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HND Business Integration 2019/2020
Purpose of this guide
The purpose of this guide is to support lecturers of HND Business units to integrate Thinking into Character (TiC) into elements of the teaching for their course. More specifically the guide will help teachers to be able to integrate TiC into:
Business HND Unit 3 Business HND Unit 11 A & B
The guide takes into account a) the content of the integrated units, b) the programme outcome for learners and c) recommendations for best practice set by Pearson in their specifications for the Higher Nationals in Business (Pearson, 2017). With specific reference to:
The requirement that teaching on the HND draws on a wide range of delivery techniques, including Blended Learning (of which TiC is an example) (Pearson, 2017 p. 47-48)
The requirement that learner outcomes on the HND are equivalent to Y1 & Y2 of a BA degree (in other words, the requirement that the HND certification is aligned with FHEQ Level 5 (Pearson, 2017 p. 317)
The requirement that teaching on the HND equips students with both transferable employability skills and academic study skills (Pearson, 2017 p. 333)
The requirement that teaching should be motivating and inspirational (Pearson, 2017, p. 45)
For any further information about the guide, recommendation for edits, additions or modifications, please contact author: Akosua Bonsu, Head of Strategic Development for Thinking into character: [email protected]
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Table of ContentsPurpose of this guide...............................................................................................3
What is Thinking into Character?.............................................................................9
Features of TiC online programme:......................................................................9
Focus on character development.........................................................................9
How does TiC help students to develop character?.............................................9
What kind of content does the TiC programme include?..................................10
What are the logistical points to bear in mind with implementation in Business HND?......................................................................................................................10
General points....................................................................................................10
How will integration work at WC?.....................................................................10
What can be covered in 10 weeks?....................................................................11
Accessing the TiC Platform (Preliminary information).......................................11
What does the 10-week TiC engagement look like?..........................................12
Our take on Blended Learning...........................................................................12
When should students watch video lessons?.....................................................12
Benefits of playing video lessons in class.......................................................13
Disadvantages of playing video lessons in class.............................................13
How can the 60-minute delivery time be used?................................................14
How can the 40 minute teaching be structured?...............................................14
One suggestion for structuring the delivery of TiC lesson: 20, 10, 20, 10..........14
At what time in the lesson will TiC hour be embedded?....................................15
Teaching exercises to increase engagement......................................................15
Introducing lessons with a puzzle or problem................................................15
60-seconds summary | Individual presentations...........................................16
60-seconds summary | Individual presentations with a competitive element.......................................................................................................................16
Student teacher.............................................................................................16
Group work | presentations or projects........................................................17
Group work | presentations or projects with a competitive element............17
Think, Pair, Share...........................................................................................18
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Think, Pair, Share & presenting the views of others......................................18
Online polling: Vevox.....................................................................................19
Online Quizzes: Vevox....................................................................................19
Using Vevox to increase engagement while watching lessons.......................20
Padlet.............................................................................................................20
Padlet is a teaching and collaboration tool which can be used in various way to boost student engagement. Thanks to Nahrain Aoudishow for introducing us to this fantastic educational tool...............................................................20
How it works:.................................................................................................20
1. Sign up for a free accounts here:............................................................20
2. Once signed up: click on make...............................................................20
3. Select the type of padlet that you would like to make...........................20
Making a basic padlet wall to gather student feedback.................................20
1. Give your padlet a title and description depending on its function. For example: ‘Feedback’ with the description ‘what did you think of lesson 1’ or ‘Imagination’ with the description ‘find an image that best captures the content of lesson 1’........................................................................................20
2. Share the padlet URL with students.......................................................20
3. Students can press + to add a comment, image, or file that responds the request outlined in the description................................................................21
Padlet can be used to:....................................................................................21
Gather comments from students...........................................................21
Gather feedback from students.............................................................21
Work collaboratively on a text or document..........................................21
Create puzzles to be solved collaboratively...........................................21
To encourage independent research.....................................................21
For a demonstration on the multiple uses of Padlet, see here:.....................21
Benefits: collaboration, problem solving........................................................21
Taking the pause............................................................................................21
One-minute Review.......................................................................................21
Record of impact....................................................................................................23
First teaching session.............................................................................................23
Lesson 1: Suggested structure...........................................................................24
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Introduction - 20mins.....................................................................................24
Access to TiC Platform – 20mins....................................................................25
Student-reflection questionnaire - 20mins....................................................25
Last teaching session..............................................................................................26
Lesson 10: Suggested structure.........................................................................26
Summary of programme in related to unit objectives – 10mins....................26
Range of self-reflection activities – 40mins....................................................27
End of programme survey - 20mins...............................................................27
2 years of TiC engagement.....................................................................................27
Overview of engagement over 2 years..............................................................27
Multiple engagement.............................................Error! Bookmark not defined.
Managing multiple engagement........................................................................28
Teacher Evaluation Form: helping to support future teachers..........................29
Teacher Evaluation Form: A method of subjective programme evaluation.......29
Suggested plan for engagement over 2 years....................................................30
Flexibility is key..................................................................................................31
Study Skills integration...........................................................................................31
Practical points to bear in mind.........................................................................31
Suggested lesson plans......................................................................................33
Week 1 engagement (1.5 hours)....................................................................33
Learning objectives:.......................................................................................33
Focus video(s):...............................................................................................33
Connection to Study Skills content:................................................................33
Lesson structure:............................................................................................33
Week 3 engagement (1.5 hours)....................................................................34
Learning objectives:.......................................................................................34
Focus video(s):...............................................................................................34
Continuity with previous TIC session:.............................................................34
Connection to Study Skills content:................................................................34
Lesson structure:............................................................................................34
Week 6 engagement (1.5 hour).....................................................................35
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Lesson objectives:..........................................................................................35
Focus video(s)................................................................................................35
Continuity with previous TIC session:.............................................................35
Connection to study skills content:................................................................35
Lesson structure:............................................................................................35
Week 7 engagement (1.5 hours)....................................................................36
Lesson objectives:..........................................................................................36
Focus video(s)................................................................................................36
Continuity with previous TIC session:.............................................................36
Lesson structure:............................................................................................36
Engagement outside of the classroom...................................................................37
Termly Newsletter..............................................................................................37
Live your Dream.................................................................................................37
TIC Student Forum.............................................................................................37
TIC Student Business Exhibition.........................................................................38
Annual conference.............................................................................................38
Lessons and recommended exercises for HND students.......................................39
TiC aligned with Pearson FHEQ Level 5..................................................................43
TiC and Pearson’s programme outcomes for learners.......................................43
Justifying TiC engagement with reference to Pearson’s programme outcomes for learners........................................................................................................44
Teaching TIC for all business units.....................................................................45
Cross referencing programme outcomes for learners with programme outcomes that TiC can be used to evidence.......................................................46
Appendix 3: HNC/HND Business Programme Outcomes for Learners...............48
Accessing TIC Platform (Detailed)..........................................................................51
Platform Access......................................................................................................51
General..........................................................................................................51
What are my login details..............................................................................51
What if I have lost, forgotten or never received my password?.....................51
What if I still have problems login in?............................................................51
Appearance and engagement with TiC Digital Platform....................................52
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A: Landing Page..............................................................................................52
www.tic.uk.com.............................................................................................52
B: Login prompt..............................................................................................53
www.student.tic.uk.com/login.......................................................................53
C: Reset password..........................................................................................54
www.student.tic.uk.com/password-reset......................................................54
.......................................................................................................................54
D: Once logged into the platform...................................................................54
E: Selecting a lesson.......................................................................................55
F: Once a lesson has been selected................................................................57
Templates..............................................................................................................58
Teacher Evaluation Form.......................................................................................58
Teacher Evaluation Form.......................................................................................60
Student review activity..........................................................................................62
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What is Thinking into Character?
Thinking into Character is a 12-week online Personal and Professional Development (PPD) programme, designed for students and unique to the Regent Group. All lessons are available on a digital platform www.tic.uk.com
Features of TiC online programme:
12 Video Lessons presented by Regent HE CEO, Selva Pankaj Video Lessons are 15-20 minutes long.
10 Bonus Lessons Bonus Lessons are 3-5 minutes long.
Student handbook which helps to contextualise the theories that underwrite each lesson
Exercises in which students practice some of the main objectives of the lesson
Focus on character development
The lessons are tailored to help students set and achieve goals that they previously did not dream possible. In pushing students to set such goals, and in focusing on the practices and skills required to achieve them, the program helps students to develop their character. Students learn to embrace and actually pursue challenges, they learn to develop a growth mind-set and they learn to identify and replace negative habits and thought patterns with more positive and productive ones.
The cumulative result is that students engaging in the programme are left more confident, more driven, more resilient and more able to succeed academically, professionally and personally.
How does TiC help students to develop character?
The TiC Program: • Stretches a student intellectually through engaging with a range of critical
thinkers on, for example, the philosophy and psychology of motivation (e.g., Carol Dweck and Steven Covey)
• Challenges students to think deeply and critically about themselves and others
• Inspires and motivates students to be the best of themselves • Provides context and depth to the curriculum by enabling students to
think of their degree in the context of their future plans • Inspires students by reforming their views on the limits of their capacities
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What kind of content does the TiC programme include?
The TiC programme covers a very wide range of topics within the general category of self-development, including (but not limited to):
How to set yourself challenging academic, professional and personal goals How to bridge the gap between intention and action How to model the mind and a discussion of the power and influence of
the subconscious mind on behaviour Understanding the source of human motivation on the basis of the model
of the mind introduced How to respond to failure and the anxiety that comes from setting
challenging goals How to identify negative reflexive habits and replace these with positive
and pro-active habits, in order to be more efficient, resourceful and more successful
What are the logistical points to bear in mind with implementation in Business HND?
General points
It is a requirement of the examination body Pearson that students receive 60 Guided Learning Hours (GLH) for each 15-credit unit
At Regent HE Wembley, each 15-credit Business Unit is taught over a 10-week period
How will integration work at WC?
TiC will be integrated into an extended 8-week Study Skills programme in Term 1
TiC to be integrated into the teaching of Unit 3 and Unit 11 TiC teaching will take up 10 GLH over 10 weeks, leaving 50 GLH to deliver
remaining unit content required for Unit assessment. It is advised that only 1 lesson on the TiC digital platform is covered each
week, as a) only 1 hour per week is dedicated to TiC teaching and b) each lesson contains ample content to engage students for several hours. The breath of the programme is one of the reasons why the programme is reintroduced in Year 2.
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What can be covered in 10 weeks?
Week 1 of TiC Teaching (hour 1) is reserved for introducing students to TiC, so students do not engage with any lessons on the TiC Digital Platform in this week
Week 10 of TiC Teaching (hour 10) is reserved for feedback and reflection on the TiC programme, so students do not engage with any lessons on the TiC Digital Platform in this week.
As the first & last week of TiC delivery are taken up with above, teachers have 8 weeks (i.e., 8 hours) to deliver TiC Lessons, with the consequence that only 8 out of 12 lessons will be covered in a 10 week block.
For each 10-Week block: which 8 lessons are covered is left to the discretion of the teacher, although some recommendations are made below. (Again it is worth nothing that students will return to TiC in Y2 so it is not essential that students absorb all content in Y1)
Accessing the TiC Platform (Preliminary information)
All students and staff will have access to the TiC Digital Platform: www.tic.uk.com and will be able to listen to TiC lessons in their own time. Please see accessing TiC platform (below) for step-by-step instructions on logging into the platform and resolving any login problems.
What does the 10-week TiC engagement look like?
Week 1 Introduction
“Which 8 lessons are covered is left to the discretion of the teacher”
Week 2 Lesson 1-12 engagement and discussion
Week 3 Lesson 1-12 engagement and discussion
Week 4 Lesson 1-12 engagement and discussion
Week 5 Lesson 1-12 engagement and discussion
Week 6 Lesson 1-12 engagement and discussion
Week 7 Lesson 1-12 engagement and discussion
Week 8 Lesson 1-12 engagement and discussion
Week 9 Lesson 1-12 engagement and discussion
Week 10 Reflection
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Our take on Blended Learning
By integrating TiC into teaching at WC, we will be combining engagement with lessons on a digital platform with traditional face-to-face lessons. As such, TiC element of selected units will offer students the opportunity, perhaps for the first time, to experience a blended learning programme.
TiC add variety to the teaching delivery methods offered to students at WC, and therefore meets the Pearson requirement that teaching on the HND draws on a wide range of delivery techniques (Person, 2017, p. 47).
When should students watch video lessons?
Although all students will be given access to the TiC platform, and will be encouraged to watch videos prior to lessons, we understand the significant pressure on students’ time. To give students the opportunity to fully engage with videos, it is recommended that lesson videos are played in class.
