School of Social Sciences, Business and Law
Module Title:
Extending Approaches to Learning and Teaching
EDU2164-N
LEVEL5
CREDITS: 30
ACADEMIC YEAR 2015/16
Please ensure that you complete this module at the correct level:
If you are doing the Certificate in Education: Education and Training complete Level 5
If you are doing the Professional Graduate Certificate in Education: Education and Training complete Level 6
Module Aims
This module aims to provide trainees with an increasingly broad understanding of a wide range of approaches to learning and teaching enabling them to become competent and adaptable teachers within the education and training sector. Trainees will explore the importance of CPPD and will develop the capacity and skills to continue their professional development independently. This module will give trainees a broad understanding of more varied approaches to teaching and learning and the confidence to adapt a range of these approaches to their own practice. The module will ensure that trainees are fully conversant with, and meet the requirements of, the professional standards for the sector. The module will aim to ensure that trainees are able to adaptively and appropriately apply theory to their practice and to their reflection on that practice; that they are aware of current issues and changes in education and that they adapt their practice to meet the ever-changing needs of the sector.
Indicative Content
- The role of creativity in the classroom.
- Exploring more complex learning, teaching and assessment strategies (for example, enquiry based learning, co-operative learning strategies, effective guided and independent learning, the use of VLEs)
- Planning in relation to the broader specification and professional body requirements of the specialist subject.
- Planning for, measuring and continuing the progression of learners.
- Embedding appropriate ethics and values in learning and teaching.
- Embedding English, maths and the use of technology in learning and teaching.
- Exploring howtheorycanimpact practice and examplesof research that have led to changes in classroom practice.
Teaching and Learning
This module will draw on a range of learning and teaching approaches appropriate to the nature of the cohort profile and the individual needs of the trainees. Throughout all taught and tutor led sessionsarange of good practice in learning and teaching will be modelled, discussed and evaluated. This will draw upon best and newpractice from a range of sectors and settings including compulsory education, FE, training organisations and HE.
A significant teaching placement and mentor support will provide trainees with the opportunity to develop their skills practically in an appropriate setting. It will also aid the development of subject specialist skills. Trainees are expected, as far as possible,to engage with all aspects of their placement setting,this may include activities such as: CPD, meetings, pastoral roles, parentsevenings, marketing events, departmental activities, external eventsandplanning processes.
A close relationship between the delivery centre andmentors (including dual observations, mentor training and mentor support) will ensure that teaching practice placementsenhance the development of trainees enabling them to make good progress as teachers.
In addition trainee progress will also be supported through:
- the development of a comprehensive Individual Learning Portfolio with clear links to professional standards
- seminars focusing on an evaluation specific strategies, experiences and scenarios
- a range of reflective activities (written, oral, individual and group)
- assessed teaching practice (via informal and formal observations, tutor meetings and mentor meetings)
- conference attendance where trainees will meet other trainees from across centres and work with individuals who have the same teaching specialism as themselves to create resources, develop communities of practice and to explore the wider contextual issues surrounding their subject area
- lectures and, where applicable, guest lectures from specialists
- interactive workshops that model a range of learning and teaching strategies
- VLE access, resources and moderated discussion
- formative and summative written and oralassessment; formative assessment will not be restricted to assignments highlighted.
Main Learning Outcomes
Knowledge & Understanding
1. Demonstrate a detailed knowledge of and critically analyse extended and evidence based approaches to learning, teaching and assessment in a variety of contexts with a range of students. Take into account the impact of strategies on the progress of learners.
2. Demonstrate a detailed subject knowledge and conceptual understanding applying, questioning and relating this to their understanding of extended approaches to learning, teaching and assessment.
3.Critically review approaches to behaviour management, inclusion and the creation of positive learning environments. Select appropriate responses for specific contexts and justify your choices.
Cognitive & Intellectual Skills
4.Employ and critique complex models of reflection in the evaluation, analysis and development of future practice.
Practical & Professional Skills
5.Demonstrate in practice the ethical standards and professional values expected of a professional working in the education sector.
6.Engage with other subject specialists on a professional basis contributing to the development of the subject within your placement.
7.Plan course delivery in relation to institutional, specification and professional body requirements.
Key Transferable Skills
8.Demonstrate employment potential and the ability to manage continued personal and professional development.
9.Work in an independent manner that meets professional standards taking responsibility for learners and their progress.
10.Adapt to a range of roles within groups and teams and contribute effectively to professional settings.
Attendance
Students are expected to attend all lectures, seminars, workshops and any other scheduled teaching activity. It is through interpersonal exchanges with tutors and peers that experiential learning and the testing of ideas takes place and the University has strong evidence that good attendance is related to success in assessments. Attendance will be monitored and if there is evidence that you are not engaging with University studies then you may be withdrawn from the programme.
Assessment
Please see the assessment guide for detail.
Summative Assessment
ECA 100% of module marks (Individual Learning Plan)
Pass/fail component: Completion of 60 teaching practice hours including at least four formal observations.
Assessment Criteria
Standard Teesside University UG Level 5 will be used.
Assessment Submission
See timetable for hand-in dates and details.
Late submission will result in only a pass grade of 40% being awarded.
Academic Support and Guidance
Formal individual tutorials are built into the module delivery. These tutorials will focus explicitly on trainees' progress against the professional standards and support students to self-assess against the appropriate criteria. In addition further tutorial support will be available as needed at times that are arranged between the tutor and the trainee.
On-going support will be provided to the students via email correspondence with the module tutor and/or personal tutor and/ or mentor and by the provision of supporting materials available via the VLE.
Reading List
Purchase
Ghaye, T. (2010) Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action, Abingdon: Routledge
Essential
Beadle, P. (2010)How to Teach: The ultimate (and ultimately irreverent) look at what you should be doing in your classroom if you want to be the best teacher you can possibly be, Carmarthen: Crown House
James, A. and Brookfield, S. (2014)Engaging Imagination, San Francisco: Jossey Bass
Spendlove, D. (2011) Putting Assessment for Learning into Practice, London: Continuum
Recommended
Brookfield, S. (2013)Powerful Techniques for Teaching in Lifelong Learning, Maidenhead: Open University Press
Gravells, A. (2010)Delivering Employability Skills in the Lifelong Learning Sector, Exeter: Learning Matters
Moon, J. (2006) Learning Journals: a Handbook for Reflective Practice and Professional Development, Abingdon: Routledge
Journals
Professional Development in Education
Educational Action Research: An International Journal
Journal of Vocational Education and Training
Electronic
The Education and Training Foundation
Ofsted | Home page
Times Educational Supplement
The Excellence Gateway
Jisc Regional Support Centres
NIACE : The National Institute of Adult Continuing Education
National Foundation for Educational Research
QCA: Qualifications and Curriculum Authority
Regulations and Procedures
Naturally within the University there are a number of regulations which you may need to refer to as you progress through this module and the University generally. The University has placed these regulations on the University Website at: