This module is discontinued in the selected year. The information shown below is for the academic year that the module was last running in, prior to the year selected.

2011/12 Taught Postgraduate Module Catalogue

SDDU5230M Promoting Learning through the Design of Learning Activities

15 creditsClass Size: 1

Module manager: Dr Clara Davies
Email: c.m.a.davies@adm.leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2011/12

Pre-requisite qualifications

Generally expected to have a degree or equivalent in the subject you are to teach

This module is not approved as an Elective

Objectives

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

1. distinguish different approaches to learning and studying;
2. identify and estimate their own learning preferences and those of their students and apply this understanding in their own teaching as appropriate;
3. evaluate different types and methods of promoting and supporting learning through the design of learning activities;
4. design teaching and learning opportunities that take into consideration the needs of a diverse student body and the requirements of student with disabilities;
5. justify a range of teaching techniques for promoting student learning in one of their own modules or programmes of study;
6. enhance their knowledge and understanding of higher education through awareness of and ability to evaluate the educational literature related to teaching and student learning (both generic and subject-specific);
7. appraise and critically reflect upon their own approaches to, and understanding of teaching and student learning and so develop their own practice;
8. analyse their own professional progress and identify own development needs.

Skills outcomes
Participants will further develop their skills in the following areas throughout the module:
- communicating and presenting oral and written arguments
- using Information and Communication Technology, including word processing and PowerPoint in their own teaching
- information retrieval, searching library catalogue and resources data bases, plus on-line searches for generic and subject-specific educational literature
- working with and learning from others
- managing their time effectively ? co-ordinating a range of commitments such as research, study, teaching duties, other paid employment and extracurricular activities
- improving their own learning and performance through the process of reflective practice
Participants will further develop their skills in the following areas throughout the module:
- communicating and presenting oral and written arguments
- using Information and Communication Technology, including word processing and PowerPoint in their own teaching
- information retrieval, searching library catalogue and resources data bases, plus on-line searches for generic and subject-specific educational literature
- working with and learning from others
- managing their time effectively: co-ordinating a range of commitments such as research, study, teaching duties, other paid employment and extracurricular activities
- improving their own learning and performance through the process of reflective practice.

Syllabus

- How students learn: theories and perspectives and their implications for courses and teaching
- Qays of estimating learning preferences and approaches to study
- Helping students to improve their learning skills
- Student diversity and its implications for learning and teaching practices
- Designing inclusive learning activities and resources
- Promoting the development of students transferable skills
- Traditional and innovative methods of promoting student learning, including the use of communications and information technology (C & IT).

Private study

- Undertake 40 hours of paid teaching duties (or equivalent contact time by negotiation);
- Meet with mentor to discuss their teaching practices and their approach to writing the module assignment;
- Design and plan a teaching session or activity to promote student learning;
- Reflect on and self-evaluate their own teaching practice, in general for all teaching duties and after the planned, observed session;
- Complete an assessed piece of work in the form of a case study based on the design, implementation and review of a session or activity to promote student learning together with a action plan for the development of own teaching practice;
- Participants will be expected to undertake independent reading and will be directed to relevant reference materials through bibliographies included in workshop materials.

In addition participants will be expected to consult discipline specific literature and will be given guidance on locating this.

Opportunities for Formative Feedback

- Workshop attendance records.
- Teaching observation by mentor together with pre- and post- observation discussion meetings.
- Meetings with mentors about their teaching practices and their assignment - Case study.
- Discussion with programme tutors.
- Self-monitor through audit tools and reflection/self-evaluation of teaching practices.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Case Study	.	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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