I am an ordained minister in the Church of England, currently a parish priest in the Diocese of Derby. I have a PhD in Archaeology and a MTh in Theology. I have undertaken teaching in both of those areas, but my current context is as a Tutor for the All Saints Centre, responsible for teaching trainee Readers and ordinands. The All Saints Centre ofers undergraduate and postgraduate courses validated by Durham University through the Church of England’s Common Awards framework and delivers teaching across diferent centres with centrally set module outlines. I have taught the New Testament (NT) module in the Derby/Notngham centre each year since 2012, and the Doctrine module in 2016. I also taught on the Selected Biblical Texts (SBT) residental weekend in 2015.
1 Evidencing A1: Design and plan learning activities and/or programmes of study
I was part of a small group who revised the design of the NT module in 2014. Based on my informal feedback from the students and my refectons on teaching the module, I ensured the rearrangement of sessions 1 and 2 to enable a introducton for the students that more efectvely built on their prebexistng knowledge and experience (NT background), rather than startng with a methodological session, which students found too abstract. This was confirmed by student feedback in the subseuuent year. Based on my own reading, I also suggested the use of a new book for use in one session (Hooker and Young 2010) and contributed teaching material for another session (on nonbcanonical early Christan writngs). [A3, A5, K1, K6, V1, V3] Alongside these more substantal changes, there are also yearly meetngs between tutors and the core management team where it is encouraged to ofer refectons on how modules have gone afects planning decisions on subseuuent year's plan. [K1, K6, V4] While All Saints sets the module outlines, including lesson objectves, and provides teaching resources, this stll reuuires planning to deliver efectvely. This is partcularly the case for the NT module, which in the Derby/Notngham centre is teambtaught. I therefore plan this each week with my cobtutor, usually by email. We decide which parts of the session each will lead on, make suggestons and ofer informal feedback. [A2, A3, K1, K5] During 2016, as part of a new programme of study validated by All Saints and delivered by Derby Diocese, I was asked to design, plan and deliver 2 hours of teaching. This was part of the NT module, based on Holdsworth (2014). Afer reading the book, and in discussion with the programme leader, I identfied the need to provide an overview on the sociobhistorical context within which the New Testament had been writen, and an overview of the main themes found within the NT. This was congruent with the module aims and expected learning outcomes (which include: “identfy the issues raised by scholarly study of the New Testament literature”) and with the assessments, which reuuire essays on diferent aspects of the NT. [A2, A3, K1, K2, V2, V4] Having identfied the material I wanted to cover, I subseuuently needed to identfy the best teaching approach. Taking a constructve alignment approach to teaching methods, Exley and Dennick (2009:4f) note the appropriateness of lectures when the primary desired learning outcome is that of factual and conceptual understanding. As most of the module was delivered by facilitated smallbgroups, this also appropriately diferentated the day from the weekly sessions. [A4, K2, K3, V3] To enhance the learning environment it is also important to enrich a lecture by employing actve learning techniuues where appropriate (Exley and Denick 2009:119f). I started the first lecture with a uui,, which I encouraged the learners to complete together. This also served as a way of introducing the learning outcomes, with the uuestons relatng to the main areas that I was subseuuently covering during the lecture (cf. Exley and Denick 2009:130).
