1. Trial and Error Structuring Learning and Assessment on Blackboard Kate Sapin Programme Director Community and Youth Work Studies

2. Professional Development Supervision in Community and Youth Work

4. Curriculum Development: Overview Learners Learning methods Assessment

5. Learners Experienced practitioners New studentsNew + Experienced

6. LEARNING METHODS Curriculum Development

7. Course Map Week by weekTopicsDiscussion questionsCourse work Locating supervision 1. Introductions & Confidentiality The course as a whole Our different experiences of supervision Confidentiality and groundrules Professionalism What are my views about confidentiality and professionalism? What would be my groundrules for supervising course participants, for supervision of my dissertation? A. Locating my experience of supervision

8. Presentation of the course

9. Discussions about practice and/or scenarios Reflections on experience Introductions to theory: PPT presentations & directed reading Co-supervision Face to face learning methods

10. Discussions about practice and/or scenarios ? Reflections on experience Introductions to theory: presentations & directed reading Co-supervision ? BlackBoard learning methods

11. Supervision forms Supervisee Agreement Form [student’s name] is a student on a Community and Youth Work Studies programme at the University of Manchester and would like you to agree to assisting them to monitor and evaluate their practice in relation to supervision of work. As part of the requirements for the programme, s/he is expected to provide a worker or volunteer with supervision for [contracted time]. Supervision Record Form Date: Agenda items: Issues Discussed: Agreed action: Date of next meeting: Agenda items for next meeting: Supervision Evaluation Form Negotiation: Before you agreed to meet with your supervisor: Were you given enough information about the role of a supervisor? Y / N Were you given enough information about what was expected from you? Y / N Were you given the opportunity to select another supervisor if you wished? Y / N Were you given the opportunity to talk about what you wanted? Y / N Was confidentiality discussed? Y / N Did you agree to meet at a mutually convenient time? Y / N Any further comments about how the work was negotiated?

12. Gibbs (1988) reflective cycle Image: https://www.brookes.ac.uk/services/upgrade/images/gibbs.gif

13. Reflect on your critical incident DescriptionFeelingsEvaluationAnalysisConclusionAction plan (Using Gibbs, 1988)

14. ASSESSMENT Curriculum development

15. Development of Assessment PortfoliosFormative elementsPeer feedback Peer assessment Revised final submissions

16. Portfolio ideas Agreements or contracts + annotations Journal entries Records of supervision sessions Video of a supervision session How you tackled an issue through supervision Critical reflections on reading Feedback from your (co-)supervisee(s) An evaluation of your supervision (as supervisor and/or supervisee) A comparison of different supervision policies An assessment of relevant strengths and experiences A cv highlighting your experience as a supervisor

17. Course work Locating supervision A. Locating my experience of supervision Starting supervision B. Starting off supervision Professional practice C: A case study: addressing a practice issue Readiness for supervision D. Analysing my Readiness for Supervision E. Evidencing how I meet the Approval Criteria Final submission: Portfolio of Evidence of Experience and Learning

18. Developing a course unit on Blackboard

19. The future? Experienced practitionersPractitioners + new studentsNew students + practitionersField based practitioners?

20. Any questions? Observations? Learners? Learning methods? Assessment?

21. References Flanagan, John C. (1954) The Critical Incident Technique. Psychological Bulletin. Vol. 51, No. 4. July, 1954. American Institute For Research and University of Pittsburgh. Https://Www.Apa.Org/Pubs/Databases/Psycinfo/Cit- article.Pdf Https://Www.Apa.Org/Pubs/Databases/Psycinfo/Cit- article.Pdf Gibbs, Graham (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit. Tripp, David (1993) Critical Incidents in Teaching: Developing Professional Judgement. London: Routledge.