2014PASS@UQ

Program

Session Two

Before Semester During SemesterSession One

• What are the expectations for PASS leader professionalism at UQ?

• How do we learn?

• How do we facilitate PASS for learning?

• How do we design PASS for learning?

Session Two

• How do we manage PASS for learning?

• How is my PASS leadership evaluated?

• What else do I need to know before I start leading PASS?

Session Three

• What happened in my PASS classes?

• How can I continue to improve my PASS faciltation?

• Where to from here?

Session Two

2.1How do we manage PASS for learning?

2.2 How is my PASS leadership evaluated?

2.3 What else do I need to know before I start leading PASS?

Course teaching cycle (adapted from Humphries & Jolly, 2003)

Graduate Attributes

Learning Objectives

Learning Activities

Assessment Tasks

Assessment Criteria & Standards

Evaluated using

Prepare the learner for

Achieved throughMeasured

against

Demonstrate attainment of Expands to

specific

Course teaching cycle (adapted from Humphries & Jolly, 2003)

Graduate Attributes

Learning Objectives

Learning Activities

Assessment Tasks

Assessment Criteria & Standards

Evaluated using

Prepare the learner for

Achieved throughMeasured

against

Demonstrate attainment of Expands to

specific

Course teaching cycle (adapted from Humphries & Jolly, 2003)

Graduate Attributes

Learning Objectives

Learning Activities

Evaluated using

Prepare the learner for

Achieved throughMeasured

against

Demonstrate attainment of Expands to

specific

Assessment Tasks

Assessment Criteria & Standards

2.1. How do we manage PASS for learning?

Learning Objectives

• Discuss ways to deal with difficult situations in PASS• Consider proactive strategies for managing PASS• Learn that the University has a statement of expectations for student behaviour as well as policies and procedures for dealing with student misconduct

ACTIVITY 1: Case Studies – Managing PASS

• What is the challenge?

• What strategies would you use to

address it?

handout

The fundamentals of classroom management are based upon the effective communication of goals and expectations, as well as a willingness to articulate and enforce behavioural standards.

The University has a Student Charter that establishes appropriate behavioural expectations and policy that outlines procedures for dealing with academic misconduct.

2.2. How is my PASS leadership evaluated?

Learning Objectives

• Consider the importance of getting

feedback on your PASS leadership• Identify the UQ evaluation procedure, the Student Evaluation of PASS in Economics.

2.3. What else do I need to know before leading PASS?

Learning Objectives

• Gain an understanding of broader PASS training• Gain an understanding of other supports and resources in place for PASS leaders• Reflect on your role as a PASS leader in making learning possible

Where to from here…

Before Semester During Semester Ongoing

Tutors @ UQSession One and Two

School Induction

AdministrationHR InformationOccupational Health & SafetySchool Specific Learning

Tutors @ UQSession Three

Course Support

Coordinator support,Tutors meetings andcorrespondence

Staff DevelopmentPrograms eg“Basics of Assessment and Marking for Tutors”

Reflective Practice

handout

Question for reflection

How has this session influenced your understanding of your role as a PASS leader making student learning possible?

16

PASS@UQ Program