2 I also included maps and photos, audio and audiobvisual clips, and encouraged uuestons and tmes of smallbgroup discussion. [A2, A4, K2, K3, K4, V3] I also made explicit use of a few books, to encourage students to undertake further reading if they so desired. These included the recently published SPQR by Mary Beard (paperback editon 2016). I also played an audio clip from Beard (2014) and a short extract from Monty Python and the Life of Brian. This was informed by Burridge and Roberts (2014), who explored the history and theology of the film. [A2, A5, K1, K2, V3]
3 Evidencing A2: Teach and/or support learning
I take a constructvist approach to teaching and seek to encourage deep learning (Biggs and Tang 2011:22,26). This is important in the context of training Christan leaders where the critcal analysis of new ideas and incorporaton into prebexistng frameworks of knowledge also contains a faith dimension and where formaton is an important goal (Stuebing 1999, Brown 2013). Formaton is identfied by the Church of England (2003 §4.3;4.9) as a crucial component of ministerial educaton and is therefore assessed (All Saints nd A and B) [A3, K3, K6, V1, V4] Conseuuently, to encourage deep learning and integrate formatonal principles, I take an actve learning approach, where students are encouraged to discuss, uueston and apply (Biggs and Tang 2011:27). The understanding of situated learning and creaton of communites of practce is also helpful (Fry et al. 2009:21). For example, to encourage and model this practce, I make reference to my own and others’ preaching. During the doctrine module we discussed diferent approaches to preaching the Trinity. During the NT module I menton diferent sermon illustratons and ways of illuminatng and contextualising the NT narratve. This holistc, formatonal approach is an enacted way of engaging with the underlying concepts, and encourages the development of a refectve community of practce. This is further encouraged by incorporatng worship into the learning programme, which is how we start each session. This is a significant theme in theological discourse, with Hauerwas talking of the importance of prayer as part of sustaining theology (O’Loughlin 2008). [K3, K6, V3, V4] As discussed, lectures can be appropriate, but actve learning needs to be achieved (Exley and Dennick (2009:4f). I therefore encourage uuestons during a lecture, and use techniuues such as small group discussion to achieve this. For example, in my NT lecture, to encourage greater intellectual demand for at least the most able students, towards the end of the first half I moved from a level of comprehension and applicaton to analysis (Butcher et al. 2006:47), through discussion of the sociobhistorical background, asking the learners to identfy Jewish reactons to Roman occupaton. I contnued this in the second lecture, analysing partcular biblical texts with regards to what I had previously discussed. Encouraging uuestons and discussion also helped me to informally assess the learners’ level of comprehension and accordingly adjust my delivery. [K1, K2, K3, V2, V3] Refectng on my practce, I should have sought to enhance the analysis by statng some of the uuestons more clearly (including using slides) and encouraging group discussion. This could have helped learners to move to a more intellectually demanding level and encouraged coblearning. [A5, K3, K5, V3] More of my teaching is delivered through seminarbstyle teaching and learnerbcentred actvites, including smallbgroup discussions, tasks, and student presentatons. These encourage formaton and deep learning, as the students have to integrate and apply their knowledge. For example, I sometmes begin sessions by asking the students to discuss what
4 uuestons their preparatory reading raised for them. I record these on a fipbchart to inform our subseuuent discussions. I also make use of projected images when appropriate, refer regularly to the core text books and other books as appropriate. I am available for onebtobone discussion afer the session and make available links and extra informaton over the forum on the VLE and via email to consolidate learning. [K3, K4, K5, V1, V2] The NT module is usually cobtaught, meaning that we can break up sessions, and ofer feedback. I am fexible enough to change the planned order when necessary. For example, one session of Doctrine module on the Atonement was scheduled to begin with students exploring the theologies of atonement in hymns they had been asked to look at. However, the students struggled with knowing how to categorise the diferences. I therefore moved onto the teaching and then we looked at the hymns at the end. This was far more productve and consolidated their learning. [A5, K1, K2, K3, K5, V1, V3]
5 Evidencing A3: Assess and give feedback to learners
