Teaching for Learning
About this course
Page last updated 2 April 2020
What will I get out of it?
On completion of this Professional development module you should be able to articulate a range of ways of understanding pupil learning and articulate how that understanding has influenced your practice.
- Critically analyse, a number of research based perspectives on enhancing pupil success.
- Develop personal theory in relation to teaching practices and articulate that theory with regard to ideas, perspectives and theories encountered during the module.
- Plan the means to monitor and critically evaluate the outcomes of your actions.
- 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.
- Take independent and self-critical responsibility for your own work, guiding the learning of others and managing your own requirements for continuing professional development.
- Engage confidently in academic and professional communications with others, reporting on action clearly, autonomously and competently including the capacity to communicate processes and outcomes of your learning.
Careers / Further study
Upon completion of this module, you may wish to apply for one of the following courses. This module would count for 30 credits of the Masters or Postgraduate course.
- MA Education; MA Ed (Early Years)
- PG Dip Education; PG Dip Education (Early Years)
- PG Cert Education; PG Cert Education (Early Years)
The syllabus will have a focus on improving the educational outcomes for children and young people in educational settings.
The core of the syllabus will focus on understanding teaching and learning and some content will be negotiated to reflect key priorities in educational settings. These may include:
- Ways of thinking about learning and teaching.
- School effectiveness and school improvement.
- School cultures.
- Assessment for learning.
- Gender and achievement.
- Learning theories including multiple intelligences, preferred learning styles and accelerated learning.
- Inclusive practices.
- Pupils with additional needs for example SEN/D, gifted and talented pup.
Learning and Teaching
Scheduled learning includes: Lectures and seminars two hours per week. A mixture of lecture, seminar, presentation and group discussion with guided study tasks and structured discussion activity, drawing upon set reading and your experience, needs and contexts.
Independent learning includes: Hours engaged with essential reading, case study preparation, assignment preparation and completion etc.
Component A (A3 Poster)
In order to demonstrate Masters' Level in reflecting on practice, you will need to make sure the presentation of the A3 poster includes:
- a rational for the small scale action enquiry
- a coherent sequence for the small scale action enquiry
- reference to underpinning theory, educational policy or perspectives on education.
- an analytical commentary on an aspect of professional development
- a reference list using the UWE Harvard system
Assessment criteria for Component A:
ALM: Conceptual Domain (Core)
You will demonstrate that you 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 you can clearly communicate the main issues being addressed through an appropriate method of visual presentation
Component B (Written assignment)
In order to demonstrate Masters' Level in reflecting on practice, you will need to make sure that the written assignment includes:
- Identification of the chosen area for the small scale enquiry.
- Critical reflection on how the research theme and enquiry question are relevant and significant to the context of their professional development.
- Critical reflection on practice in relation to theoretical and other contexts/frameworks/references.
- Critical analysis of the methods of data collection and findings from the small scale action enquiry.
- Evidence of the nature and quality of personal engagement.
- Evidence of systematic, critical reflection and analysis of your practice, including consideration of the nature, boundaries/definitions of the activity in question and the motives, causes and influences contributing to a particular development.
- Critical reflection on the impact of carrying out the small scale action enquiry on professional practice.
The written assignment must demonstrate engagement with relevant literature. Such engagement is a key feature of work at Masters' Level.
Identification of relevant literature. This might include regulatory, official or inspection documentation such as national standards.
- frameworks and professional literature such as institutional policy documents. There must also be reference to academic literature, both recent and seminal texts, to show links from theory to practice.
- Engagement with literature should show how it has helped with gaining insight into personal learning and how it is possible to use professional experience to challenge literature where appropriate.
You will be allocated a tutor to support your studies. You will meet with your tutor, or contact them via email, for advice and guidance on the action enquiry.
Supplementary fee information
To be confirmed