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.
2016/17 Taught Postgraduate Module Catalogue
SDDU5250M Becoming an HE Teacher: Teaching and Assessing Learning
20 credits
Module manager: Rebecca Dearden
Email: r.dearden@adm.leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2016/17
Pre-requisite qualifications
Agreement that will have opportunity to undertake 60 hours teaching and related-duties concurrently with registration on the moduleThis module is mutually exclusive with
| SDDU5110M | Essentials of Teaching |
| SDDU5120M | Essentials of Learning and Assessment |
| SDDU5125M | Essentials of Learning and Assessment (Open) |
| SDDU5140M | Managing & Evaluating Teaching |
| SDDU5145M | Managing and Evaluating Teaching (Open) |
| SDDU5150M | PGCLTHE Route 2 Portfolio |
| SDDU5210M | Preparing to Teach: Essentials of Learning, Teaching and Ass |
| SDDU5215M | Preparing to Teach - Essentials of Teaching |
| SDDU5220M | Promoting Learning (for Postgraduate and other Part-time Tea |
| SDDU5225M | Promoting Learning through Assessment |
| SDDU5230M | Promote Learning through Desgn |
| SDDU5260M | Becoming an HE Teacher: Teaching and Assessing Learning |
This module is not approved as an Elective
Module summary
AimsThe aim of this module is to provide participants with an awareness of the underlying theories, perspectives and practices of:- effective teaching methods, and the management of student learning, in various contexts- different approaches to learning and assessment- uses of technology and in particular the University's virtual learning environment- methods of appraising and reflecting on your own teachingObjectives
AimsThe aim of this module is to provide participants with an awareness of the underlying theories, perspectives and practices of:
- effective teaching methods, and the management of student learning, in various contexts
- different approaches to learning and assessment
- uses of technology and in particular the University's virtual learning environment
- methods of appraising and reflecting on your own teaching
Knowledge Outcomes
1. Appropriate methods for teaching and learning in the subject area and at the level of the module
2. How students learn, both generally and in the subject
3. The use of appropriate learning technologies
4. Methods for evaluating the effectiveness of teaching
5. The implications of quality assurance and enhancement for professional practice
Principles & Values Outcomes
The University values (Academic excellence; Community; Integrity; Inclusiveness; and Professionalism are implicit in the outcomes because they describe how we work together as a University to deliver the vision and strategy. In particular, they translate in this course to:
- the importance of professional practices which respect and enable the progression and empowerment of individual learners
- the value of scholarship for the development of professional practice and knowledge
- a commitment to engaging in and supporting communities of practice amongst students and colleagues for mutual support and learning
- the promotion and implementation of equal opportunity practices to facilitate full participation by all students and colleagues
- the need for teachers continually to develop and extend their pedagogical knowledge and understanding
- the contribution of critical reflection to the development of practice and understanding.
Learning outcomes
Outcomes
By the end of the module, it is expected that participants will be better able to:
- identify appropriate and effective learning and teaching methods in your own discipline or professional practice and implement them in your teaching context
- plan, implement and evaluate the teaching and learning opportunities you provide, based on good practice and research into learning and teaching
- identify student learning needs and preferences and demonstrate commitment to equal opportunities by taking account of those needs in the teaching methods and learning opportunities you provide for students
- introduce use of learning technologies, as appropriate, including aspects of the University¿s virtual learning environment (VLE) into the learning opportunities you provide for your students
- reflect critically upon your own teaching practices, analyse your professional progress, identify development needs and formulate plans for appropriate continuing professional development
- enhance your knowledge and understanding of higher education through awareness of and ability to evaluate relevant educational literature (both generic and subject-specific)
- justify and evaluate techniques for assessing student learning in one of the modules or programmes of study on which you teach
- assess students reliably and give feedback that supports student learning
Skills outcomes
Critically reflect upon teaching practices and implement professional development
Operate professionally and effectively within their School and the University context
Syllabus
Indicative Content
- purposes, structures, skills and styles of various teaching approaches
- preparing, delivering and appraising different teaching methods
- uses of learning resources and audio-visual aids in teaching
- skills of explaining and questioning
- encouraging students' active participation
- reviews of research on large group teaching / small group teaching / demonstrating (as appropriate)
- VLEs in learning and teaching, and their effective use
- how students learn: theories and perspectives and their implications for courses and teaching
- student diversity and its implications for learning, teaching and assessment practices
- traditional and innovative methods of assessment, including the use of communications and information technology (C & IT) in assessment for learning
- supporting student assessment through enhancing feedback, including use of communications technology
- design processes for developing face-to-face learning activities and those supported by technology
- marking to provide feedback and marking for summative purposes
- methods of evaluating and reflecting on own teaching practice
- the skills and attributes of an effective teacher in a university
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| Workshop | 10 | 3.00 | 30.00 |
| Supervision | 6 | 1.00 | 6.00 |
| Supervised Practice | 60 | 1.00 | 60.00 |
| Teaching Observation | 4 | 2.50 | 10.00 |
| Practical | 2 | 2.00 | 4.00 |
| Private study hours | 90.00 | ||
| Total Contact hours | 110.00 | ||
| Total hours (100hr per 10 credits) | 200.00 | ||
Private study
20 hours - Preparation and reading40 hours - Case study
30 hours - Reflection on teaching (30 minutes per hour of teaching)
Opportunities for Formative Feedback
Meetings with mentors about summative assessment - case study.Discussion with mentor and peers in disciplinary areas.
Discussion with course tutors
Responding to staged tasks
Methods of assessment
Coursework
| Assessment type | Notes | % of formal assessment |
| Case Study | Reflective and evaluative case study of practice (4,500 words) Set semester 1 week 1 and due by 1st August. Maximum course length = 2 years | 100.00 |
| Literature Review | Task B (250-500 words) | 0.00 |
| Written Work | Task A (250 words) | 0.00 |
| 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 websiteLast updated: 01/03/2016
Browse Other Catalogues
- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD