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
SDDU5260M 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 |
| SDDU5250M | Becoming an HE Teacher: Teaching and Assessing Learning |
This module is not approved as an Elective
Module summary
The 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 the design of learning activities- uses of technology and in particular the University¿s virtual learning environment- methods of appraising and reflecting on your own teachingObjectives
Aims:The 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 the design of learning activities
- 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)
- provide a rationale and review for the design of a teaching session or learning activity in one of the modules or programmes of study on which you teach
- design and deliver well structured and managed teaching sessions that support student learning through the use of appropriate technologies, audio visual aids and techniques for facilitating interaction
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
- supporting student assessment through enhancing feedback, including use of technology
- design processes for developing face-to-face learning activities and those supported by technology
- 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 |
| Teaching/Classroom Assisting | 60 | 1.00 | 60.00 |
| Meetings | 6 | 1.00 | 6.00 |
| Teaching Observation | 4 | 2.50 | 10.00 |
| Practical | 2 | 2.00 | 4.00 |
| Seminar | 10 | 3.00 | 30.00 |
| Private study hours | 90.00 | ||
| Total Contact hours | 110.00 | ||
| Total hours (100hr per 10 credits) | 200.00 | ||
Private study
Preparation and reading 20 hoursCase Study 40 hours
Reflection on teaching 30 hours
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) Set week 1 and due mid January | 0.00 |
| Written Work | Task A (250 words) Set week 1 and due early November | 0.00 |
| Total percentage (Assessment Coursework) | 100.00 | |
Assessment of the module is in the form of a written case study of your teaching practices. Preliminary Tasks The case study draws on 3 tasks that will be set and discussed with you during the taught part of the course. Two of the tasks must be submitted as postings to the VLE at staged points throughout the course. The three tasks are outlined below: A. Teaching statement outlining your teaching role, responsibilities and the duties you perform 250 words, VLE posting, early November 2007 B. Literature review of five resources relevant to teaching and learning in your own discipline 250 ¿ 500 words, VLE posting, mid January 2008 C. Four teaching observations with associated supporting documentation and evidence Observation forms and supporting resources, ongoing during Oct ¿ May Case Study Assignment The written case study, submitted for assessment then comprises four sections: 1. Teaching context outlining your teaching role and responsibilities (based on Task A) 250 words 2. Critical reflection on your own teaching practices and skills, evaluated in the context of: ¿ your review of the literature (based on Task B) ¿ discussion and feedback comments from all four teaching observations (based on Task C) 1750 - 2000 words 3. Critically evaluate your design and delivery of a teaching session or learning activity ¿ provide a rationale for the selected method and your own planned approach ¿ demonstrate / evidence that you are operating within University / School policies and practices, including responding to student and mentor feedback ¿ use readings of educational literature to help develop own practice and consider alternative approaches (Task B) 1750 - 2000 words 4. Overall reflection on your teaching practices, evaluated in the context of educational literature and notions of good practice and professionalism in learning and teaching in HE, to form an action plan for your own professional development. 250 ¿ 500 words Task A should be incorporated within the main body of your written assignment to form part 1 of the case study. Task B should be appended and in addition you should refer to your review throughout the narrative. The Task C observation forms and supporting documentation / resources should be in an appendix and referred to throughout the narrative of the assignment. Your case study should be no more than 4500 words in total.
Reading list
The reading list is available from the Library websiteLast updated: 01/03/2016
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- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
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