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2010/11 Taught Postgraduate Module Catalogue

SDDU5210M Preparing to Teach: Essentials of Learning, Teaching and Assessment (for Postgraduate and other Part-time Teachers)

15 creditsClass Size: 20

Module manager: Dr Clara Davies
Email: C.M.Davies@leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2010/11

This module is mutually exclusive with

SDDU5110M	Essentials of Teaching
SDDU5120M	Essentials of Learning and Assessment

Module replaces

SDDU4110

This module is not approved as an Elective

Module summary

This module has as a co-requisite a minimum of 40 hours paid work in relation to teaching duties during the academic year in which the module is taken. Prospective participants need to seek SSDU approval of range and quantity of teaching as part of the application process.

Objectives

By the end of the module, it is expected that students will be better able to:

1. identify the key characteristics of effective teaching and implement in their own teaching contexts;
2. prepare and deliver well structured and managed teaching sessions using appropriate audio visual aids;
3. review and implement techniques for facilitating interaction in teaching sessions;
4. distinguish and compare different approaches to learning and studying;
5. identify and estimate their own styles of learning and those of their students and apply this understanding in their own teaching as appropriate;
6. implement marking practices and provide students with appropriate feedback on assessed work taking account of issues of validity, reliability and transparency;
7. enhance their knowledge and understanding of higher education through awareness of and ability to evaluate relevant educational literature (both generic and subject-specific);
8. appraise and critically reflect upon their own approaches to (and understanding of) teaching, student learning and assessment and so develop their practice.

Syllabus

- Purposes, structures, skills and styles of various teaching approaches
- Preparing, delivering and appraising different teaching methods
- Uses of learning resources in teaching
- Encouraging students' active participation
- Reviews of research on large and small group teaching and audio-visual aids
- How students learn: theories and perspectives and their implications for courses and teaching
- Ways of estimating styles and approaches to study and learning
- Helping students to improve their learning skills
- Marking to provide feedback and marking for formative and summative purposes
- Supporting student diversity
- The skills and attributes of an effective teacher in a modern university.

Teaching methods

Delivery type	Number	Length hours	Student hours
Workshop	6	3.00	18.00
In Course Assessment	6	1.00	6.00
Consultation	6	1.00	6.00
Private study hours			120.00
Total Contact hours			30.00
Total hours (100hr per 10 credits)			150.00

Private study

- The in-course assessment listed above comprises 6 x 1 hour task sheets
- The consultation listed above takes the form of mentor and peer observation and discussions
- 20 hours Preparation and reading
- 40 hours Teaching practice (application of ideas, skills and methods)
- 20 hours: Reflection on teaching (1/2 hour per hour of teaching practice) - including evaluating the outcomes and action planning
- 40 hours: Preparation for, and of, the assignment.

Opportunities for Formative Feedback

- Meetings with mentors about summative assessment ? case study.
- Discussion with mentor and peers in subject departments / schools.
- Discussion with programme tutors.
- Self-monitor by completion of audit tools, task sheets and professional development plan.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Case Study	Assessment will be in the form of a written case study comprising: 1 - Teaching and the support of learning. 2 - Assessment and giving feedback. 3 - Reflection (in the form of a reflective log or diary) and an Action Plan. It will be marked by a member of the PGCLTHE course team and assessment will be Pass/Fail. To achieve a pass the case study must satisfy all the major specifications & criteria, display coherence and integrate appropriate reading/theory. Participants must pass in both aspects - observation and written. Participants will be expected to demonstrate their critical awareness and understanding of the relevant literature in the written parts of the assignment. The case study report (in total for both teaching sessions) should be between 3,500 and 4,000 words excluding appendices.	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 21/06/2012

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