Subject Specialist Teaching Practice Module

Subject Specialist Teaching Practice Module

School of Social Sciences, Business and Law

Module Title:

Subject Specialist Teaching Practice Module

EDU3056-N

LEVEL6

CREDITS: 15

ACADEMIC YEAR2015/16

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

The module aims to provide student teachers with the opportunity to develop their subject specific pedagogy by engaging in group activities with other subject specialists. The module also ensures student teachers complete the minimum number of practice hours and observations.

Module Content

Indicative Content

  • Current issues associated with resource development within the education and training sector educational provision.
  • Development of subject specific pedagogy
  • Lesson planning
  • Assessment
  • Emotional intelligence
  • Positive/negative learning experiences
  • Teaching and learning techniques
  • Assessment of literacy, numeracy, ICT ability
  • Development of Personal Literacy, Numeracy and ICT Skills
  • Moderation and verification
  • Legislation affecting teaching and learning
  • Communication skills
  • Group dynamics
  • Personal Action Planning to include tracking of own progress (observation grades/feedback and academic)

Teaching and Learning

Students will work in seminar groups to discuss and share arange of resources currently in use within subject areas. They will look at developing a resource which is innovative and engaging. The modulewill encourage networking and communities of enquiry as well as the participation at an educational conference.

Main Learning Outcomes

Knowledge & Understanding

  1. Demonstrate ways to critically reflect, evaluate and use research to develop own practice and to share good practice with others.
  1. Demonstrate ways to structure and present information and ideas clearly and effectively to learners.
  1. Apply minimum core elements in teaching, learning and assessment in own subject specialist area.

Cognitive & Intellectual Skills

  1. Use a wide range of appropriate and relevant sources of information in order to plan for the learning and assessment of a learner/learners.

Practical & Professional Skills

  1. Use a range of effective and appropriate teaching and learning techniques to engage and motivate learners and encourage independence.
  1. Critically evaluate and reflect on the efficiency and effectiveness of own teaching including the planning and assessment processes.

Key Transferable Skills

  1. Design, analyse and implement an individual learning plan to improve own learning and development, which also identifies personal skills, abilities (including personal literacy, numeracy and ICT skills) and interests in relation to own role and future career development.
  1. Demonstrate appropriate and effective application of equality and diversity and inclusivity knowledge when practising in Education and Training Sector educational contexts.

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.

Formative Assessment

Resource development and peer group review

Summative Assessment (100% ECA)

You will be given a comprehensive template to complete electronically or as a hard copy. This will cover all module outcomes.

  • Weekly reflective Journal
  • Trainee observation of Peer
  • Trainee observation of experienced teacher (x2)
  • Mentor meetings
  • Tutorial records
  • End Self-assessment statement
  • Evidence against professional standards cross referencing record
  • Case study of a learner
  • Critique of a lesson plan and action plan
  • Critique of an assessment and action plan
  • Critique of original resources and action plan
  • Lesson Observations
  • Tutor 1
  • Tutor 2
  • Mentor 1
  • Mentor 2
  • Action plans from observation feedback (x4)
  • Critical incidents
  • Teaching practice log of hours
  • Full grading checklist

Pass/fail component:

Attendance ata two day conference where you will work within subject specialist groups.

For 2015/16 one day will take place in your college (date to be confirmed) and one day at a Teesside University venue on Thursday, 12th May 2016.

You must make every effort to attend the conference as this is the final assessment for the Cert Ed/PGCE. Mitigating Circumstances documentation will need to be completed if you are absent (Mits evidence would need to be provided i.e. doctor/hospital notes). A further assessment (essay) would then be completed.

Assessment Criteria

Standard Teesside University UG Level 6 will be used.

Assessment Submission and Re-submission

See timetable for hand-in dates and details.

Late submission will result in only a pass grade of 40% being awarded.

If you do not successfully pass the in-course summative essay you will be offered an opportunity to resubmit the work in the period of four weeks after you have received feedback. Feedback will be available within four weeks of submission.

Academic Support and Guidance

Your tutor is there to support your academic progress but you may also receive academic support from the learning hub within the library/website.You have regular tutorials with your personal tutor to discuss your progress.