Benefits of playing video lessons in class
Gives students the opportunity to watch lesson video if they have been unable to do so
Videos are relatively short: No lesson is longer than 20 minutes Gives students the opportunity to watch lesson video as a collective
(creating a collective experience) Students will have lesson content immediately in mind and so be more
effective at engaging with lesson exercises Students will have the opportunity to ask questions about the content of
lessons Students who have previously watched the lesson, will develop and
deepen their understanding through repetition Ensures that the delivery of the lesson is a form of blended learning, and
as such, ensures that we are drawing on a wide range of delivery techniques (as is required by Person Business HND Specifications, p. 47)
Disadvantages of playing video lessons in class
Although lessons are no more than 20-minutes long, students might lose focus or disengage.
How to combat disengagement:
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Watch the videos yourself prior to playing to the class. This allows you to ‘fast forward’ to key points of interest
Nominate 1-3 students each week who have the responsibility of watching the video prior to class. These individuals can also be lesson leads or co-teachers. (See Teaching exercises to increase engagement, below)
Teachers can setup an online poll or quiz which students can take while watching the video which enables students to directly engage with video content. (See Online Polling: Vevox, below)
How can the 60-minute delivery time be used?
20 minutes: TiC Video Engagement Lecturers or student lead: Watch selected video on the TiC platform
40 minutes: TiC Exercises Lecturer leads on activities and discussion that focus on the topic of the lessons watched
It is important to note that the above is a suggestion and flexibility is key. Ultimately, how the TiC component of the lesson is incorporated, is a decision for the subject lecturer. What is required is that
Students engage with some TiC video content in lesson Students engage with some TIC exercises in lesson.
How can the 40 minute teaching be structured?
How the teaching component of the TiC lesson is delivered will, and should, depend on the preferences of the subject lecturer. There is no need to be proscriptive. Different teachers will have their own preferred methods. All that is required is that, at some time in the lesson, students are encouraged to discuss and engage with the content of the video watched.
One suggestion for structuring the delivery of TiC lesson: 20, 10, 20, 10
20 minutes: watching lessons in class 10 minutes: initial discussion of lesson content 20 minutes: students engage with 1 or 2 exercises from the TiC Student
Handbook 10 minutes: closing discussion and a review activity in which students
reflect on what they have learnt
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Here again, flexibility is key. Lecturers knows best what works for a particular cohort. What might work well for one lecturer or one group of students may not work well for another, and as such:
Whether the TiC component is delivered in a focused hour or is split into 30-minute sessions over the course of the lesson as a whole is down to the discretion of the subject lecturer.
Teachers may even wish to integrate TiC component in 15 minutes slots embedded into the whole 3-hour teaching session.
At what time in the lesson will TiC hour be embedded?
Engagement with TiC will take up 60minute of the overall lesson delivered by subject lecturers. The time at which the TiC hour is delivered will, and should, depend on the preferences of the subject lecturer. The TIC component of the lesson may be delivered at the beginning, middle or at the end of the lesson.
As flexibility is key, it is down to the lecturer to decide:
The time at which the TiC component is embedded (i.e., beginning, middle or end of lesson) from one week to the next is entirely at the discretion of the teacher.
It is advised that the TiC component of the lesson should be delivered at a time at which it has the most impact and engages the most number of students.
Teaching exercises to increase engagement
Key to the success of TiC is delivery and student engagement. Here are some interactive student-centred exercises that can be used to optimise student engagement. Of course, this list is by no means exhaustive of effective student engagement activities. Teachers will have their own arsenal of tried and tested engagement strategies. 1
Introducing lessons with a puzzle or problem Instead of starting with a breakdown of lesson objectives, create a memorable
1 Any suggestions or additions to the list below will be gratefully received. Send suggestions to guide author, Akosua Bonsu, Head of Strategic Development for Thinking into Character at: [email protected]
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learning experience by starting with a problem that students are required to solve or a question that student are required to answer.
Example for Lesson 2: Students who set academic goals at the start of the academic year are more successful than those who do not. Why do you think that goal setting makes a difference?
Benefits: encourages critical thinking, encourages independent thinking & problem solving
60-seconds summary | Individual presentationsSelect 2-3 students prior to each lesson to be responsible for watching 1 of the 12 video lessons and providing a summary of the main points. Students should be given no more than 60 seconds. A timer should be used, and students should be stop at exactly 60 second, whether they have finished the presentation or not.
Benefits: independent research, presentation skills, public speaking, summarising, being concise, working to time-limits
60-seconds summary | Individual presentations with a competitive elementAs above with the following addition: Students are awarded points if they are able to finish their lesson summary on time. The teacher or class are then required to vote (perhaps using an online poll, see below) on which of the 3 presentations was the most useful and comprehensive.
Benefits: as above, but additionally, excites and engages, improves motivation for presentation preparation & delivery
Student teacher Give ownership of (some elements of) teaching to students.
Example 1: selecting a student to lead discussion
Example 2: Select one of the students who to has given a particularly effective 60-second summary (see above). That student is invited to take ownership of the element of the class in which the video is shown. That student can pause, fast forward, rewind or repeat any element of the video. The student has 100% control of what the group sees, and is additionally responsible for talking through the elements of the video that they have selected.
Note on effectiveness
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Give students’ fair warning: if this activity is tied into 60-second summary, let students know that one person will be selected to be the Student Teacher, with responsibilities set out above.
Give the student teacher a time limit to their teaching, as these exercise can very easily overrun. It is recommended that engagement with the video should take up no more than 20 minutes.
Benefits: empowers students, improves confidence, and gives students ownership of the learning experience, peer-to-peer learning
Group work | presentations or projectsStudent work in small groups to either deliver a project or presentation.
Example 1: a group of 2-3 students can be given the task of summarising the main points of a video. This activity, like 60-seconds summary above, should be time limited.
Example 2: a group of 4-6 students can be given a discussion point, and then asked to present the considered view of the group, assimilating all perspectives.
Note on effectiveness
Ensure that students have a relatively brief time frame to present – no more than 3-5-minutes. The addition of tight time restrictions encourages students to be concise and adds a gaming element which increase engagement
Benefits: foster sense of collaboration, peer-to-peer learning, teamwork, negotiating different viewpoints, assimilation (i.e., synthesis) of multiple perspectives into one delivery
Group work | presentations or projects with a competitive elementAs above with the following addition: teacher/class will decide on which group gives the most successful presentation or has delivered the most successful project.
