Teaching on my course The 4Cs of Good Inspirational Course-focused Practice What, Why, How?

1. Teaching on my course
The 4Cs of Good Inspirational Course-focused Practice
What, Why, How?
Teaching Essentials: https://blogs.shu.ac.uk/teaching/
Course-focused Practice: https://blogs.shu.ac.uk/cfp

2. 4Cs
It’s about the
Course Context
ConsistencyClarity Confidence
Challenge
GoodTeaching
Without the 4Cs…Confusion!
4Cs: Good and Inspirational Teaching
Characteristics of inspirational teaching to inform and fosters a sense of engagement
from research with Sheffield Hallam’s Inspirational Teachers, literature on teaching excellence, and NSS student comments

3. Part 1 - Strategic Context
FIRST: Think > Pair > Share (25 minutes)
‘4Cs’ of engagement: successful course-focused
practice addresses:
• Consistency - shared teaching philosophies and
practices leading to inspirational engagement and
student satisfaction
• Confidence - in developing and using effective
teaching strategies fit for subject context
• Challenge - student curiosity is fostered to
stimulate engagement and leads to students
feeling stretched while supported
• Clarity - students expectations are developed so
they are always clear about what they need to do
to succeed and reach their potential.
Activity
Think: Individually, put these concepts
into an order of importance using
whatever criteria you choose.
(5 minutes)
Pair: In pairs, compare your decisions,
clarify your understanding of the
terms, the rationale you have used,
and agree on a new order of
importance.
(10 minutes)
Share: The whole Subject Group will
compare their decisions.
(10 minutes)

4. Part 2 - Development
Commitments
Activity (20 minutes)
1. First, work in small groups/tables (10 minutes)
2. Then, agree commitments as a whole group.
groups/tables (10 minutes)
Facilitator: record the discussion and capture the
decision
SG Leader to feed it back in the plenary to HoD
Activity
1. List Quick Wins - what can we
change easily in our academic
practices that will improve our
students’ experience of their
course? What action will you take
to achieve this now?
2. What ongoing development foci
have we identified as being
impactful for improving teaching
and assessment on my course(s) -
agree 3 proposals for
development.

5. Review these questions – over to you
 How do students currently review their course experience?
 When do students reflect on their learning?
 What do your students make or produce - what is the lifespan of these artefacts?
 How can formative activities be designed to foster a sense of student belonging
and becoming?
Discussion

6. We’ve begun the conversation…
Personally
 What do you take from the discussion and what more would you like to find out or
think about?
Collectively
 How can your course team or subject group make use of these ideas
 What further development would be useful for you?
Your Action Plan