CICTL consists of 3 main units in Teaching and Learning.
The uniqueness of the programme is in the CICTL design which consists of 3 different phases – Explore, Engage & Extend and Experience & Reflect. Each phase is a progression towards the next, ensuring transferability from knowledge to practical classroom practices. This is done through hands-on activities and modelling of best practices during training.
The Certificate provides a rigorous foundation in teaching and learning for more experienced teachers who may need preparation for teaching in a Cambridge school. It is both an opportunity to learn new theory, and, importantly, for the candidates to apply that learning to their teaching.
The Certificate enables teachers to discover teaching and learning through key aspects of a teacher’s role:
The Award builds teachers’ knowledge and experience in key elements of active learning, assessment for learning, metacognition and inclusion. These are conducted through hands-on, interactive sessions where strategies are modelled and teachers have an opportunity to practice with their peers in sessions and in the Microteaching.
The three phases of the Certificate enables progression through a spiral of learning, reflection and application in order for teachers to develop their understanding and practice.
Candidates explore some key teaching ideas through pre-reading and they start thinking about their approach to teaching and learning. With a mentor, they observe and reflect on a lesson taught by a more experienced colleague. They also get to know each other, and their trainers. They begin keeping a reflective journal.
Trainers use active learning techniques to help candidates develop their understanding of key theories and aspect of professional practice. There is the chance to practice, discuss and apply learning. Collaborative micro-teaching of a lesson segment is an important learning experience in this stage. Candidates also meet 1-1 with a trainer to help them reflect on their teaching and learning so far. They use their reflective journal to record their learning journey.
Candidates observe and conduct lessons during this phase. There is particular focus on planning, inclusion and reflecting on a lesson. Candidates also reflect on their learning and begin to compile evidences of their learning in preparation for their next steps as they work on their Portfolio submission.
Candidates use their learning in a professional context and reflect on this experience with the support of a mentor. Written assignments enable candidates to reflect carefully on their developing understanding and practice of teaching and learning, within the context of wider literature.
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