Note on effectiveness
If the teacher is to decide on the winner, the criteria used for evaluation should be made explicit, so that students know exactly how to improve for future presentations
If the class makes the decision, encourage students at the end of voting to consider why they voted that way, why was that particular presentation
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the best? This allows students to elicit for themselves general criteria for giving an effective presentation.
Think, Pair, ShareSet a question or puzzle for considerations. Each student should first think about their response to the questions or puzzle independently. Students should then work in pair to share their views.
Add a discursive element: students can additionally discuss the motivation for their thoughts, similarities and differences in their views and reflect on how (if at all) the views of others have impacted their own and why
Benefits: encourages independent thinking, critical thinking, self-examination of motivations & reasoning, peer-to-peer learning and collaboration
Think, Pair, Share & presenting the views of othersAs above, with or without the discursive element, with a follow up activity: Each individual in the pair is asked to presents the view of their partner.
Note on effectiveness
Set a 60-second time restriction to encourage students to be concise.
Benefits: As above, with the addition of presentation skills, communication skills, public speaking (if feedback is requested from some pairs) and paraphrasing the opinions of others
Online polling: Vevox Vevox can be used to illicit student feedback on any topic or point of discussion. Questions will need to be set on the Vevox platform before the class, and students can participate in the live poll using their phone or their laptops.
To use Vevox for online poling:
Sign up for a free account: www.vevox.com Review tutorial for use at: www.vevox.com/resources/videos/live-polling-
with-vevox Set-up polling questions prior to lesson, a code for your poll will be given
to you. Note this down. In class: Students access the poll simply by going to the Vevox website and
typing in the code.
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Benefits: enlivens static activities such as watching videos and listening to long presentations, increase student engagement, incorporation of digital teaching tool, students enjoy reviewing live polling data
Online Quizzes: Vevox The Vevox platform can also be used to run quizzes. The instructions for setting up a quiz are the exactly same as above. The only thing that changes from a poll to a quiz is that instead of asking students how they feel/respond to a particular statement, questions are focused an assessing students’ knowledge.
In both cases teachers will need to set up a range of questions on the Vevox platform, and setup a range of multiple choice answers
Notes on Vevox functionality:
Polls and quizzes can be time limited adding another gaming element, which improves engagement
Different polls and quizzes can be set up for different groups of students, this can be used to add group tailored or even individually bespoke learning opportunities for students
Using Vevox to increase engagement while watching lessons
Polling and/or quiz questions can be used to increase student engagement while watching lesson videos. The former might require students to express the extent to which they agree or disagree with a statement made in the video. The latter might be used to check students understanding at various points in the video.
Example 1: In Lesson 7, a blend of poll and quiz questions can be used, including:
If your dreams don’t scare you, they are too small. Do you agree or disagree?
What is the terror barrier? Option 1: fear that stops you from achieving a goal. Option 2: a dis-ease that stops you from achieving your goal?
Benefits: As above, encourages students to actively listen, encourages students to actively engage while watching the lesson video, and an interactive way to check student understanding.
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Padlet
Padlet is a teaching and collaboration tool which can be used in various way to boost student engagement. Thanks to Nahrain Aoudishow for introducing us to this fantastic educational tool.
How it works:
1. Sign up for a free accounts here: https://padlet.com/auth/signup2. Once signed up: click on ‘Make’3. Select the type of padlet that you would like to make
Making a basic padlet wall to gather student feedback
1. Give your padlet a title and description depending of Padlet function. For example: ‘Feedback’ with the description ‘what did you think of lesson 1?’ or ‘Imagination’ with the description ‘find an image that best captures the content of lesson 1’
2. Share the padlet URL with students3. Students can press + to add a comment, image, or file that responds the
request outlined in the description.
Padlet can be used to:
Gather comments from students Gather feedback from students Work collaboratively on a text or document Create puzzles to be solved collaboratively To encourage independent research
For a demonstration on the multiple uses of Padlet, see here: www.youtube.com/watch?v=bLgwp_gpqIg
Benefits: collaboration, problem solving
Taking the pauseAfter a chunk of information has been delivered, taking a short pause of 2-3 minutes with no activity can help students consolidate their thoughts.
Example 1: After watching the video, allow students to pause for 2 minutes with no activity. This pause offers a beak for students to reflect, before moving on to engaging students in exercises.
Benefits: makes lessons more memorable, helps students to consolidate their own understand, and strengthens retrieval
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One-minute Review It is strongly recommended that at the close of each TIC session students engage in a short review or recall activity. For example 3 minute reflection.
3-minute reflection: students write down the most important thing that they have learnt from their lesson, this could be something they knew already or something new. (A template for this review activity is contained Templates below)
Note on effectiveness
This exercise is most effective when students are given 1 minute to reflect on the question, without any activity. This pause encourages a more focused reflation. (See Taking a Pause, above)
This exercise is most effective when students are limited in the number of words that they can use to answer the question. This helps student to really hone in on the most salient aspect of their TiC engagement.
This exercise is most effective when lecturers collect or make a copy of student reflections. This allows student to develop a clearer picture of the impact of their TiC engagement as a whole.
Benefits: recall exercises have been shown to consolidate learning, and boost student recall weeks after the lesson.
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Record of impact
The impact of the TiC component of lessons will be evaluated in objective and subjective ways.
Subjective evaluation of impact
Student questionnaire and self-reflection surveys: Survey to be taken in week 1 and week 10
Teacher Evaluation Form (a copy of which is contained in Templates below)
Objective evaluation of impact
As evaluations based on self-reflection can significantly overestimate the impact of a programme, there two objective ways of evaluating the programmes impact are included. These are:
Randomised lesson observation & student interviews: for 1 of the 10 classes there will be a random visit from a TiC facilitator, who will provide an evaluation of programme delivery and student engagement. The facilitator will also select 1-3 students for an in depth 121 interviews.
Impact of academic attainment and retention: comparing to data for analogous cohort the previous year, we will reflect on whether the programme has any impact in the following areas: student retention, timely submission of assessments, and absenteeism.
First teaching session
The first and last session are reserved respectively for introducing students to Thinking into Character and Reflecting on their engagement with Thinking into character. Below is a proposed lesson plan for Lesson 1 and Lesson 10
Lesson 1: Suggested structure
Purpose
Introduce students to Thinking into Character (TiC)
Suggested structure
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Introduction – 20mins Access Platform – 20mins Self-reflection questionnaire – 20mins
Introduction - 20mins
What is TiC?
