Cambridge Professional Development Qualifications – Teaching and Learning 6208 and 6209

syllabus for 2020–2024. Diploma in Teaching and Learning

Module 3 Developing professional practice

In this module candidates will reflect on their learning and classroom practice systematically through a practitioner
inquiry so that they can achieve the following learning outcomes.

Learning outcomes
S: Use reflective thinking skills to identify effective aspects of classroom practice and those that require further
improvement.
T: Carry out a practitioner inquiry to change and improve own teaching practice.
U: Plan and teach a lesson specifically designed to improve an aspect of classroom practice.
V: Analyse and evaluate learning concepts, theories and research literature that inform understanding of actual
classroom practice and how it can be improved.
W: Analyse feedback and data collated from different sources to inform reflective practice.
X: Critically evaluate what impact a change in classroom practice has had on own teaching practice and student
outcomes as a result of practitioner inquiry.

Learning outcomes and key questions

Learning outcome S: Use reflective thinking skills to identify effective aspects of classroom practice and those that
require further improvement.
• Why should teachers be continually reflecting on their classroom practice?
• What are the differences between “reflection in action” and “reflection on action”?
• How does reflective thinking help to identify an aspect of classroom practice that requires further
improvement?
• Why is the support, advice and guidance from a mentor important in identifying effective aspects of
classroom practice and those that require further improvement?

Learning outcome T: Carry out a practitioner inquiry to change and improve own teaching practice.
• Why is the process of practitioner inquiry used to develop a teacher’s practice?
• How is the four-stage cycle of practitioner inquiry used to develop and improve a specific area of a teacher’s
practice?
• Why is it important to engage with appropriate educational and research literature when carrying out a
practitioner inquiry?
• What barriers or constraints is a teacher likely to face when carrying out a practitioner inquiry to improve
classroom practice?
• What are the advantages and limitations of using the process of practitioner inquiry to develop and improve
a specific area of a teacher’s practice?

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Cambridge Professional Development Qualifications – Teaching and Learning 6208 and 6209
syllabus for 2020–2024. Diploma in Teaching and Learning

Learning outcome U: Plan and teach a lesson specifically designed to improve an aspect of classroom practice.
• What factors should be considered when creating a lesson plan that is designed to improve an aspect of
classroom practice but must also meet curriculum requirements?
• How does having deep understanding of how learning happens and a good awareness of students’ needs
help to ensure the required outcomes from a lesson are achieved?
• What should be the focus of mentor feedback when observing a lesson designed to improve an aspect of
classroom practice?
• What methods can be used to obtain rigorous student feedback on the aspect of classroom practice being
improved?

Learning outcome V: Analyse and evaluate learning concepts, theories and research literature that inform
understanding of actual classroom practice and how it can be improved.
• Why is it important for a teacher to be able to articulate the principles of teaching and learning that
underpin their classroom practice?
• How has a greater understanding of the principles of teaching and learning made an impact on your
classroom practice and the students’ learning?
• Why should teachers read, analyse and critically evaluate appropriate educational and research literature?
• How does the process of practitioner inquiry help a teacher to probe, explore, question and challenge a
learning concept or theory more deeply?

Learning outcome W: Analyse feedback and data collated from different sources to inform reflective practice.
• What sources of feedback and data can be obtained when carrying out the practitioner inquiry?
• Why is it important to use a wide range of sources to obtain practitioner inquiry feedback and data?
• How can the feedback and data from practitioner inquiry be collated and analysed to inform the teaching
and learning process?
• How can the feedback and data from practitioner inquiry be collated and analysed to make it more
understandable and communicable to a wider audience?

Learning outcome X: Critically evaluate what impact a change in classroom practice has had on own teaching
practice and student outcomes as a result of practitioner inquiry.
• How can you measure, monitor and compare students’ learning progress over time?
• How valid and reliable are these measurements?
• How can this data be supported by other evidence?
• How can the outcomes from practitioner inquiry be used to inform the next steps in teaching and learning as
part of professional development?
• What impact has the change in classroom practice had on your students’ learning?

