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Cambridge International Diploma in Teaching and Learning

Module 3: Developing Professional Practice

Resource

Module 3: Developing Professional Practice

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Cambridge International Diploma in Teaching and Learning

Module 3: Developing Professional Practice

Resource

Developing Professional Practice

Candidates are expected to critically engage with the key learning theories, through reflecting on their
professional practice. As the last module within the Diploma, it is expected that candidates will have
explored the knowledge and skills in Module 1, such as learners and learning, assessment and effective
teaching, and in Module 2, such as designing learning and beginning to evaluate teaching.
This resource covers the following areas:

Evaluating and reviewing learning

Formative versus summative assessment
Critically reviewing theory and practice
Evidence-based teaching
Excellence in education: six signposts
Methods of evaluation
A framework for evaluation
Resources
Further references and links

Evaluating and reviewing learning

The importance of evaluating and reviewing learning is seen as part of teachers professional skills.
Teachers who reflect on their practice and respond professionally to that reflection will impact on learning
outcomes for their learners because of the processes of thinking they undergo. Their evaluations and
reviews will cause change for the better in their practice and so improve the outcomes for their learners.
Evaluation will have been explored in Module 2, though this will have involved focus on particular lessons.
The skills developed in Module 2 can be applied in Module 3, but candidates will need to explore the bigger
picture in their evaluations of programme plans and schemes of work, and consider wider data such as
summative assessment outcomes and other learning from parallel classes. This moves evaluation into the
review process, a more generic process which informs future planning for sequences of learning, such as a
programme plan or scheme of work.

Formative versus summative assessment

Although there are a range of different types of assessment, most come under the two headings of formative,
or assessment for learning, and summative, or assessment of learning. Both have a value in teaching and
learning, but all too often, summative assessment is valued more highly than formative assessment. If
teachers are to develop their professional practice, the strategies in assessment for learning are more
valuable, in that they will impact on learning rather than be a measure of learning.
Paul Black and Dylan Wiliam, along with other colleagues, have been developing the idea of assessment for
learning (AfL) since they first published a review of assessment in schools in 1998. Many papers are still
published about AfL and the concept is developing and changing in the light of practice. In considering AfL
practices, reflecting on the processes and considering how AfL informs teachers knowledge and
understanding about their learners learning is a continuous and vital process.

Cambridge International Diploma in Teaching and Learning

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Module 3: Developing Professional Practice

Critically reviewing theory and practice

There is a range of different skills candidates require in order to critically review theory and practice.
In considering theory, the skill of critically reading is important. Critical reading does not mean
criticising the text, but it does have some value in terms of judging and considering. Critically
reviewing theory means making informed, objective judgements about the statements being made.
This may be a challenge for some candidates to consider as they may believe all academic writing
must be accurate.
Consideration of practice is also similar. Practice is often written down as a narrative or transcript of
what is happening, which may be from an observer or by the teacher. In critically examining practice,
candidates may make the same considerations of the text as suggested above, but also compare
and consider the description of the practice in the light of their own practice. In a similar way, they
can then begin to compare the consideration of theory in the light of their own practice.
Many theories become accepted as reality or even truth. However, educational theories which have
become accepted in practice are often not situated in evidence even though they may have an impact
on teaching. Some recent examples of this in several countries include brain gym, the focus on VAK
(visual, auditory and kinaesthetic learning), and the value of homework for primary pupils (Hattie,
2009).

Evidence based teaching

Research situated in practice has grown in recent years. Teachers require evidence that strategies and
ideas are effective before they invest their time to learn and use them in their teaching. However, a
critical review of the evidence is not always explored and therefore certain methods may appear to
have a positive influence on learning when they do not. For example brain gym is a teaching strategy
which encourages pupils to physically move around the classroom. However, this strategy is not
proven to positively affect learning. The ability to think critically about teaching therefore is important
and candidates should be encouraged to critically reflect on the educational research they read.
Action research (or practitioner research) is a developing model of evidence-based teaching,
though research on the impact of this practice is limited. Evidence gathered to support a
hypothesis or educational argument must be considered objectively, free from bias of the
practitioner gathering it. This is only achievable if researchers are aware of their own bias and
subjectivity.
When reviewing evidence, candidates should be encouraged to explore research through a critical
lens.

Cambridge International Diploma in Teaching and Learning

Module 3: Developing Professional Practice

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Excellence in education: six signposts

Hattie (2009) further argues for six signposts of teaching, and challenges teachers to be critically reflective of
their practice in the light of evidence from their teaching.