Exercise 1a: Start with the title. Working in groups, student can be given 1 minute to brainstorm what they think the course will involves based on the title. Add a competitive element: ask for the number of points that each group were able to write down. The group to note down the most points feedback to the class.
Video engagement: students should be played the introductory video here
Exercise 1b: Working in the same groups, students should add or subtract to their original list, now that they have watched the video.
Why TiC?
It is extremely important that students understand WHY they are engaging with TIC as part of their HND Business programme. The significance of TiC can be explained to students by reference to:
1. Knowledge, Skills & Attitude (ASK) theory of learning. The idea being that learning requires an alignment of knowledge, skills and ATTITUDE. TiC provides a way for students to develop the right attitudes, and as such completes the features required for successful learning. An equivalent theory, such as Hand, Heart (HHH), can also be used to illustrate this point
2. Teachers should explain that engagement in TiC is a way of meeting a range of required programme outcomes set by Pearson (see TiC aligned with Pearson FHEQ Level 5 below)
3. Teachers can explain the congruence between the Unit topics and TiC topic. In each of the units we have chosen to integrate TiC into, there are subject specific reasons why TiC is relevant to the Unit. For example:
MHR: there is a clear congruence between MHR (people management) and TiC (self-management)
Research project: in so this unit is designed to encourage independent inquiry, self-management, project management and critical thinking, there is a clear congruence between Research Project aims and TiC aims.
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Access to TiC Platform – 20mins
All staff and student should login to the Tic Digital Platform using mobile phones, tablets or laptops. See Login to TiC Platform Guidelines below)
Teachers should give students a basic tour of the TiC Platform. Students should leave this lesson knowing/knowing how to:
Login to TiC Platform Access & watch video lessons Access & watch bonus lessons Download lessons as an MP3 Download student handbook Where on each video page, the summary lesson content is
located Download lesson exercises (please note the PDF is not editable,
staff/students will need to print out lesson exercises to engage)
Student-reflection questionnaire - 20mins
Each student should complete an online self-reflective questionnaire using their phone, tablet or laptop. The purpose of the survey is to gage what students believe about themselves and their capacities, what kind of future goals and plans that students have set for themselves and how they see the HND as fitting in with future plans and goals.
The survey has 10 questions and can be access here: [Link to Survey]
A point to bear in mind
Students will take a similar questionnaire in the final lesson. The purpose of this survey is to see if students provide more positive evaluations of themselves and their capacities, and have a clearer sense of how the HND fits into future goals
Last teaching session
Lesson 10: Suggested structure
The final lesson should reflect on the Thinking into Character programme, the key points that students have taken from the programme.
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Purpose
Reflect on the Thinking into Character programme
Structure
Summary of programme in relation to unit content or Pearson’s programme outcomes for learners – 10mins
Reflection on programme activities and skills practiced or developed– 40mins
End of programme survey – 10mins
Summary of programme in related to unit objectives – 10mins
A summary of key features of the TIC programme should be produced (either by the teacher or arrived at by the class following an activity) and these skills should be explicitly related to unit content or the programme outcomes for learners.
Purpose: students should end, as they began, with a very clear view of the relationship between TiC and their current course.
Range of self-reflection activities – 40mins
Working individually or in groups, activities should be selected that encourage students to think about:
What skills they have been required to use in order to complete TiC exercises.
How the skills they have been required to use relate to a) the content of their course and b) the programme outcomes for learners set by Pearson.
How the HND fits in with their dream goals, identified in Lesson 1
End of programme survey - 20mins
Each student should take the End of Programme Survey. The purpose of this survey is to a) Get a view of the subjective impact of the programme, from the perspective of each student and b) Assess whether engagement with the programme has impacted on students’ evaluation of themselves and their capacities.
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2 years of TiC engagement
Overview of engagement over 2 years.
Year 1
Study Skills: Students engage with TiC platform (6 hours in total) as part of their Study Skills sessions. The purpose of the TiC integration is to introduce students to snippets of the TIC platform, to get them familiar with some of the exercise and key elements of the TiC philosophy.
Unit 3: Student will begin "full integration" i.e., systematically going through most of the TIC lessons, and systematically engaging with TiC exercises as part of Unit 3 (10 hours engagement in total)
Extracurricular TIC student forum TIC Live your Dream project. Event: TIC Business fair
Year 2
Unit 11: Students will return to the platform with an extended 12-Week session as part of Unit 11. Students in this module should spend some time of each of the 12 lessons on the digital platform.
Extracurricular TIC student forum TIC Live your Dream project. Event: TIC Business fair
Multiple engagement
Over the course of 2 years, each HE student:
Will have 28 hours of TiC input in total Will complete 2 Self-reflection questionnaire Will complete 3 end of programme surveys Will be encouraged to engage on the TiC independently as part of two
structures: TiC Student Forum, Live your Dream project and as part of TiC events that will be held over the course of the year.
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Managing multiple engagement
Looking at TiC engagement over the 2 year HND programme, it is important to bear in mind that:
Students will have multiple engagements: Students will be engaging with TIC at various points over their 2 year HND programme
Multiple engagements are about development, not repetition: students will engage with each lesson on the platform at least twice over their 2 year HND programme. As such, we need to be careful not to repeat each activity in exactly the same way over the 2 years. What we require is repetition that fosters development, rather than doing exactly the same thing, in exactly the same way.
Lecturer is boss: Each TiC lessons should be flexibility incorporated into teaching of the unit as a whole and teachers need to reflect on which lessons on the platform best supplement the content, learning outcomes and skills outcomes for the HND Unit.
Teacher Evaluation Form: helping to support future teachers
Given that students will engage with TiC on multiple occasions, Teacher Evaluation Forms have been created to support effective use of multiple engagements.
The Teacher Evaluation Form:
Record which lessons on the platform teachers’ choose to engage with in each TiC session, and which exercises from the platform are used.
Information from the Teacher Evaluation Form will be collected at the end of each programme and passed on to the next teacher to engage that cohort in TiC.
Using the Teacher Evaluation Form, the next teacher to engage that cohort is able to plan appropriate, so that the second, third or fourth engagement with TiC lessons and exercises represent a development rather than a repetition of engagement.
