PSYC3052 Undergraduate Ambassadors Scheme
The Undergraduate Ambassadors Scheme (UAS) is a National scheme that provides universities with a general framework for developing discipline-specific classroom-based degree modules that award academic credit to science, technology, engineering, and mathematics undergraduates working on placement in schools or colleges (see www.uas.ac.uk for further information). Within Psychology at the University of Southampton, the UAS (PSYC3052) provides an opportunity for Final Year students in Psychology to gain experience of teaching, and observing teaching, in local schools and colleges, and, thus, to act as ambassadors for Psychology and the University in the local community. On successful completion of the module, students will have gained wide-ranging experience of working in a challenging but rewarding learning and teaching environment. They will be able to devise and present appropriate ways of communicating difficult principles or concepts to learners and will have gained a broad understanding of many of the key aspects of teaching in schools or colleges. They will also have developed a better understanding of, and confidence, in communicating key aspects of Psychology as a discipline. Regarding general learning outcomes, the aims of the module are: To develop a range of skills in the student and to offer an early taste of teaching to those interested in pursuing teaching as a career. To help students gain confidence in communicating their subject, develop strong organisational and interpersonal skills, and understand how to address the needs of individual learners. To give students experience of devising and developing a psychology-focused project and related teaching methods appropriate to engaging the age group they are working with. To help inspire a new generation of prospective Psychology undergraduates by providing role models for school pupils. To help students convey the excitement of their own learning in Psychology to school pupils by showing them the long-term applications of research in their discipline. To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum. Regarding students’ specific knowledge and transferable skills, the learning outcomes of the module include promotion and development of students’: Communication skills, both one to one and with an audience. Understanding of the learning needs of others. Understanding of standard teaching methods. Interpersonal skills in a school or college environment. Sense of responsibility and independence in a teaching environment. Giving and receiving of feedback. Organisational, prioritising, and negotiating skills. Ability to handle difficult and potentially disruptive situations. Public speaking and team-working skills. Ability to develop and utilise lesson plans and teaching materials.
Aims and Objectives
Obtain practical experience of teaching in a real-world educational context Gain confidence in communicating your subject and develop strong organisational and interpersonal skills
Having successfully completed this module you will be able to:
- Inspire a new generation of prospective Psychology students by providing role models for school pupils.
- Gain experience in addressing the needs of individual learners.
- Work with and support pupils at any point on the ability spectrum.
- Develop and utilise lesson plans and teaching materials.
- Develop practical understanding of standard teaching methods.
Undergraduate Ambassadors Scheme Training Session (Central UAS event) Looking after yourself and others - Child Protection and Health and Safety: Presentation and Communication Skills Being a Classroom/Teaching Assistant Routes into Teaching Induction Session 1: UAS structure and assessment (including Reflective Journal) Your role in the classroom Lesson observation Effective teaching methods Q&A Induction Session 2 Teach First teaching skills and techniques workshop Tutorial Session 1: Placement introduction and updates Reflective Journals Introducing the Special Project Tutorial Session 2 Placement catch up Planning the Special Project Evaluating the Reflective Journal Q&As Tutorial Session 3 Placement activities and experiences Key learning points Special Project progress report Introducing the Spoken Presentation Tutorial Session 4 Final placement round up Finalising the Written Report and Spoken Presentation Concluding Q&A
The UAS is unique among Final Year Option modules in a number of ways. Although students’ knowledge of psychology as a discipline is necessarily both utilised and developed in this module, the UAS also focuses on developing the range of interpersonal skills and professional competencies expected of an effective teacher and on development of the student’s role as an ambassador for Psychology and the University in the local community. To this end, pre-placement training and experience of working collaboratively with both teachers and pupils at the placement institution is co-ordinated to enable all module learning outcomes to be met. The range of learning and assessment methods employed provides a strong range of evidence to evaluate whether individual learning outcomes have been met. During the course of the module, each student completes a formative Reflective Journal and designs, presents, and evaluates a psychology-focused Special Project. Each student also completes two summative assignments: a Written Report and a Spoken Presentation, both of which are supported by evidence presented in the Reflection Journal, and both of which allow practical demonstration of teaching competencies and experience gained during the UAS. Lastly, independent corroboration of activities and progress in placement contributes to each student’s module mark via teachers’ End of Module Reports. This module is predominantly placement-based. In previous years, Psychology and the University’s Placement Coordinator have worked with placement institutions to accommodate students’ individual requirements.
Learning and Teaching
Teaching and learning methods
Teaching methods include: General Induction session (four hours) Two discipline-specific Induction sessions (eight hours total) Four UAS tutorials during the Semester (each of one hour) A minimum of 10 half-day (or equivalent) placement visits including teaching observation and assistance, and whole-class teaching (40 hours) Contact and discussion with school teaching staff in placement (as required) Contact and discussion with Module Coordinator (as required) Maintaining a Reflective Journal throughout placement Designing and implementing a psychology-focused Special Project in placement Students are required to complete a formative Reflective Journal in the form of a Blackboard Journal to document and reflect on their learning experiences throughout the module. This activity allows students to develop the key skill of reflection on their practice and that of others they observe in placement. Although no summative feedback on students’ Reflective Journals is given, formative feedback is, and the journal is a central document to the module that is consulted during summative assessment of students’ Written Reports. The Reflective Journal is expected to contain evidence fully to support presentation, discussion, and evaluation of activities during the Special Project, as well as all other material discussed in the Written Report and Spoken Presentation. Students are expected to post regular reflections throughout the course of the module (i.e., with a minimum of one post per weekly placement visit or equivalent).
|Total study time||150|
Resources & Reading list
Sharp, J., Johnsey, R., Peacock, G., Simon, S. and Smith, R., Cross, A. & Harris, D. (2011). Achieving QTS: Primary science teaching theory and practice (5th ed.).
Pritchard, A. (2008). Ways of learning: learning theories and learning styles in the classroom. (2nd ed.).
Cohen, L., Manion, L., & Morrison, K. (2004). A guide to teaching practice (5th ed.).
Ellis, V. (2007). Learning and teaching in secondary schools (3rd ed.).
Fautley, M., & Savage, J. (2007). Assessment for learning and teaching in secondary schools.
Jarvis, P. (2006). The theory and practice of teaching (2nd ed.).
Mooney, C. (2007). Primary mathematic: teaching theory and practice (3rd ed.)..
Medwell, J. (2005). Successful teaching placement: primary and early years..
Briggs, M. J. (2008). Assessment for learning and teaching in primary schools (2nd ed.).
Jarvis, P., Holford, J., & Griffin, C. (2003). The theory and practice of learning (2nd ed.).
Written Report: completed by each individual student (60% of module mark, limit 3500 words) spoken Report: completed by each individual student (25% of module mark, limit 10 minutes) Teacher's Report: completed by each student's supervising teacher in placement (15% of module mark).
|Spoken Presentation (10 minutes)||25%|
|Written report (3500 words)||60%|
Repeat type: Internal
Module only available to Single Honours Psychology B.Sc. students.
Costs associated with this module
Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.
In addition to this, students registered for this module typically also have to pay for:
Travel Costs for placements
A valid DBS check is required for participation in this module. If a DBS check is required by a student, the expense will be met by the University. Travel expenses to placement (i.e., bus, train, car) may be incurred during the module. Any such expenses expected will be agreed in advance by the student with the module coordinator and can be claimed back by the student from the University at the end of the module,
Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.