Teaching and Communication and the PGT Ambassador Scheme

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• Having successfully completed this module, you will be able to handle difficult and potentially disruptive situations. [Contributes to AHEP learning outcomes G1, P6]
• Having successfully completed this module, you will be able to work as part of a team. [Contributes to AHEP learning outcomes EL3m, G4]
• Having successfully completed this module, you will be able to communicate technical knowledge to a range of levels of understanding. [Contributes to AHEP learning outcomes D6, P6, G1]
• Having successfully completed this module, you will be able to Organise, manage and prioritise your work. [Contributes to AHEP learning outcomes EL3m, G3m, G4]
• Having successfully completed this module, you will be able to give and receive feedback constructively. [Contributes to AHEP learning outcomes G1, G2, G3m, G4]
• Having successfully completed this module, you will be able to speak to an audience. [Contributes to AHEP learning outcomes D6, G1, P6]
• Having successfully completed this module, you will be able to understand the different needs of individuals. [Contributes to AHEP learning outcomes D6, P6, G1, G3m, G4]

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• Having successfully completed this module, you will be able to contextualise your own teaching performance and observations of professional teaching staff relative to literature descriptions of best teaching practice. [Contributes to AHEP learning outcomes P4m,P6]
• Having successfully completed this module, you will be able to design, deliver and critically assess a short teaching session. [Contributes to AHEP learning outcomes D1, D2, D3m, D4, D5, D6, EL3, G1, G2, G3m, G4]

Knowledge and Understanding

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

• Having successfully completed the module, you will be able to demonstrate knowledge and understanding of broader issues and challenges facing STEM teaching in schools. [Contributes to AHEP learning outcomes P4m, P6]
• Having successfully completed the module, you will be able to demonstrate knowledge and understanding of methods and techniques of communicating difficult principles or concepts to learners. [Contributes to AHEP learning outcomes SM1m, SM2m, D6, P4m]

Disciplinary Specific Learning Outcomes

Having successfully completed this module you will be able to:

• Having successfully completed this module, you will be able to prepare lesson plans and teaching materials. [Contributes to AHEP learning outcomes EL3m, G3m, G4]
• Having successfully completed this module, you will be able to use standard teaching methods. [Contributes to AHEP learning outcomes D6, G1, P4m]

A University Outreach-organised training session (for students on different UAS modules) will provide an introduction to working with children and guidance on appropriate conduct in the school environment.

Induction 1 (week 0) Developing personal learning goals; module assessment including special projects; reflective journal; placement communication; behaviour management; health and safety.

Induction 2 (week 1) Feedback on journal structure and content; assessment, teaching and learning methods.

Tutorial 1 (week 4) Discussion on placement progress, reflective journals and ideas for projects.

Tutorial 2 (week 6) Reflective journals organisation and content. Progress on special projects.

Tutorial 3 (week 8) Individual session to finalise any outstanding decisions on the special project and to provide feedback on the journal.

Tutorial 4 (week 10) Reports, content and structure, discussion on samples from reports, teacher assessment process; tips on the assessed presentation.

Teaching and learning methods

Although a supervising placement teacher, or teachers, will act as students’ main source of guidance, students will also be able to discuss their progress with the Module Coordinator whenever necessary. Students will be involved in the following activities in support of their development:

• Classroom observation and teaching assistance: Initial contact with the teacher and pupils will be as a classroom assistant, watching how the teacher handles the class, observing the level being taught and the structure of the lesson, and offering practical teaching support. The teacher will assign the student with actual teaching tasks, varying dependant on students’ specific needs and abilities as they develop across the Semester. Tasks include, for example, offering problem-solving coaching to a smaller group of higher ability pupils, or taking the last ten minutes of a lesson for a whole class. Students will have to demonstrate an understanding of how the level of the knowledge of the pupils they are teaching fits into their overall learning across subjects.
• Whole class teaching: Students will typically be offered, in collaboration with their teachers, at least one opportunity to undertake whole class teaching, albeit that it may be only for a small part of a lesson.
• Special Project: The student will devise a Special Project on the basis of discussion with the module coordinator and the placement teacher. Students will use their own knowledge of their discipline and their own assessment of what will interest the particular learners they are working with. Alternatively, the project may have a non-discipline focus, for example, to raise pupils’ aspirations about further study beyond School or College. The student will implement the Special Project and evaluate it. The student will be required to show that they can analyse a specific teaching problem and then devise and prepare appropriately targeted learning and teaching activities (e.g., teaching materials, practical demonstrations) and complete an effective evaluation as appropriate.
• Written Report and Spoken Presentation: Each student will keep a Reflective Journal of his or her own progress in working in the classroom environment, and will be required to prepare a written report and deliver a spoken presentation detailing information about his or her Special Project and reflecting on his or her achievements and experiences during the course of the module.
• University awareness: Students will represent and promote their academic discipline and as a potential university choice to pupils across the social and academic range of learners at their placement school or college.

Teaching methods include

An Outreach-organised training session

Two induction sessions (both three hours) to introduce the module and to prepare students for teaching placements.

Four one hour tutorials address the needs of students in the context of their classroom experience

Students are expected to attend a two hour period when students present the outcomes from their projects

Learning activities include

Attending tutorials (at university).

Classroom observation and teaching assistance (1/2 day per week) at placement school.

Teaching classes at the school or college.

Keeping a written reflective journal.

Devising a special project for particular pupils at placement school.

Resources & Reading list

Textbooks

Jarvis, P., Holford, J. and Griffin, C. (2003). The theory and practice of learning. London: RoutledgeFalmer.

Briggs, M. J. (2008). Assessment for learning and teaching in primary schools. Exeter: Learning Matters.

Ellis, V. (2007). Learning and teaching in secondary schools. Exeter: Learning Matters.

Capel, S., Leask, M. and Turner, T. (Eds) (2013). Learning to Teach in the Secondary School: A companion to School Experience. London: RoutledgeFalmer.

Fautley, M. and Savage, J. (2007). Assessment for learning and teaching in secondary schools. Exeter: Learning Matters.

Shilvock, K. and Pope, M (2008). Successful teaching placements in secondary schools. Exeter: Learning Matters.

Medwell, J. et al (2005). Successful teaching placement: primary and early years. Exeter: Learning Matters.

Cohen, L., Manion, L. and Morrison, K. (2004). A guide to teaching practice. London: Routledge Falmer.

Sharp, J. et al, (2007). Primary science: teaching theory and practice. Exeter: Learning Matters.

Pritchard, A. (2008). Ways of learning: learning theories and learning styles in the classroom. London: David Fulton.

Jarvis, P. (2006). The theory and practice of teaching. New York: Routledge.

Mooney, C. (2007). Primary mathematic: teaching theory and practice. Exeter: Learning Matters.

Dillon, J. and Maguire, M. (Eds) (2011). Becoming a teacher: Issues in Secondary Teaching. Maidenhead: OUP.

Assessment strategy

Feedback Methods:

Formative assessment.

Timetabled tutorials to address problems, challenges or issues.

Individual tutorial where feedback is given on the reflective journal and special project.

Individual written feedback on the reflective journal.

Informal or semi-formal discussion with school teachers.

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 Information

Repeat type: Internal