For example: If previous engagement in Lesson 1 was supported by activity 1, teachers reengaging that group with lesson 1 might choose activity 2, or choose to repeat activity 1 again but in a different way. (See Lessons and recommended exercises below)
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Teacher Evaluation Form: A method of subjective programme evaluation
The Teacher Evaluation Form which will be collected at the end of each programme by Akosua Bonsu, and will be evaluated by:
o Selva Pankaj, CEO of Regent Group and creator of Thinking into Character
o Anna Howard, Head of HND Business for Regent Groupo Akosua Bonsu, Head of Strategic Development for Thinking into
Character So: as well as supporting teachers to better tailor subsequent
engagements by providing a record of TiC lessons, the Teacher Evaluation Form ask teachers to identify what went well in the delivery of the programme and what could be improved. In this way, The Teacher Evaluation Form provides invaluable information to use to make improvements to lesson content, platform experience, and helps us to create a database of effective TIC teaching, delivery and engagement strategies.
Suggested plan for engagement over 2 years
To ensure that students are not fatigued by multiple engagement, the following breakdown of engagement is suggested. One benefit of the proposal below is that:
Students are able to engage with each lesson on the platform twice There is an emphasis placed on goal setting and emotional engagement
with goals, a topic of key significance.
Week Study Skills Unit 3 Unit 11 A Unit 11 B
1 Reflection 1 & Lesson 1
Reflection 1 Reflection 2 Lesson 9
2 Lesson 1 Lesson 1 Lesson 10
3 Lesson 12 Lesson 7 Lesson 2 Lesson 11
4 Lesson 8 Lesson 3 Lesson 12
5 Lesson 9 Lesson 4 Review 2
6 Lesson 4 Lesson 10 Lesson 5
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7 Teacher selection
Lesson 11 Lesson 6
8 Review 1 Lesson 12 Lesson 7
9 Teacher selection Lesson 8
10 Review 1 Review 2
Flexibility is key
Above is a suggestion & teacher is boss: Teachers do not need to follow the suggestions above. For example: Teachers might begin with lesson 7 and end with lesson 12. Teachers might spend two lessons working through lesson 3. The decision is entirely down to the lecturer, based on their views of students’ needs.
The key to success is communication: In so far as the Teacher Evaluation form is filled out, subsequent teachers can plan the delivery of their programme to ensure that whichever lessons and exercise that they choose to focus on develop rather than merely repeat past engagements
Study Skills integration
Practical points to bear in mind
In term 1, all students will have study skills sessions lasting 8 weeks. Student will engage in TIC as part of Study Skills teaching in the following
weeks: week 1, week 3, week 6 and week 7. TIC sessions will take up 1.5 hours of the overall 3 hour Study Skills session.
Each study skills session will last 3 hours, with TIC taking up 6 of these hours in total.
The purpose of the TIC integration into the Study Skills programme is to introduce students to the TIC philosophy by offering a snapshot of various lessons on the TIC platform.
The Study Skills integration has been crafted in collaboration with the Head of Study Skills, Sarah Reffold, and is based on content of the Study Skills syllabus
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Suggested lesson plans
Week 1 engagement (1.5 hours)
Learning objectives:
Self-reflection on capacities and activities & setting academic goal for term.
Focus video(s):
Lesson 1
Connection to Study Skills content:
Student will fill out a student survey, alongside the study skills learner needs survey to reflect on their current capacities and set a goal for their first term of study at RCL. We thereby introduce students to goal setting, within the context of their study skills lesson.
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Week
Date TIC Connections with study skills themes
1 16.09.2019 1.5 hours
Self-evaluation of students skills & capacities, goal setting to support introduction to study skills & study skills questionnaire engagement
2 23.09.2019
3 30.09.2019 1.5 hours
Paraphrasing elements of selected video to support lesson on paraphrasing
4 07.09.2019
5 14.09.2019
6 21.09.2019 1.5 hours
Critical self-reflection exercise to support class on critical thinking
7 28.09.2019 1.5 hours
Reflecting on daily routines and actionable responses to stress to support class on time management and stress management
8 04.11.2019
Lesson structure:
10mins: Introduction to TIC (with activity e.g., 7 words/Haiku/create and image)
15mins: Student Survey (self-reflection on capacities and activities) 15mins: Check that all can engage with the platform, and know where
things are on the platform. 10mins: watch elements of Lesson 1 video + polling activity 20mins: reflection on lesson 1 video (activity = reflect on one the role of
HND for future long term dream goals/set goal for the term) 10mins: Read key highlights 2 (p. 10): Read the key highlights bullet
pointed and set 1 type C goal for your study skills session, this term and 1. 5mins: Student reflection question: what is the most important thing that
you have learned today?
Total time: 1.5 hours. 1.40 activities. 10 minute buffer.
Week 3 engagement (1.5 hours)
Learning objectives:
Learning to priorities our activities, to stay aligned with our goals.
Focus video(s):
Lesson 12
Continuity with previous TIC session:
As this is the last video on the TIC platform, students will get a sense of the course as a whole.
Connection to Study Skills content:
The focus topic of this Study Skills lesson is paragraphing. So: we have chosen a range of interesting text from lesson 12 that students can paraphrase.
Lesson structure:
10mins: Introduction to lesson (with activity, linked to the importance of prioritising)
15mins: Watch lesson 12 (1-10mins): activity - take notes for use in paraphrasing activity
30mins: working in groups, students combine their notes and collectively write a paraphrase of the video. Practicing the academic skills of synthesis.
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30mins: Read article ‘The common denominator of Success – Adapted from Albert E. N. Gray’ p. 168-170 + paraphrase what you take to be the most important part
5mins: student reflection
Total time: 1.5 hours. 1.40 activities. 10 minute buffer.
Week 6 engagement (1.5 hour)
Lesson objectives:
Help students to develop self-reflective practices.
Focus video(s)
Lesson 4 (10:30-22:08) with activities from Lesson 2 & lesson 3 & Lesson 4
Continuity with previous TIC session:
Having gathered a sense of the platform as a whole, students will now engage with a key lesson, designed to get them to reflect on how to improve undesired results.
Connection to study skills content:
This Study Skills lesson is all about critical thinking. Many TiC lessons are designed to improve critical self-reflection reflection. As self-reflection exercises support critical thinking activities, many TiC lessons can be used to support learning this week. We have chosen Lesson 4.
Lesson structure:
25mins: introduction to TIC with reading comprehension activity.Activity: Read Article 4: and answer questions in assignment 5 (p. 55-56)
15mins: Lesson 4 video + notetaking activity 20mins: Worksheet 3 (p. 32) Students work to distil effective behaviours,
by reflecting on undesirable results and non-effective 30mins: Worksheet 3 (42) Students rewrite effective behaviours +
describe the results they want. Taking the set of negative results + non-effective actions, students destroy (literally shred) these results, and leave with the collection of positive results only.