Reading List

Purchase

Tummons, J. (2010) Achieving QTLS. Becoming a Professional Tutor in the Lifelong Learning Sector, 2nd Edition Exeter: Learning Matters

Essential

Ingleby, E., Joyce, D. and Powell, S. (2010) Learning to Teach in the Lifelong Learning Sector, London: Continuum

Powell, S. and Tummons, J. (2011) Inclusive Practice in the Lifelong Learning Sector, Exeter: Learning Matters

Recommended

Gardner, P. (2002) Strategies and resources for teaching and learning in inclusive classrooms London, Fulton

Petty, G (2009) Teaching Today: A Practical Guide, 4th Edition,Cheltenham: Nelson-Thornes

Reece, I. and Walker, S. (2007) Teaching, training and Learning: a practical guide, 6th Edition, Sunderland: Business Education Publishing

Wallace, S. (2005) Teaching and Supporting Learning in Further Education, 2nd Edition, London: Learning Matters

Watkins, C. (2000) Learning about learning: resources for supporting effective teaching,London, Routledge/Falmer

Journals

Professional Development in Education

The Journal of Educational Action Research

Journal of Vocational Education and Training

Electronic

OFSTED

Excellence Gateway

JISC regional support centre

The Education and Training Foundation

Learning Matters

National Institute of Adult Continuing Education

National Foundation for Educational Research

Qualifications and Curriculum Authority

Times Educational Supplement

Regulations and Procedures

The following statement and link to the regulations should be included in the guide.

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:

It is your responsibility to familiarise yourself with these regulations which include:

  • Academic Regulations including:

Academic Misconduct

Applicants with Disabilities

Attendance Policy

Framework for Assessment, Award and Progression

Mitigating Circumstances Regulations

Submission of Assessments

  • Computer Regulations
  • Student Conduct Regulations
  • University Assessment Review Application
  • Student Protocol
  • University Complaints Procedure

Level 6 Assessment criteria

90%-100% / Exceptional work. Presentation is logical, error-free and, where appropriate, creative. There is an in-depth understanding of issues/problems and excellent critical/deep engagement with the material and concepts involved. Very skillful interpretation of data. Arguments, ideas and, where appropriate, solutions are presented coherently and fully underpinned by thorough research and reading.
80%-89% / Outstanding work with presentation of a very high standard. There is comprehensive understanding of key concepts and knowledge and clear evidence of critical analysis and insight. Accurate interpretation of data with arguments, ideas and solutions presented effectively and based on strong research and reading.
70%-79% / Extremely good work with presentation of a high standard. Demonstrates an excellent knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some effective critical and analytical application of relevant research and reading.
60%-69% / The work is very good, logically structured and presented to a high standard. Demonstrates a strong knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some critical and analytical application of relevant research.
50%-59% / The work is clearly presented and logically structured. It shows evidence of a sound understanding of the topic and addresses major issues. The work contains some discussion and interpretation of relevant perspectives although further development of the arguments presented would be beneficial. There are examples of critical reflection and evidence of application of theory to practice.
40%-49% / Adequate presentation. The work displays basic knowledge and understanding of the topic but is largely descriptive. There is an attempt to bring together different ideas and concepts although this would have been strengthened by the inclusion of further key issues. The structure of the work requires attention to its coherence and logical development of content. The link between theory and practice, where appropriate, is somewhat tenuous and its development would enhance the work considerably.
30%- 39% Fail / The work is poorly presented and contains numerous errors, inconsistencies and omissions with limited use of source material. The work displays a weak knowledge base and a lack of sufficient understanding of the topic. There is limited evidence of the application of theory to practice where appropriate. It contains many unsupported statements with limited attempts to bring issues together and lacks critical analysis and reflection.
20% - 29% Fail / The work is very poorly presented and contains numerous serious errors, inconsistencies and omissions with little use of source material. The work displays a very weak knowledge base and a lack of sufficient understanding of the topic. There is very little evidence of the application of theory to practice where appropriate. It contains many unsupported statements with very little attempt to bring issues together and there is a complete lack of critical analysis and reflection. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.
0% - 19% Fail / The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant, incorrect, inconsistent or omitted. No evidence of critical analysis and reflection. No effective use of supporting material. No application of theory to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter.
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