As discussed in A4, below, my students are from diverse backgrounds. To encourage deep learning and formaton, informal assessment and feedback is important (Brown 2013:16). During my teaching I will also freuuently encourage uuestons from as well as ask uuestons of the learners. This gives me an opportunity to assess the level of understanding that they hold. I also ofer onebtobone feedback afer the studentblead worship at the start of the NT sessions. [A2, K2, K3, K5, V3] As another method of enhancing learning and informally assessing students I have reuuired each student to ofer a tweetblength summary of a Biblical book (cf. Vacek 2016). I have done this twice over the last year, once for the Gospel of John and once for the Leter to the Hebrews. In both cases, students had done preparatory reading on the main points of the book. This actvity, as Vacek (2016) notes “encourages deeper engagement with texts and prompts uuestons of significance”. I reuuired all the students to read out their tweets, both as a formatonal exercise and also as a way of assessing whether students had grasped the main points of their reading, what points needed addressing, and which students reuuired further support. [K2, K3, K4, K5, V1, V3] One student was negatve about this approach, untl I explained that this was a way of thinking about how to summarise the text. Subseuuently I made sure that I broadened out my opening explanaton, resultng in the student being more engaged. To encourage debate and model coblearning I also prepared my own version of a tweetblength summary, which I read out (and tweeted) afer the students had ofered their versions. This exercise was done at the start of the teaching session, meaning that the points raised could be subseuuently explored, and engaged the students in the exploraton of the book. [A4, K3, K4, V1, V2] As well as informal feedback, I have also been responsible for summatve assessment and feedback. I regularly mark essays from the NT course, in 2017 marking 32 scripts. The moderator’s report commended my "consistent and rigorous" approach, my "helpfully developmental" in situ comments and "focused" summatve comments. As part of my summatve comments I atempt to ofer two, or at the most three, specific areas for improvement, based on a constructve alignment understanding of the need for clarity and precision (Butcher et al. 2006:71f). However, the moderator also concluded that my marks were consistently too low and had to be revised upwards. This is therefore an area I have identfied for future improvement. [A5, K2, K5, K6, V3] As part of the SBT module I was responsible for orally examining the students. The sessions were recorded, whilst there was a moderator in the room for a number of the sessions. As I had not assessed oral exams before, we agreed that the moderator would sit in for the first couple of exams. This enabled me to get instant feedback on my techniuue and assessment level, which ensured that my marking was at the correct level. Gaudet (2015) argues that oral exams increase the level of student engagement with the material, raises the accountability level, test comprehension in some depth, are personalised, and can be evaluatve. This
6 enables oral exams to assess and engage with students at a deeper level than can always be achieved through writen work. It also enables students to meet their potental, who might struggle more to demonstrate their proficiency in a writen assessment. [A5, K2, K3, K5, K6, V1, V2, V3] As well as assessment for the specific modules, I also assess student more widely, evaluatng to what extent they are meetng the formatonal standards set by the Church of England for authorised ministers (Church of England nd). This involves producing a short writen report on the students to the Director of Studies, which informs her yearly report. [K6, V4]
7 Evidencing A4: Develop effective learning environments and approaches to student support and guidance
I teach students with diverse educatonal and social backgrounds. For example, last year students included a GP, local government workers, administrators, a homebmaker with no formal uualificatons, a mechanic, and a legal clerk. The students are also diverse in terms of agebrange, theological and ecclesiological background, meaning there are few shared assumptons. I therefore encourage students to draw upon their own experience while refectng upon their assumptons and backgrounds. [K3, V1, V2] Physical space has a significant impact on learning (van Note Chism 2006:2.1f). For the NT module, the room is a classroom in an old church school (now a parish centre), which constrains what can be done. We arrange the desks in a horseshoe shape, to decentralise, create a discussionbfriendly space and encourage coblearning, whilst also enabling the students to see the fipbchart and projected images (Bickford and Wright 2006:4.12). [K2, K3, K4, K5, V1, V3] Stopping for a drink halfway through the session is an important part of our practce. This enhances concentraton and allows informal learning to take place (van Note Chism 2006:2.5). It also facilitates the creaton of a learning community, which is especially important for formaton and deep learning (Brown 2013; Bickford and Wright 2006:4.1). I therefore make myself available for informal discussion afer the end of the session (Bickford and Wright 2006:4.13), which students find helpful, and enables me to assess