10mins: Student reflection
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Total time: 1.5 hours. 1.40 activities. 10 minute buffer.
Week 7 engagement (1.5 hours)
Lesson objectives:
Reflect on time management as discover strategies that can be used to reduce stress.
Focus video(s)
Lesson 4 & Lesson 5 Continuity with previous TIC session: Students continue with snippets of
engagement with the platform and exercise from the student handbook designed to support learning content in Study Skills sessions.
Continuity with previous TIC session:
The content of this study skills session is on time management and on reducing stress. We will be selecting exercises from lessons that help students to reflect on how they spend their time, and how to reduce stress.
Lesson structure:
10mins: Introduction to lesson 15mins: video engagement + note taking– Teacher to decide on video 25mins: Worksheet 3 (p. 53-54): Reflect on how you currently use your
time and think of ways to improve your time management skills 30mins: Reading article 4 & assignment 5 (p. 73-74): purpose of this: Help
to identify the situations that you can control and those that you cannot as a way of minimising stress
10mins: Student reflection
Total time: 1.5 hours. 1.40 activities. 10-sminute buffer.
Engagement outside of the classroom
In addition to integration into curriculum and classes, we will support enable and encourage student engagement outside class in a number of ways including:
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Termly Newsletter
Once a term, all students will be contacted and informed of news, events and relevant successes relating to Thinking into Character. This might include relevant articles, readings and updates that support students to stay embedded within the TIC Philosophy, and to help students to continue to develop and enhance learning from the platform.
Live your Dream
Thinking into Character is all about empowering students with the tools required to achieve their dream gaols. Live your dream is an incorporated feature of the Thinking into Character programme, born from our initial pilots of the programme in June 2019. Live your dream is a mechanism that pools together Regent Group resources to practically support students who have completed 1 round of the Thinking into Character programme, to achieve or take steps towards achieving a dream goal.
Support received might include, but is not limited to: Helping you to set up a new business Providing you with a business mentor Helping you to create promotional materials for your business Helping you to set up events Helping you with funding applications for a dream projects
TIC Student Forum
The TiC Student Forum is a student club, with meet to support one and other achieve personal, professional and academic goals. The group will also initiate and organise student-led events, fully supported by all structures within the Regent Group.
TIC Student Business Exhibition
Either supporting the TiC Student forum or independently, we will ensure that once a term, there is a TIC led event for students to engage in, including but not limited to:
TiC Student Business Forum TiC Ted talks TiC guest speakers
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Annual conference
As above, each year, all students will be invited to the annual TiC conference where the TIC Student of the Year will be announced.
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Lessons and recommended exercises for HND students
There are various exercises associated with each video lesson. For each 10-week session, teachers should choose whichever 8 lessons and lesson exercises work best for their purposes. There is no need to be linear. Teachers can start with lesson 12 and move on to lesson 2. Below is a list of recommended exercises and a brief summary of their purpose. Page numbers refer to where these lessons appear in the Student Handbook.
Please note, there are more lessons in the student handbook than there are represented here. This is simply a guide.
Lesson Title/Topic Recommended Exercises & purpose Page number
NA Introducing TIC Exercise 2: Student self-evaluation survey.
1 A Worthy Ideal Exercise 1: Set most important personal, educational and professional C-Type goal p.16-17
Exercise 1: Emotionally engage with C-Type goals p. 18-20
Exercise 1: Read A Worthy Destination
Exercise 2: Answer questions 1-5, purpose: identifying, prioritising and committing to goals
p. 24
p. 25
2 Bridging the Gap
Exercise 1A: Description of the results that you do not what
Exercise 1B: Description of the results that you do want
Exercise 2A: Identify non-effective actions
Exercise 2B: Identify effective action
p. 32
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Purpose: reflection of connection between results and students own behaviours and habits.
Exercise 1: Read How Much Are You Worth
Exercise 2: Answer questions 1-4, purpose: think of yourself as a business in order to identify required areas research and development
p. 33
p. 34
3 The Power of your Mind
Exercise 1: (Re)Write a description of the results that you do not want and the non-effective actions that accompany those negative results: literally shred these. Purpose: symbolically destroy negative results.
Exercise 2: (Re)Write a description of the results that you do want and the effective actions that accompany those positive results. Purpose: emotionally engage with positive results.
p. 42
Exercise 1: Imagine you have achieved all your goals. Write a description of what your life is like now & how you feel, in present tense. Purpose: emotionally engage in positive results.
p. 43
Exercise 1: Read Acres Of Diamonds
Exercise 2: Answer questions 3 and 5. Purpose: to change/reinforce belief that student is in a privileged position, has access to a unique set of opportunities & reflect on how they can improve from this positive baseline.
p. 44
p. 45
4 The Stick Person Exercise 1: Critical Self-reflection worksheet. Purpose: to reflect on attitudes and habits, strengths & weaknesses from students own perspective AND from the perspective of others.
p. 53-54
Exercise 1: Read It’s easier to Win p. 55
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Exercise 2: Answer questions 1-3. Purpose: encourage students to take risks and innovate, to become the kind of individual they admire, to contribute to their community
p. 56
5 Miracle of your Mind
Exercise 1: Perception. Purpose: to change your perspective on a problem, in order to identify new solutions.
p. 65-66
Exercise 1: Respond vs. React. purpose: to change our thinking on a situation p. 70-72
Exercise 1: Read Miracle of Your Mind
Exercise 2: Answer questions 1-3. Purpose: Evaluate problems and respond effectively
p. 73
p. 74
6 Creating your Results
Exercise 1: refection of self-image. Does a student have a positive or a negative self-image?
Purpose: to understand how views on self-image impact behaviour, attitudes and results
Exercise 2: reflecting on self-narrative. How does the student see their live as a whole?
Purpose: to think about the ways in which self-narratives impact behaviour, attitudes and results
Exercise 3: Read article Destiny in the Balance
What is the most useful piece of information to emerge from this article?
Exercise 4: Answer questions 1-3
Purpose: the importance of giving to others, as success breeds success
p. 80-81
p. 82-83
p. 84
p. 85
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TiC aligned with Pearson FHEQ Level 5
Pearson has designed the HND programme to align with FHEQ Level 5. This alignment ensures that the study on the HND is equivalent to Y1 and Y2 of a BA degree. It is this equivalence that allows students to transform their HND qualification into a BA via a top-up degree course.
