Fellow Application
| Name | Oguchi Martins Egbujor |
| Reference Number | PR214280 |
| Employing Organisation | Osymar International College of Education |
Context Statement
| I apply to be considered as a Fellow Higher Education Academy. I have acquired over fifteen years of continued practice in teaching, assessing and internal verification on vocational and degree qualifications in the United Kingdom since 2008. I currently work for Osymar International College of Education as a Lecturer, assessor, Internal Verifier and the Head of Centre and Internal Quality Assurer. I also work on contract for London South-East College (LSEC). My duties and responsibilities include, planning, preparing, and delivering, assessments and internal verification on various course programmes and units, including BTEC, NCFE/CACHE and others from academic levels 1 – 7 of Business and Health and Social Care. I work to satisfy my diverse learners, and for them to achieve their potentials. From 2008 I worked for London Institute of Technological Education, delivering different business units. From 2010 to 2012, I worked as MSc/MBA Dissertation Supervisor for Gloucestershire University, managing students to undertake and complete their proposed research projects, including data collection and analysis, literature review and the overall presentation of the research findings according to the aims and objectives. From 2012 to 2019, I worked at different times for Williams Colleges, St Patrick’s College, London School of Management Education, and Global Banking School. I had been involved in the delivery of University and HE courses of HND and BA programmes. Being the cohort leader for BA Top Up programme and module/unit leader, I managed my lecturing team to deliver quality learning and assessment to ensure that quality standards are maintained accordingly. It was my responsibility to plan and support students through tutorials, formative assessments with constructive feedbacks. In accordance with the new Regulated Qualification Framework (RQF), I had the responsibility of applying the CAP approaches to ensure that I delivered experiential learning to students. It is my responsibility to ensure quality assurance through training, standardisation meetings and workshops are maintained within my lecturing team. I understand the requirements of quality assessment in education by working as a Standards Verifier (SV) for Pearson Education Limited (BTEC/EDEXCEL). My responsibilities include reviewing the applications of quality assessments in other UK Further Education (FE) colleges. Based on the above, I acquired practical experience to be considered a Fellow in teaching and assessment. |
Evidencing Area of Activity 1 (A1): Design and plan learning activities and/or programmes of study
| Fink (2005) Integrated Course Design, teaching is a complex human action and there are many tasks that are involved, namely: knowledge of the subject matter, the decisions about the purpose and the nature of the learning experience, interactions with the students through lectures, discussions, etc., and the management of the entire instructional event. My teaching design and planning of learning activities are structured with the focus on my learners, the learning goals and the programme level. I plan and design my lecture to attract full class participation and effective engagement by including class discussions and group class activities. The class activities are focused on enabling critical thinking and for learners to understand the aim and objectives of the topic hence I break the activities to fully engage the learners. Howell, J. (2014) stated that “one of the reasons a lesson may not work or might fail to achieve what one had hoped for is a misalignment between lesson objectives and the actual lesson content or activities.” Based on the above, I ensure that I aligned the lesson objectives to the lesson activities to improve understanding and knowledge. As a module leader and or cohort leader, it is my responsibility to ensure that I plan and deliver my lectures based on the ability of my learners, using the Bloom’s Taxonomy and the CAP approaches. Being responsible for managing diverse students, I ensure that the above approaches are evident in my designing of lesson plan, scheme of work and assignment briefs in accordance with the unit specifications and academic levels. I carry out relevant research prior to designing lecture materials and the delivering lectures. I put my learners at the centre when designing and planning for tutorial and formative assessment and feedbacks. I plan to ensure that my summative feedback point learners to the right direction on how to improve on future assessments. Designing and planning for lectures, assessments, and grading, I use Virtue Learning Environment (VLE) technology to encourage learners to form the habits of using various methods to search for information. I plan to upload course materials, feedback and grades on the Moodle, Teams, Blackboard and/or Turnitin platforms. I incorporate assessment for learning into my lecture plans to differentiate students’ knowledge and understanding by using the scaffolding approach. However, these approaches and strategies helped me to support individual student’s learning and progression accordingly. Usually, I plan and design feedback to support learning based on individual learner’s progression. Formative feedbacks are individualised and this enables me to give suitable support to each learner. Continued training and development led me to understand that students learn at different pace hence I incorporate it into my lecture plans. Using continuous assessment, I am able to identify the gaps in students’ learning and development. By using the Bloom’s Taxonomy, I plan to deliver my lectures according to the learning outcomes and assessment criteria to ensure that learners are encouraged and guided at each level and stage. I design my lecture plans to include individual and group class activities, such as presentation, role play, Q&A, review of case studies, peer review and grading and others. I also incorporate the use of