Module overview
You will reflect on your personal experiences of learning in relation to reported educational theory. Through this context you will examine a set of current teaching and learning issues. You will be encouraged to investigate, critically assess and engage in debating these issues, as reported by active educational researchers. Additionally, you will consider how young people learn, how learning is recognised and assessed and establish a view of what is deemed effective teaching and learning. Consequently, you are expected to develop a deeper understanding of the contexts in which teachers work, the accountability of teachers and the responsibilities of learners.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Use a range of sources to extend your knowledge and understanding of issues relating to teaching and learning, and to critically examine current issues in teaching and learning.
- Evaluate your own contribution to a team effort.
- Work both independently and collaboratively as a member of a team.
- Evaluate the relationship between teaching and learning and analyse the factors that influence this relationship.
- Appreciate the ways in which teachers are accountable to a range of potentially different stakeholders and how this shapes what teachers do.
- Process, synthesise and present your own views in a coherent manner.
Syllabus
This module has a focus on the current work of active researchers in education and the syllabus will reflect their current research interests.
Typically, the content of this module will cover:
- Assessment for learning and assessment of learning, including issues of validity and reliability
- Places/locations of learning and a range of learning environments;
- The identification of key principles of effective pedagogy
- Education and accountability
- Understandings of quality in educational contexts
- Consideration of Teamworking
Learning and Teaching
Teaching and learning methods
This module will use a mix of lectures and seminars along with directed reading and suggested additional research. The focus will be on small team discussion, plus small team poster presentations. This module provides opportunities for individual tutorials.
| Type | Hours |
|---|---|
| Tutorial | 2 |
| Wider reading or practice | 50 |
| Preparation for scheduled sessions | 19 |
| Follow-up work | 9 |
| Completion of assessment task | 52 |
| Lecture | 18 |
| Total study time | 150 |
Resources & Reading list
General Resources
General Resources Information. Many of the key readings will be cited within the specific sessions. You should endeavour to research and develop your own list of references. You are likely to need: BBC Education - https://www.bbc.co.uk/news/education British Educational Research Journal (BERJ) https://www.bera.ac.uk/publication/british-education-research-journal Educational Research Review https://www.journals.elsevier.com/educational-research-review Gov.UK – Education, training and skills https://www.gov.uk/education Harvard Educational Review https://www.hepg.org/her-home/home School Effectiveness and School Improvement https://www.tandfonline.com/loi/nses20 Teacher Development https://www.tandfonline.com/toc/rtde20/current TES https://www.tes.com/news The Glossary of Education Reform https://www.edglossary.org/ The Guardian – Education https://www.theguardian.com/education The Independent https://www.independent.co.uk/news/education
Internet Resources
Journal Articles
Brown G.T.L. (2019). Is Assessment for Learning Really Assessment?. Frontiers in Education, 4(64).
Brock, S.E., McAliney, P.J., Ma, C.H., and Sen, A. (2017). Toward more practical measurement of teamwork skills.. Journal of Workplace Learning., 29(2), pp. pp. 124-133.
Britton, E., Simper, N., Leger, A. and Stephenson, J. (2017). Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills.. Assessment & Evaluation in Higher Education, 42(3), pp. pp. 378-397.
Pacansky-Brock, M., Smedshammer M., and Vincent-Layton, K. (2020). Humanizing online teaching to equitize higher education. Current Issues in Education, 21(2).
Textbooks
Muiijs, D. and Reynolds, D. (2011). Effective teaching: Evidence and practice. London: Sage.
Alexander, R (2010). Children, their world, their education. London: Routledge.
Skinner, D (2010). Effective teaching and learning in practice. London: Continuum.
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2002). Working inside the blackbox: Assessment for Learning in the Classroom. London: Department of Education and Professional Studies, King's College.
Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead: Open University Press.
Hart, S., Dixon, A., Drummond, M.J., & McIntyre, D. (2004). Learning without limits. Maidenhead: Open University Press.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Coursework | 70% |
| Critical Reflection | 10% |
| Poster presentation and defence | 20% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Coursework | 70% |
| Individual Poster | 30% |
Repeat Information
Repeat type: Internal & External