University of the West of England
MODULE SPECIFICATION
(Revised November 2002)
Code: |
UTLG8G-30-M |
Title: |
Teaching for Learning |
Version: |
5 |
Level: |
M |
UWE Credit Rating: |
30 |
ECTS Credit Rating: |
15 |
Module Type: |
Standard |
Owning Faculty |
Social Sciences and Humanities |
Field: |
Secondary Education and Lifelong Learning |
Valid From: |
September 2008 |
Discontinued From: |
|
Contributes Towards: |
PG Cert Education PG Cert Education (RAICS) PG Dip Education PG Dip Education (RAICS) MA Education MA Education (RAICS) MA Lifelong Learning |
Pre-requisites: |
None |
Co-requisites: |
None |
Excluded Combinations: |
Learning outcomes:
On successful completion of this module, participants will be:
• alert to a range of ways of understanding pupil learning and be able to articulate how that understanding has influenced their practice (Components A & B)
• able to articulate, investigate and critically analyse their preconceptions about what supports pupil learning (Components A & B)
• informed of, and able to critically analyse, a number of research based perspectives on enhancing pupil success (Component B)
• critically aware of the need to differentiate experience to support pupils
• able to develop personal theory in relation to teaching practices and articulate that theory with regard to ideas, perspectives and theories encountered during the module (Component B)
• empowered to change their teaching practices to integrate these understandings, and, where appropriate, to influence and support other colleagues
• able to plan the means to monitor and critically evaluate the outcomes of their actions (Component B)
• able to clearly identify and analyse their own value position, and, where appropriate, the value position of others in relation to particular aspects of the issues studied (Component B)
• able to demonstrate a clear knowledge and understanding of the issues raised in the module and to be able to critically discuss and analyse those ideas, showing an ability to transform them in the process of developing an argument (Component B)
• able to reflect critically on own and others’ functioning in order to improve practice
• able to take independent and self critical responsibility for own work, guiding the learning of others and managing their own requirements for continuing professional development
• able to engage confidently in academic and professional communications with others, reporting on action clearly, autonomously & competently including the capacity to communicate processes & outcomes of their learning (A & B)
Syllabus outline:
The syllabus will be negotiated to reflect key priorities in the Bristol LEA Education Development Plan. These may include:
• school effectiveness and school improvement
• ways of thinking about learning and teaching
• gender and achievement
• assessment for learning
• multiple intelligences, preferred learning styles and accelerated learning
• inclusive practices
• gifted and talented pupils
Teaching and learning methods:
A mixture of tutor presentation and group discussion with guided study tasks and structured discussion activity, drawing upon set reading and participants’ experience, needs and contexts.
Indicative sources:
BECTA –www.becta.org.uk
BARBER, M., (1997) 2nd edition The Learning Game London: Indigo.
BRANSFORD, J. D. et al (2000) How People Learn: Brain, Mind Experience & School Washington, D.C.: National Academy Press.
KYRIACOU, C. (1997) Effective Teaching in Schools London: Nelson Thorne.
MACGILCHRIST, B. MYERS, K. & REED, J. (1997) The Intelligent School London: Paul Chapman.
MOYLES, J. (Ed) (2002) Beginning Teaching: Beginning Learning, Milton Keynes, Open University Press.
POLLARD, A. (2002) Reflective Teaching London: Continuum.
POLLARD, A. (ed.) (2002) Readings for Reflective Teaching London: Continuum.
RAYNOR, S. & RICHING, R. (1998) Cognitive Styles and Learning Strategies, London: David Fulton.
RIDING, R. (2002) School Learning and Cognitive Styles London: David Fulton.
SCHON, D. (1983) The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.
Assessment
Weighting between components A and B (standard modules only) A: 25% B: 75%
ATTEMPT 1
First Assessment Opportunity
Component A
Presentation of an A3 poster in which students discuss issues arising from or related to a small-scale action enquiry.
Assessment criteria for Component A:
ALM Conceptual Domain (Core)
The student demonstrates that they can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.
HLM Negotiated Domain
The assignment demonstrates that the student can clearly communicate the main issues being addressed through an appropriate method of visual presentation
Component B
A written assignment of approximately 3750 words expanding on issues raised in the poster presentation (Component A)
Assessment criteria for Component B:
ALM Conceptual Domain (Core)
The assignment demonstrates that the student can organise and use coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.
BLM Literature Domain
The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.
GLM Action Domain
The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, appraising professional development needs and/or outcomes.
Second Assessment Opportunity (further attendance at taught classes is not required)
Component A
Presentation of an A3 poster in which students discuss issues arising from or related to a small-scale action enquiry.
Assessment criteria for Component A:
ALM Conceptual Domain (Core)
The student demonstrates that they can organise and use coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.
HLM Negotiated Domain
The assignment demonstrates that the student can clearly communicate the main issues being addressed through an appropriate method of visual presentation
Component B
A written assignment of approximately 3750 words expanding on issues raised in the poster presentation (Component A)
Assessment criteria for Component B:
ALM Conceptual Domain (Core)
The assignment demonstrates that the student can organise and use coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.
BLM Literature Domain
The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.
GLM Action Domain
The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, appraising professional development needs and/or outcomes.
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.
Specification confirmed by ……………………………………………Date ………………………
(Associate Dean/Programme Director)