evaluation and reflection |
| 11.15 | Break |
| 11.30 | Making and delivering an activity with educational technology |
| 12.45 | Lunch |
| 13.25 | Putting it into practice: Assignment workshop |
| 14.15 | Final reflection, Next steps |
| 15.00 | Farewell |