The role of the mentor in Module 3

Once the candidate and mentor have agreed the area of interest, the mentor will carry out a discussion with the
candidate regarding their reason for choosing the area of interest they would like to explore. The mentor will then
observe the presentation and take part in the debate that follows the candidate’s presentation of their findings
to their peers. The mentor will observe the candidate in their practice and support them in developing their
professional development plan.

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 Cambridge Professional Development Qualifications – Teaching and Learning 6208 and 6209
syllabus for 2020–2024. Diploma in Teaching and Learning

Assessment
Assessment in Module 3 requires candidates to use reflective practice and collaborative skills to develop one
specific aspect of classroom practice that requires improvement.

The candidate will investigate an aspect of their practice. They will work with their mentor and colleagues and carry
out practitioner inquiry.

A candidate’s mentor will support the candidate in choosing one aspect from the list below:
1 Classroom questioning skills 6 Developing students’ critical thinking skills
2 Managing pair and group work 7 Developing students’ metacognition skills
3 Using active learning approaches 8 Embedding formative assessment and feedback
4 Differentiating learning methods to support and monitor learning
5 Making learning inclusive 9 Developing students’ independent learning skills
10 Managing lessons and student behaviour effectively

Practitioner inquiry is based on a cycle of learning and reflection. Candidates will need to work through the four
stages in an organised manner. The stages in the practitioner inquiry are explained below.

Stage What? Who? How?

Plan • What area of teaching Candidate Module 3: Summary of
practice will I investigate? Candidate inquiry group Collaborative Learning
• What question can I pose to Mentor
keep a focus on the aspect of
practice being improved?
• How will I approach the
practitioner inquiry?
• How will I research the
theoretical concepts?
Teach • How will I ensure the lesson Candidate Module 3: Lesson Review
will meet the planned inquiry Mentor Module 3: Observer
question? Evaluation Form
• What will be the focus of the Module 3: Student Feedback
observation? Form
• What feedback will I capture?
Review • What methods of collecting Candidate Presentation: Practitioner
data will I use? Candidate inquiry group inquiry findings
• How will I analyse and present Mentor
the data?
Peers
• How will I share my findings
School leadership
with colleagues and interested
parties?
Reflect • How will I embed my findings Mentor Module 3: Professional
into my practice? Development Plan
• What other professional Module 3: Summary of
development will I carry out Collaborative Learning
in the future to support my
practice?

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Cambridge Professional Development Qualifications – Teaching and Learning 6208 and 6209
syllabus for 2020–2024. Diploma in Teaching and Learning

In the portfolio candidates will submit the following.

Evidence of practice – This includes:

• Module 3: Lesson Activities Review that incorporates the practitioner inquiry question
• Module 3: Observer Evaluation Form for the lesson
• Module 3: Student Feedback Form for the lesson
• a presentation (created in a software program such as PowerPoint, with a maximum of five slides) of
practitioner inquiry findings that was presented to their mentor and colleagues
• Module 3: Professional Development Plan agreed with mentor
• Module 3: Summary of Collaborative Learning.

Evidence of learning and reflection (3600 words)

1 A justification of why teachers need to develop their reflective thinking skills to improve their classroom
practice.
2 An explanation of how the process of practitioner inquiry was used to develop an aspect of classroom practice
identified as requiring further improvement.
3 A critical analysis of the learning theories and literature used during practitioner inquiry.
4 A critical evaluation of the findings from the practitioner inquiry process to assess the impact the aspect of
practice being developed has had on own teaching practice and the students’ learning.
5 A critical evaluation of the knowledge and skills gained during the Diploma programme and what the candidate
intends to develop in his or her future professional practice to improve teaching practice that will enable
students to learn more effectively.

Assessment criteria
Candidates will be graded for each module according to the following criteria, applied to the portfolio of evidence
as a whole:
1 Understanding teaching and learning.
2 Developing thinking and practice.
3 Analysis and discussion.
4 Communication and presentation.

To achieve a Distinction in the Diploma, a candidate must achieve Distinction in at least two modules.

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