In order to align the Business HND programme with FHEQ Level 5, Pearson have identified 35 programme outcomes for learners, covering 4 categories2. The four categories are:
KU Knowledge and Understanding
CS Cognitive Skills
AS Applied Skills
TS Transferable Skills
HND units for each business pathway are deigned to collectively evidence all 35-programme outcomes for learners, ensuring the equivalence of the HND programme to Y1 and Y2 of a BA degree.
TiC and Pearson’s programme outcomes for learners
When reviewing the 35 programme outcomes for learners, we can identify the following 8 that are supported by TIC. That is to say, engagement with the 12 lessons on the TiC platform directly or indirectly supports students to achieve the following:
KU5: A critical understanding of processes, procedures and practices for effective management of products, services and people.
KU8: An appreciation of the concepts and principles of CPD, staff development, leadership and reflective practice as methods and strategies for personal and people development
KU9: Knowledge and understanding of how the key aspects of leadership and performance management influence the development of people and
2 See Pearson Business HND Specifications, Appendix 2: Mapping of HND in Business against FHEQ Level 5, copied below
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businesses.
CS2: Develop different strategies and methods to show how resources (human, financial and information) are integrated and effectively managed to successfully meet business objectives.
CS6: Interpret, analyse and evaluate a range of business data, sources and information to inform evidence-based decision-making.
TS2: Self-reflection, including self-awareness; the ability to become an effective self-student and appreciate the value of the self-reflection process.
TS3: Competently use digital literacy to access a broad range of research sources, data and information
TS7: Identify personal and professional goals for continuing professional development in order to enhance competence to practise within a chosen business field.
Justifying TiC engagement with reference to Pearson’s programme outcomes for learners
All units on the HND programme are designed to evidence some cluster of the 35 programme outcomes for learners. Focusing on the 8 programme outcomes for learners that TiC can be used to support, and cross referencing with the cluster of programme outcomes for learners that each unit is designed to evidence, we see that TiC is relevant to the achievement targets for every single HND Business Unit.
The table below provides a clearer way to articulate the point being made here. Take HND Unit 1. Unit 1 is designed to evidence some of 35 programme outcomes. Among the programme outcomes for learners that unit 1 demonstrates is CS6 and TS3. As CS6 and TS3 are both outcomes that engagement with TiC brings about, engagement with some element of TiC will be relevant to the delivery of the cluster of programme outcomes for learners that are attached to HND Unit 1.
The interesting thing is, repeating this exercise for each of the business HND Units reveals that elements of TiC can be used to support the achievement of programme outcomes for learners associated with every single HND unit. (See Cross referencing Programme Outcome Table below)
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Teaching TIC for all business units
Given that TIC supports HND programme outcomes for learners on all HND Business Units, teachers can reasonably incorporate relevant elements of TiC into any Business HND unit.
That said, TIC supports the delivery of programme outcomes for learners better in some units than in others. In discussion with subject lecturers, it was felt that the following HND Business Units are particularly well suited for integration with TIC because of the subject content of those units. Those units are:
Unit 3: Human Resource Management (selected for integration) Unit 9: Entrepreneurship and Small Business Management Unit 11A: Research Project (15 credits) (selected for integration) Unit 11B: Research Project (15 Credits) (selected for integration) Unit 21: Strategic Human Resource Management Unit 27: Identifying Entrepreneurial Opportunities Unit 36: Human Resources − Value and Contribution to Organisational
Success
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Cross referencing programme outcomes for learners with programme outcomes that TiC can be used to evidence
41
42
Appendix 3: HNC/HND Business Programme Outcomes for Learners
43
44
45
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Accessing TIC Platform (Detailed)
General
The TiC platform is available here: https://www.tic.uk.com/ To login to the TiC Platform, you will need to go here:
https://www.student.tic.uk.com/login
What are my login details
1. Login here: https://www.student.tic.uk.com/login2. Username: Regent HE email address 3. Password: you should have received an email at the beginning of term
with a link to set up a TIC password
What if I have lost, forgotten or never received my password?
If you did not receive that email/you cannot find the email to set up your TiC password don’t worry. It is highly likely that an account has been set up for you.
4. Go here: https://www.student.tic.uk.com/password-reset 5. Enter your college email address, and click, reset my password. 6. Check the inbox of your email: A password reset link will have been sent
there. Open the email. 7. Click on the link that says ‘reset my password’ and you will be returned to
a page within the TiC platform on which you can input a new password 8. Select and confirm your new password 9. Repeat steps 1-3 above.
What if I still have problems login in?
If you/any of your students are still unable to login to the TiC platform, it is likely that you have not been set up onto the platform.
To be set up onto the platform, please emailed to Justyna Uminska (Cc-ing Akosua Bonsu). Please note: only Justyna can set up new accounts
In your email please provide the full name of the person wishing to set up an account and the college email address.
Contact Justyna: [email protected]
CC Akosua: [email protected]
Platform Access
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Appearance and engagement with TiC Digital Platform
A: Landing Page
www.tic.uk.com
Platform Access
Login button
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B: Login prompt
www.student.tic.uk.com/login
C: Reset password
www.student.tic.uk.com/password-reset
Regent College Email
Platform Access
49
E: Selecting a lesson
www.student.tic.uk.com/lessons
Platform Access
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F: Once a lesson has been selected
www.student.tic.uk.com/course/thinking-into-character/?course_type=content&course_page=1&lecture=1
Download lesson as MP3
Summary of lessons key objectives
Platform Access
Lesson navigation bar
Lessons worksheets
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Teacher Evaluation Form
Essential Skills Teacher Cohort
Week Video Exercise used from workbook OR description of exercised used
1
2
3
4
5
6
7
8 Review
Templates
Templates
53
What went well?
1.
2.
3.
What could have been improved?
1.
2.
3.
Any other comments
Templates
54
Teacher Evaluation Form
Unit Teacher Cohort
Week Video Exercise used from workbook/Description of exercised used
1
2
3
4
5
6
7
8
9
10 Review
Templates
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What went well?
1.
2.
3.
What could have been improved?
1.
2.
3.
Any other comments
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Student review activity
Write down the most important thing that you have learnt today (this can be something you already knew or something new that you have learnt). Try to use no more than 12 words.
Purpose of this exercise: completing a short review activity at the end of each class has been show to help students to better retain information from the lesson. This means that, by completing this activity, you are more likely to remember your lesson.
Week Reflections
1
2
3
4
5
6
7
8
9
10
Useful Resources
Templates
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[End of document]
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