peer teaching into my lecture plans (Whitman, 1998). I plan my lectures to be enjoyable to encourage participation. I allowed students to use latest technology (handsets and laptops) to carry out research in class. This is done individually and collectively to develop and broaden knowledge and understanding on each topic. These systems help learners to come out of their comfort zones to engage in active learning. My lectures are planned based on my understanding of my learners’ learning styles. Based on the above, I incorporate different learning styles, such as audio, video, chart and lecture slides to ensure each learner’s need has been met. I plan my lectures to include various reflective assessments, such as Q&A, peer teaching and presentation, individual and group class activities, and role play. Meador, D. (2019) stated that “Preparation and planning are a critical component of effective teaching.” Based on this I plan and prepare for my lectures by ensuring that I put in enough time to research around the topic and to gather as much relevant information and data as I can to support the understanding of my diverse learners. The lesson plan is always focused, and I usually include relevant theories and framework that act as platform for clarification of the topic. My daily activities involve planning and designing my lectures and assessment according to the assessment criteria and learning outcomes, bearing in mind my diverse learners and their ability to assimilate information for learning. This involves carrying out research on the topic or subject to provide evidence-based lectures, hand-outs and the supporting learning activities, such as videos, graphs, audio and other visual technologies. The planning and designing activities include teaching methods that are reflective and challenging to stimulate critical thinking. I ensure that I include in my lecture plan, the assessment for learning (differentiating learning and understanding) that includes reflective thinking that challenges incremental learning amongst the diverse students. However, all lectures are planned to maintain inclusiveness, equality and fairness. There is no discrimination in my dealing with my student, as all learners are treated equally with random question and answer (Q&A). |
Evidencing Area of Activity 2 (A2): Teach and/or support learning
| My primary aim in teaching and learning is to develop learners to acquire critical thinking skills, and to be creative and innovative in their approach to academic and vocational activities. According to Smith, B. (1960) teaching is a system of action intended to produce learning. Based on the above I use various systems of actions to stimulate learning in my class. Being a teacher of various learning programmes, such as BTEC HND Business, BA Business Management, NCFE Level 5 Diploma in Leadership in Health and Social Care, etc., I worked hand in hand with the Head of Programme, and the teaching staff to ensure that I design and deliver learning by using different methods and strategies that are focused on the intended learners. I deliver lectures by limiting the volume of information based on the ability of my learners. I create a supportive learning environment that ensures relaxation and good atmosphere for my learners. I start my teaching by understanding the learning styles of my learners and tailor my lessons based on their ability to understand. I deliver teaching by using different methods and strategies, such as face-to-face with projector and or interactive board and online video conferencing or zoom/Teams video technologies. I also use lecture slides, audio, video, hand-outs and class activities. To increase knowledge and understanding I use peer teaching, group and individual presentation. I differentiate learning by using random question and answer (Q&A) that will enable me to use scaffolding strategy. I use case studies and scenarios for reflective thinking to enable learning step by step. Smith, M. (2019) stated that “teaching is a process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given.” Based on the above, I teach my learners to understand that making a mistake is part of learning. I also ensure that my learners participate fully and collaborate with each other. I use current issues in business as examples in meeting their needs. I praise learners where necessary and encourage them to challenge themselves to higher understanding, and to come out of their comfort zones. I work with learners to find answers to common questions. I minimise the use of slides or hand-outs to avoid giving out too much information. I encourage learners to form the habit of searching for the answers, and always explain clear lines between effective research and plagiarism. I use basic theories and frameworks to support learning. I use learners’ professional background and their roles at work as case studies and to forming scenarios for easy assimilation of learning. It is important that I teach learners to understand the linkages between learning outcomes and the assessment criteria and or between learning aims and each of the assessment criterion. My teaching strategy also includes learners’ understanding of the indicative contents and the module descriptors. Again, my teaching plan and strategy depend on the aim and objective of the unit, the transferable target skills and the intended knowledge as expected. However, I include academic support in my lecture plans. I help my learners to develop writing skills, such as report writing, essay writing, leafletting, PowerPoint presentation, and reflective writing. On a regular basis I teach my learners to gain academic research skill, to be able to avoid plagiarism. It is part of my teaching strategy to include in-text citations, referencing and bibliography. I support my learners to know the differences between bibliography and referencing, and encourage them to learn and apply Harvard referencing. I help my learners to acquire academic skills that will help them to achieve their goals, such as presentation skills, critical thinking and reflective writing. In supporting learning, I offer