what learning has taken place. [A3, K3, K4, K5, K6, V3] Physical and visual aids are an important part of learning and so I make regular use of these in my teaching, including Powerpoint slides, fip charts, maps in books, and encourage students to take turns in reading out loud. [K2, K3, K4, V3] I have observed there are two partcular aspects of the course that ofen concern students, namely using All Saints’ VLE (Moodle), and the assessed essays. I therefore ofer proactve practcal support in these areas. I provide guidance on the use of the VLE and encourage its use by regularly referring to material that is accessed through the VLE and by making use of the forum. I also signpost students to additonal online material. [K2, K4, V1, V2] For the essays I give tme in the sessions to discussing them (in general terms) and ofering advice on the aspects that my experience of marking tells me that students find most difficult, partcularly efectvely referencing and moving from descripton to analysis. [A3, K2, K3, V1, V2, V3] It is also important to support students with specific needs that they have, and making reasonable adjustments for them. To give two examples, over the past year my cobtutor and I facilitatng a student skyping into the majority of the sessions as she was unable to physically atend due to illness. I made sure that I included her when asking uuestons, checked she could see and hear and that she received handouts, while the smallbgroup work enabled her to engage efectvely with the material and with her peers. Also, in consultaton with the
8 Director of Studies, I conducted a onebtobone session with a student who had been longbterm ill in her home to enable her to catch up. [K2, K4, V1, V2] I have also partcipated in outreach programmes, including teaching on the diocesan preb Reader courses, Journey in Faith. I have been responsible for mentoring a tutor, meetng with her regularly, helping to prepare for and refect on her teaching, and also cobteaching with her on occasion. I also encourage and enable congregaton members to come on these courses and to successfully explore Reader and ordinaton training. [V2, V4]
9 Evidencing A5: Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
I regularly meet with other tutors as part of All Saints' and Derby Diocese's CPD. These are opportunites to discuss our practce, as well as feedback informaton on the course and students. As discussed, I also seek informal and formal feedback from my teaching. Examples include the feedback from cobteaching the NT module, and the positve feedback I received from my NT lectures (from organisers and students) and from the SBT module. [K2, K5, K6, V3, V4] Another example was the teaching of a large cohort for the NT module, which had certain dominant personalites. Discussions were therefore dominated by those few individuals, with limited opportunites for others to contribute efectvely (cf. Jacuues and Salmon 2007:25). Furthermore, the studentbled worship was also taking longer than scheduled, while the reuuired student feedback of this was being closed down by an unhelpful desire to only ofer general plattudes. This was done with a desire to affirm group members, but meant there was litle opportunity for development (cf. Fry et al. 2009:11). [K2, V1, V3] When refectng on this, two resources I found helpful were Jacuues and Salmon (2007) and Elder (2013). Jacuues and Salmon (2007:30) discuss the importance of setng and reminding group members of procedures. On feedback, Elder (2013) writes about making postb observaton conversatons efectve and affirming by identfying "a specific area for development directly from the efectve elements already in place" encapsulated in the phrase "More of This". Jacuues and Salmon (2007:106) also reminded me of the importance of arranging large groups into smaller units through structured tasks. I therefore reaffirmed group expectatons, set new ones for feedback, and moved to much more small group work and structured tasks. These changes enabled the sessions to run more efectvely and a wider range of voices to be heard. [K2, K3, K5, V1, V3] As part of developing my own professional practce and keeping up with relevant material, I blog about aspects of theology. To give two examples, I have blogged about Beard (2014) to contextualise Paul’s NT leters about women speaking in church (Ruter 2014). I have also blogged about Hull (1985), partcularly exploring his linking of pedagogy and theology (Ruter 2016). This encourages my professional development and enhances my teaching both directly and through being able to ofer additonal online resources. [A2, K1, K2, K3, K4, V3] I also keep up with the latest news from the wider church, including through social media and specialist newspapers. This enables me to make contemporary links to the topics I am teaching. For example, in the week that I was teaching SBT, Archbishop Justn Welby gave a speech on ineuuality (Welby 2015), which was one of the topics under discussion. I was therefore able to read sectons out and encouraged the students to crituue it. This made the topic more relevant [A2, K1, K2, K6] In 2015 I audited a taught module Ecclesiastes and post-modern mission at St John’s