Six signposts
Teachers are amongst the most powerful influences on learning.
1

Teachers need to be directive, influential, caring and actively engaged in the passion of
teaching and learning.

Teachers need to be aware of what each and every learner is thinking and knowing, to
construct meaning and meaningful experiences in light of this knowledge, and have
3 proficient knowledge and understanding of their content to provide meaningful and
appropriate feedback such that each learner moves progressively through the curriculum
levels.
Teachers need to know the learning intentions and success criteria of their lessons, know
how well they are attaining these criteria for all learners, and know where to go next in light
4
of the gap between learners current knowledge and understanding and the success
criteria of: Where are you going?, How are you going? and Where to next?
Teachers need to move from the single idea to multiple ideas, and to relate and then
extend these ideas such that learners construct and reconstruct knowledge and ideas. It
5
is not the knowledge or ideas, but the learners construction of this knowledge and these
ideas that is critical.
School leaders and teachers need to create school, staffroom and classroom
environments where learners can feel safe to learn, re-learn and explore knowledge
6
and understanding.

(Hattie, 2009)

Cambridge International Diploma in Teaching and Learning

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Module 3: Developing Professional Practice

Methods of evaluation
Before and
after design

A method which compares the situation before with the situation after
teaching.

Case study

Examination of specific projects / lessons which have similar expectations of

learning.

Comparative
change

Consideration of known or recognisable differences between the project or

programme plan and a similar project which does not use the programme
plan.

Cost analysis

Consideration of all social and other costs and benefits of a plan, e.g. a
published scheme of work. May be a comparative review or an effective
review.

Observation

A written description of learners and/or teachers. Criteria for the narrative

may be time, language, outcomes, or interactions.

Assessment

Can be formative, summative, diagnostic, baseline, ipsative (self), teacher

recorded, regular tests, etc.

Interviews

Formal or semi-formal questions asked of individuals by a researcher or

teacher of a small sample of learners.

Learner selfevaluation

Reflections or comments made by learners on their own learning, which may

be ipsative in nature, considering where they were and what they have
achieved.

Questionnaires

Formal questions planned for focus groups of learners and/or teachers.

Usually asked remotely.

Achievement
data

Larger data sets than assessments, which are often school- or institution- wide
and may be published.

Audit

Usually an annual review of learning of a wider group of learners within a

programme of learning.

Expected
outcomes

Mapping of actual learning outcomes to planned outcomes by the teacher or

leader of a programme of learning.

Focus groups

Informal discussion groups led by a teacher or learner about the expectations

of learning or a programme of learning.

Sociogram

Cambridge International Diploma in Teaching and Learning

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Module 3: Developing Professional Practice

A framework for evaluation

1
Formative

2
Baseline

Build in
evaluation from
the start.

Establish a
starting
point.

before and after design

case study
comparative change
audit
expected outcomes

3
Select

4
Qualitative /
Quantitative

Use different
types and
sources of
data.
Tools, models and data sources
Identify the
crucial
elements.

cost analysis
observation
sociogram
achievement data
focus groups

5
Reliability

Share the making

of judgements.

assessment
interviews
learner self-evaluation
questionnaires

Cambridge International Diploma in Teaching and Learning

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Module 3: Developing Professional Practice

Resources

1.1

Assessment for learning audit

1.2

Engaging critically with texts

1.3

Ten strategies for learning

Cambridge International Diploma in Teaching and Learning

Resource

Module 3: Developing Professional Practice

1.1

Assessment for learning audit

In my classroom:

Yes

I tell my learners what they are going to learn, rather than what they
are going to do.

I explain to learners what I will be looking for to help me decide

whether or not they have learned.

I use the learning aims and the success criteria as the basis for
feedback to learners.

I try to avoid grade-only feedback and tick-only feedback.

I include in my feedback to learners recognition of what they

have achieved and advice about how to improve.

I make use of wait time or thinking time.

I make a point of asking open questions rather than closed questions.

I make use of the information I derive from questioning to shape my

teaching and learning programme.

I encourage peer feedback, based on the learning intention and

success criteria, and provide opportunities for learners to do this in
a friendly and supportive environment.

I encourage learners self-assessment and self-evaluation, and

provide learners with models and opportunities to develop these
skills.