pastoral care to my learners. I identify my risk learners early and plan to support them according to their needs. I have worked with my learners on various units on MSc/MBA, BA, NHD and other course programmes to support them to understand what is expected of them. I offer one-on-one support to learners to assess their needs and to tailor feedback and support that meet their needs. To support my learners, I review lessons with them to identify what needs to be improved as I encourage them to review and assess my teaching approach and strategy. I also review the “command verbs” and help learners to understand it. I relate the command verbs to the assignment briefs. I teach my learners to understand the application of command verbs, and to practically demonstrate them on the class activities, assessments for learning (AfL). I offer constructive feedback to learners daily to enable them to approach their assignments and examinations with confidence. I support my learners with evidence-based lecture slides, hand-outs and relevant reading materials aimed at meeting the learning outcomes and the assessment criteria. To support my learners to achieve their aim, and to pass their examination and assignment at first sitting, I usually include academic literacy in my teaching. The use of role play and presentation help diverse learners to acquire confidence. My peer teaching approach also helps in developing learners’ academic ability and responsibility. To support my learners in research and development, I include research links on my lecture slides for learners to explore and to enhance their learning. During the Covid19 era, I carried out teaching, assessment, and support online by the use of Skype conference and Zoom VLE though the weaknesses of these technologies were exposed. It is a challenging task to manage learners online however it offered a learning curve and opened another vista of teaching mentality, knowledge and understanding in the “new norm” of educational delivery. The challenge for online classroom is to keep “class participation” high on the strategy by maintaining motivation in class activities that include group and individual discussions and interactions. |
Evidencing Area of Activity 3 (A3): Assess and give feedback to learners
| According to Khan, A. (2019) assessment is the process of evaluating student’s performance. With my experience, assessment is the process of finding out learner’s progression and performance. I use different approaches in my assessment and feedback, such as self-assessment, peer-assessment and others. This is to enable learners to develop critical and reflective thinking. Assessment is described as any processes that appraise an individual’s knowledge, understanding, ability or skills (QAA, 2011). I use various assessment approaches to evaluate the effectiveness of my teaching and learning impact on my learners. There are two main types of assessment, formative and summative assessments. For my understanding and practical experience, formative assessment is mainly informal and carries no weighting or grading while summative assessment is formal and carries weighting, marks or grading. I use Formative assessment to monitor and appraise students’ learning and to ascertain learners’ progression and understanding. On the other hand, summative assessment is to measure whether learning has taken place and if the learner has met the requirements of learning outcomes and to what extent at the end of the study hence it is graded. The importance of both formative and summative assessments is to appraise performance and give feedbacks for improvement. According to Jones, C. (2005) assessment for learning (afl) is a fundament process acquired to promote learning and ultimately achievements. She stated that “AfL” asked four fundamental questions: the learning aim, the need for learning, the terms for achieving the aims and how the aim can be achieved.” Focusing on the above, it makes it easier for teachers to appraise the knowledge, understanding and the ability of their learners on any topic. The approach will also enable a teacher to appraise his method and process of teaching to know if learning has taken place amongst his learners. According to Gravells, A. (2013) an effective assessment needs the application of VACSR model of validity, authenticity, currency, sufficiency and reliability. I approach my assessment of learners’ performance by ensuring that the validity of the evidence provided by the learner and also ensuring that the evidence is authentic by ensuring that it actually is the learner’s work. All learners’ evidences are passed through the plagiarism check and the currency of the evidence must be ascertained. To meet the quality standards, the evidence provided by the learner shall be sufficient and reliable according to the requirements of the assessment criteria. To accomplish the principles, I ensure that I assess learners’ work objectively rather than subjectively. My approach in class, and in delivering assessment is to ensure that learners follow up and understand the learning aim, the learning outcomes, and the assessment criteria. Through class activities, I apply the CAP (Cognitive, Affective and psychomotor) skills approach to ensure that learners are challenged through “question and answer” that is focused on the learning aim and the intended skills acquisitions, the appropriate professional behaviour and practicality, hence the need for individual and or group class activities aimed at the solution. The question and answer approach is to challenge understanding and to ascertain if learning has taken place. In the class, I assess learners’ understanding of the issue at hand by carrying out random Q&A and/or setting class activities whereby learners are required to use any technology, such as handsets, tablets and laptops to search for information and data that may lead to answers. The aim is to enable learners to form the habit of carrying out academic research that will assist them in their academic and vocational activities. This assessment approach enables learners to develop their knowledge and