10 Notngham which allowed me to engage with diferent ways of examining a Biblical text and also to observe teaching practces from an experienced practoner. This enabled me to refect on my teaching practce (cf. Bickford and Wright 2006:4.17), which I was able to do more fully and formally through auditng in 2017 the Durham University course Fundamentals of Learning & Teaching in Higher Educaton. This allowed me to engage in a more structured way with pedagogical methods and best practce both generally and subjectbspecifically, including through the the disciplinebspecific resources on the HEA website. [K1, K2, K3, K4, K5, K6, V3, V4] I found the understanding of Threshold Concepts a new and helpful approach to consider, especially Integrated Threshold Concept Knowledge (Meyer and Timmermans 2016). Gilmour’s (2016) discussion on the applicaton of this approach to biblical studies was helpful, as was the discussion of Meyer et al (2016) of the use of ITCK to analyse threshold concepts and embed these and responses to them into learning. Rymar, (2016) has identfied the importance of identfying and embedding Threshold Concepts into the teaching of theology, a challenge I am currently exploring. [K1, K2, K3, V3]
11 References All Saints nd A Formaton for Ministry htp://allsaintscentre.org/ordainedb ministry/vocatonalbformaton/ [accessed 3/2/17] All Saints nd B Reader Assessment htp://allsaintscentre.org/readerbministry/readerb assessment/ [accessed 3/2/17] Beard, M. 2014 The Public Voice of Women. LRB Winter Lectures 2014. htps://www.lrb.co.uk/v36/n06/marybbeard/thebpublicbvoicebofbwomen [Accessed 2/8/17] Bickford, D. and Wright, D. 2006 Community: The Hidden Context for Learning, In Oblinger (ed.), chapter 4. Biggs, J and Tang, C. 2011 Teaching for Quality Learning at University. Maidenhead, Open University Press 4th edn Brown, K. H. 2013 Formaton and the Educaton of Ministers, Theological Educaton 48(1) (2013): 15b23 Burridge, R. and Roberts, R. 2014 What did Brian ever do for us? Panel discussion, Greenbelt Festval. Butcher, C., Davies, C., Highton, M. 2006 Designing Learning from Module Outline to Effectve Teaching. Oxford, Routledge. Church of England nd Inital Ministerial Educaton htps://www.churchofengland.org/clergybofficebholders/ministry/ministerialbeducatonbandb development/initalbministerialbeducaton.aspx [Accessed 8/8/17] Church of England 2003 Formaton for Ministry within a Learning Church. London, Church House Publishing. Elder, Z. 2013 Even Beter If we specifcally focused on What Went Well htps://fullonlearning.com/2013/05/27/evenbbeterbifbwebspecificallybfocusedbonbwhatb wentbwell/ [Accessed 16/8/17] Exley, K. and Dennick, R. (2009) Giving a lecture : from presentng to teaching. 2nd edn. London, Routledge. Fry H., Keteridge S., Marshall, S. 2009 Understanding student learning, In Handbook for Teaching and Learning in Higher Educaton (3rd edn), eds. Fry H., Keteridge S., Marshall, S. Routledge, Abingdon. Gaudet, M. J. 2015 Increasing Engagement through Oral Exams, Teaching Theology and Religion 18(1):98 Gilmour, R. 2016 The Exodus in the Bible's Teaching and Our Teaching of the Bible, In Journal of Adult Theological Educaton 13(2):116b127. Holdsworth, J. 2014 Conversaton with the Neew Testament. London, SCM Press. Hooker, M. and Young, F. 2010 Holiness and Mission. Norwich, SCM Press.
12 Hull, J. 1985 What prevents Christan adults from learning? London, SCM Press. Jauues, D. and Salmon, G. 2007 Learning in Groups. London, Routledge. Land, R., Meyer, J., Flanagan, M. (eds) 2016 Threshold Concepts in Practce. Sense Publishers, Roterdam. Meyer, J. and Timmermans, J. 2016 Integrated Threshold Concept Knowledge, In Threshold Concepts in Practce, eds. Land et al. pp25b38. Meyer, J., Knight, D., Baldock, T., Callaghan, D., McCredden, J., and O'Moore, L. 2016 What to do with a Threshold Concept, In Threshold Concepts in Practce, eds. Land et al. pp195b 209. Oblinger, D. G. (ed.) 2006 Learning Spaces, Educause htps://www.educause.edu/researchb andbpublicatons/books/learningbspaces O'Loughlin, R. 2008 Interview with Stanley Hauerwas HEA htps://www.heacademy.ac.uk/resources/detail/subjects/prs/InterviewwwithwStanleywHaue rwas [accessed 4/2/17] Ruter, G. P. 2014 Women speaking htps://0lem.wordpress.com/2014/03/31/womenb speaking/ [Accessed 9/8/17] Ruter, G. P. 2016 A learning God? htps://0lem.wordpress.com/2016/10/29/learningbgod/ [Accessed 9/8/17] Rymar,, R. 2016 A response, In Journal of Adult Theological Educaton 13(2):163b170. Stuebing, R. W. 1999 Spiritual Formaton in Theological Educaton, In Africa Journal of Evangelical Theology 18(1):47b69 Vacek, H. 2016 Isolatng Central Arguments with TweetbLength Summaries Teaching Theology & Religion, Vol 19(4):385 van Note Chism, N. 2006 Challenging Traditonal Assumptons and Rethinking Learning Spaces, In Oblinger (ed.), chapter 2. Welby, J. 2015 Is inequality sinful? htp://www.archbishopofcanterbury.org/artcles.php/5481/archbishopsbspeechbatbcreatngb thebcommonbgoodbconferencebinbnewbyork [Accessed 9/8/17]
