Trial and Error Structuring Learning and Assessment on Blackboard Kate Sapin Programme Director Community and Youth Work Studies.

Trial and Error Structuring Learning and Assessment

on Blackboard

Kate SapinProgramme Director

Community and Youth Work Studies

Professional Development Supervision in Community and Youth Work

FOR (FUTURE) MANAGERS

Professional Development Supervision in Community and Youth Work

FOCUS ON PROFESSIONAL VALUES

Curriculum Development: Overview

LearnersLearning methods

Assessment

Learners

Experienced practitioners

New students

New + Experienced

LEARNING METHODSCurriculum Development

Course Map

Week by week Topics Discussion questions Course work

Locating supervision  

1.

Introductions & Confidentiality

The course as a wholeOur different

experiences of supervision

Confidentiality and groundrules

Professionalism

What are my views about confidentiality and professionalism?

What would be my groundrules for supervising course participants, for supervision of my dissertation?

A. Locating my

experience of supervision

Presentation of the course

Discussions about practice and/or scenariosReflections on experience

Introductions to theory: PPT presentations & directed readingCo-supervision

Face to face learning methods

Discussions about practice and/or scenarios ?

Reflections on experience

Introductions to theory: presentations & directed reading

Co-supervision ?

BlackBoard learning methods

Supervision formsSupervisee Agreement Form [student’s name] is a student on a Community and Youth Work Studies programme at the University of Manchester and would like you to agree to assisting them to monitor and evaluate their practice in relation to supervision of work.

As part of the requirements for the programme, s/he is expected to provide a worker or volunteer with supervision for [contracted time].

Supervision Record FormDate:

Agenda items: 

Issues Discussed: 

Agreed action:  

Date of next meeting:

Agenda items for next meeting:

Supervision Evaluation FormNegotiation: Before you agreed to meet with your supervisor:• Were you given enough information about the role

of a supervisor?Y / N

• Were you given enough information about what was expected from you?

Y / N

• Were you given the opportunity to select another supervisor if you wished?

Y / N

• Were you given the opportunity to talk about what you wanted?

Y / N

• Was confidentiality discussed? Y / N• Did you agree to meet at a mutually convenient

time?Y / N

Any further comments about how the work was negotiated?

Gibbs (1988) reflective cycle

Image: https://www.brookes.ac.uk/services/upgrade/images/gibbs.gif

Reflect on your critical incidentDescription

Feelings

Evaluation

Analysis

Conclusion

Action plan

(Using Gibbs, 1988)

ASSESSMENTCurriculum development

Development of AssessmentPortfolios

Formative elements

Peer feedback

Peer assessment

Revised final submissions

Portfolio ideas• Agreements or contracts + annotations• Journal entries• Records of supervision sessions• Video of a supervision session• How you tackled an issue through supervision• Critical reflections on reading• Feedback from your (co-)supervisee(s)• An evaluation of your supervision (as supervisor and/or supervisee)• A comparison of different supervision policies• An assessment of relevant strengths and experiences• A cv highlighting your experience as a supervisor

Course work Locating supervision

A. Locating my experience of supervision

Starting supervision

B. Starting off supervision

Professional practice

C: A case study: addressing a practice issue

Readiness for supervision

D. Analysing my Readiness for SupervisionE. Evidencing how I meet the Approval Criteria

Final submission: Portfolio of Evidence of Experience and Learning

Developing a course unit on Blackboard

A NEVER-ENDING STORY?

The future?

Experienced practitioners

Practitioners + new students

New students + practitioners

Field based practitioners?

Any questions? Observations?

Learners?

Learning methods?

Assessment?

References

• Flanagan, John C. (1954) The Critical Incident Technique. Psychological Bulletin. Vol. 51, No. 4. July, 1954 . American Institute For Research and University of Pittsburgh. Https://Www.Apa.Org/Pubs/Databases/Psycinfo/Cit-article.Pdf

• Gibbs, Graham (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit.

• Tripp, David (1993) Critical Incidents in Teaching: Developing Professional Judgement. London: Routledge.