understanding and by using the research findings to resolve their academic issues. In motivating participation, I act as the moderator in the class assessment activities and to give constructive feedback to guide learners in the right directions. Differentiating learning through Q&A and other formative assessment, I ensure full class participation. The reason is that learners who are engaged and participated fully in class activities tend to carry out effective independent learning at home and achieve better academic results. My aim for AfL is to identify the learner’s current knowledge and understanding of the learning outcomes in question and to identify and to give feedback on how learner can improve. This means looking for other ways of enabling the learners to fully understand what is needed. In this way, learners’ thinking has been challenged; through the teacher-monitored search for information and data, learners gain knowledge and understanding, thereby enabling the applications of knowledge. The above approach and strategies help me to apply other methods, such as peer teaching, peer review, group and individual presentation, class test, mock examinations, and many more to appraise learning, ability, and skills. On each of the assessment approaches as identified above, I offer constructive feedback to improve and develop further understanding and knowledge. The constructive feedback enables learners to improve their ability and skills to progress further. The strategies mentioned above help me to plan and offer a tailored support to meet learner’s needs. The aim of differentiating learning in class is to help me as the teacher to assess learners’ understanding and to offer constructive feedback and support according to each learner’s need. The assessment of learning continues in many other ways, such as report writing, essay writing, reflective writing, designing leaflets, editing work by using Microsoft and other technologies. These assessment methods therefore help in building confidence amongst learners. In this case, learners would be confident in making presentation on the topics that they have worked on. This is encouraging and helps learners to write reflective account of the activities they have been involved with. The reflective account helps learner to reflect on past activities and to narrate what they have read or done, be it in class or at home. This helps me as a teacher to assess their knowledge and understanding, and to ascertain whether learning has taken place. The feedback and further activities would be based on the scaffolding technique to gradually builds up the learners understand and skills to the required level. The above techniques would enable learners to understand, to explain and to apply. From there, learners are asked to analyse and to evaluate based on case studies, review relevant and related issue, drawing his or her judgement based on evidence. |
Evidencing Area of Activity 4 (A4): Develop effective learning environments and approaches to student support and guidance
| I use a relaxing approach that calms the nerves of learner in an open airy environment. During the COVID19 online learning, I use a sitting approach that creates a round-table relaxing, friendly environment. Whether it is physical or online classroom, I create a participative environment where learners are treated with respect. I create an environment where learners do not feel intimidated and are willing to engage and actively interact confidently. Noel and Abigail Entwistle in 1991 cited that Christine Sheppard and John Gilbert found that the approaches to learning are influenced by the lecturer’s theory of teaching and the way in which knowledge is structured and presented to learners. I have taught various sizes of class from 25 to 50 students, and over a period of time I have learnt how to structure my teaching according to the various levels of understanding and speed of learners assimilation of learning. |
Evidencing Area of Activity 5 (A5): Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
| BTEC Working with our customer (Expected Behaviour) Online Part 2 (19 Feb 2017) BTEC Effective Curriculum Planning Online CPD Training (19/05/2017) BTEC Business NQF/QCF Standards Verifier Training/Standardisation (14/10/2017) BTEC Finance for Non-Finance Managers Online CPD Training (23/10/2017) BTEC Interview Techniques and Guidance Online CPD Training (24/10/2017) BTEC Team Working Excellence Online CPD Training (24/10/2017) BTEC An Active Approach to the Classroom Online CPD Training (18/02/2018) BTEC Business NQF/RQF Standards Verifier Training/Standardisation (30/10/2018) BTEC Business QCF/NQF/RQF Standards Verifier Online Training (29/12/2019) BTEC Business QCF/NQF/RQF online Assessment Training 26/03/2020 BTEC Developing Resources for Online Delivery for BTEC Online Training (21/4/2020) ET Foundation Training on Radicalisation and Extremism Online Training (04/05/2020) CMI/Royal Air Force Leadership Development Online Training (01/06/2020) 15/06/2020 MAM Training by Sarah Colmar on: Teaching and Assessment and Meeting the National Framework that leads to quality assurance 08/08/2020 BTEC Level 3 Award Teaching, Training and Assessment. 10/08/2020 BTEC IQA Level 4 Certificate Training by Sarah Colmar. 15/10/2020 Book Publication of HEALTHCARE IN PRACTICE: Communicating Principles of Practice in Health and Social Care, published by Author House UK ISBN: 978-1-7283-5657-0 15/01/2021 Monthly Academic Meeting (MAM) by Sarah Colmar Standardisation of processes of teaching and assessment for HND programmes 20/01/2021 Home Office E-learning Prevent Training 24/01/2021 ETF Learners Training on Safeguarding and Safer Recruitment in FE/HE 27/01/2021 ETF Learners Training (Foundationonline.org.uk) on Advanced Equality, Diversity and Inclusion (EDI) 2020 Feb 2021 Pearson BTEC Level 4 IQA Qualification. |
Reference List
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Oguchi Martins Egbujor FHEA FCMI MBA
Head of Centre/Internal Quality Assurer
Osymar International College of Education
Ilford London United Kingdom IG1 1BA
+447448712854
Osymar.co.uk
oguchiblog 