Independent Study and Synoptic Reflection

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• LO4. To organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.
• LO3: To develop independent learning skills in terms of self-management and research

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• LO2: To be able to draw on, link and apply learning and new knowledge that has and is taking place across your degree programme

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

• LO1: To be able to connect concepts and evidence together in a coherent manner in the education field and within related disciplines

• What does it mean to study independently
• Definition of ‘synoptic’ within education
• Making connections and establishing linkages between modules
• Ways to apply ‘knowledge’ within the educational context
• Appraising personal and professional development within the degree
• Models of academic reflection
• Writing reflectively in different styles
• Acting as a critical reviewer:
• Techniques for drafting and re-drafting writing (self and others)

Teaching and learning methods

Much of the time in sessions is spent discussing articles and ideas. Therefore it is not usually appropriate or practical to record sessions.

Preparation for sessions usually involves reading so that this can be discussed when we are together.

Everyone is encouraged to keep a reflective diary which they complete weekly.

Resources & Reading list

Internet Resources

Synoptic assessment: Report for QCA. (Patrick, H).

Journal Articles

McGuire, L., Lacy, K., and Peters, J (2009). Pedagogy of reflective writing in professional education. Journal of the Scholarship of Teaching and Learning, 9(1), pp. 93-107.

Dochy, F., Segars, M., and Sluijsmans, D. (1999). The use of self-, peer and coassessment in higher education: A review. Studies in Higher Education, 24(2), pp. 331-350.

Ryan, M (2011). Improving reflective writing in higher education: a social semiotic perspective. Teaching in Higher Education, 16(1), pp. 99-111.

Hockings, C., Thomas, L., Ottaway, J., and Jones, R (2018). Independent learning – what we do when you’re not there. Teaching in Higher Education. Teaching in Higher Education, 23(2), pp. 145-161.

Southall, J. and Wason, H. (2016). Evaluating the use of synoptic assessment to engage and develop lower level Higher Education students within a Further Education setting. Practitioner Research in Higher Education, 10(1), pp. 192-202.

Lau, K. (2017). The most important thing is to learn the way to learn’: Evaluating the effectiveness of independent learning by perceptual changes. Assessment & Evaluation in Higher Education, 42(3), pp. 415-430.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Repeat Information

Repeat type: Internal & External