Cambridge International Diploma in Teaching and Learning

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1.2

Module 3: Developing Professional Practice

Engaging critically with texts

Text title:
Prompt
Texts are temporally framed
(time). Many documents are set in
a context of time, written for a
society of that time, e.g.
government policy documents.
Texts are produced with specific
audiences in mind, e.g. parents,
voters, headteachers, politicians.
Consider who and why.
Different types of text have
different purposes: to
persuade, influence, dissuade,
stimulate a debate or
discussion.
Different types of text are
underpinned by different
ideological frameworks. Where is
the author coming from
theoretically? e.g. constructivist or
behaviourist theory.
Different types of text adopt
different attitudes towards the
dimension of place, e.g. policy
documents in Dubai make
assumptions about the place,
culture, geography and
traditions inherent in Dubai; or
journal articles from wellfunded US universities may
make assumptions about
resources not applicable
elsewhere.
Different types of text are used by
different media to put across their
messages, e.g. an online blog on
an internet site will be more
subjective and informal than an
academic journal or magazine for
teachers.

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Cambridge International Diploma in Teaching and Learning

Your response

Resource

Module 3: Developing Professional Practice

Text Title:
Prompt

Your response

Different types of text may or may

not, refer to other texts, and may
refer to them in different ways
(intertextuality), e.g. may exclude
writers they do not agree with, or
ignore what is not being shared.
Different types of text have
histories which influence how they
can be read: e.g. cultural
background and experiences may
affect the way the author writes the
text, and the way the reader
interprets the text.
Texts are underpinned by
discursive types of knowledge:
some publishers will only produce
certain work.
Texts are produced with different
types of resources: semiotic, the
visual representation, figs, tables
who represented.
Texts are characterised by
contingency. Writers may do the
same and follow issues which align
with their current thinking but
which may not be appropriate to
the reader.

Cambridge International Diploma in Teaching and Learning

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1.3

Module 3: Developing Professional Practice

Ten strategies for learning

John Hattie (2009) conducted research which synthesised 50,000 studies relating to influence on
achievement (involving 260 million children). He developed an idea called effect size to measure
differences between groups. These ten strategies are frequently identified as having an impact on learning.

Strategy

Direct instruction

Teaching study skills (metacognition)

C Homework

D Feedback

Ability grouping (setting)

Pupils repeating a year

G Computer-assisted learning

H Peer tutoring

Team teaching

Simulation and games

(1 = greatest impact, 10 = least impact)

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Cambridge International Diploma in Teaching and Learning

My
order

Actual
order

Module 3: Developing Professional Practice

Practice

Further references and links

Texts
The Assessment for Learning Strategy. (2008) DCSF Publications. Available at:
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrde
ringDownload/DCSF-00341-2008.pdf [Accessed 30 October 2014].
Black, P. and Christine Harrison., (2004). Assessment for learning. Maidenhead, Berkshire, U.K.: Open
University Press.
Hattie, J. (2009). Visible learning. London: Routledge.
UKES (2013). Guidelines for Good Practice in Evaluation. Available at:
http://www.evaluation.org.uk/about-us/publications [Accessed 30 October 2014].

Web links
AAIA - The Association for Achievement and Improvement through Assessment. Available at:
http://www.aaia.org.uk/ [Accessed 30 October 2014].
AAIA - The Association for Achievement and Improvement through Assessment, (2010).Assessment
Reform Group. Available at: http://www.aaia.org.uk/afl/assessment-reform-group/ [Accessed 30
October 2014].
William, D. (2014). Dylanwiliam.org. Available at: http://www.dylanwiliam.org [Accessed 30 October
2014].
Ncca.ie, (2014). National Council for Curriculum and Assessment. Available at: http://www.ncca.ie/en/
[Accessed 30 October 2014].
Educationscotland.gov.uk, (2014). Assessment - Learning, teaching and assessment. Available at:
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/ [Accessed 30
October 2014].
FPScurriculum's channel, (2012). Assessment for learning Dylan Wiliam Learning and teaching.
[video] Available at: http://www.youtube.com/watch?v=hiu-jY-xaPg [Accessed 30 October 2014].
Bell, M. (2011). John Hattie: Visible Learning Pt1. Disasters and below average methods.. [video]
Available at: http://www.youtube.com/watch?v=sng4p3Vsu7Y [Accessed 30 October 2014].
Bell, M. (2011). John Hattie, Visible Learning. Pt 2: effective methods.. [video] Available at:
http://www.youtube.com/watch?v=3pD1DFTNQf4 [Accessed 30 October 2014].
TEDx Talks, (2013). Why are so many of our teachers and schools so successful?. [video]
Available at: http://www.youtube.com/watch?v=rzwJXUieD0U [Accessed 30 October 2014].

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