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

SDDU5415M Teaching in the University

20 creditsClass Size: 50

Module manager: Rebecca Dearden
Email: r.dearden@adm.leeds.ac.uk

Taught: 1 Dec to 31 Mar, 1 Mar to 30 Jun, 1 Sep to 31 Dec View Timetable

Year running 2016/17

Pre-requisite qualifications

Compulsory for all newly appointed staff with a contract equivalent to 0.5 of full-time and above who have a teaching role and are deemed new to teaching in Higher Education: Senate, October 2006.

This 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
SDDU5260M	Becoming an HE Teacher: Teaching and Assessing Learning
SDDU5410M	Teaching at Leeds
SDDU5420M	Enhancing Your Teaching

This module is not approved as an Elective

Module summary

The aim of this module is to provide participants, within the University's and their School's policies & procedures, with the underlying theories, perspectives and practise of:- methods of large and small group teaching;- different approaches to learning and assessment;- uses of the University's virtual learning environment (VLE);- academic and pastoral support and guidance for students;- evaluating the success of teaching.

Objectives

Aims

The aim of this module is to provide participants, within the University's and their School's policies & procedures, with the underlying theories, perspectives and practice of:

- methods of large and small group teaching;
- different approaches to learning and assessment;
- uses of the University's virtual learning environment (VLE);
- evaluating the success of teaching.

Knowledge Outcomes

1. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme.
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 and 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
By the end of the module, it is expected that participants will be better able to:
- design, plan and deliver well structured and managed, interactive lectures and small group sessions using appropriate technologies and audio visual aids;
- compare and introduce appropriate aspects of the University's virtual learning environment (VLE) into their teaching and their students' learning;
- identify and estimate their own learning preferences and those of their students and apply this in their own teaching as appropriate;
- design learning and assessment opportunities that take into consideration the needs of a diverse student body and the requirements of student with disabilities;
- design valid assessments, assess students reliably and give feedback on and for learning;
- assess and provide appropriate academic and pastoral support and guidance to students;
- reflect critically upon their own teaching practice, identify developmental needs and formulate plans for appropriate continuing professional development;
- enhance their knowledge and understanding of higher education through awareness of and ability to evaluate relevant educational literature (both generic and subject-specific).

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 lectures;
- preparing, giving and appraising large group teaching sessions;
- preparing and using audio-visual aids in large and small group teaching;
- questioning: the core skill of small group teaching;
- purposes, skills and methods of small group teaching;
- preparing, giving and appraising small group teaching;
- reviews of research on large and small group teaching and audio-visual aids;
- the skills and attributes of an effective lecturer and tutor in a modern, research intensive university;
- academic and pastoral support stratergies;
- VLEs in learning & teaching and their effective use for blended learning;
- using the student portal for module support;
- finding and evaluating web resources for teaching;
- using a personal blog to record and reflect on progress;
- finding and using literature for the study of learning and teaching in higher education.

Teaching methods

Delivery type	Number	Length hours	Student hours
On-line Learning	1	2.50	2.50
Workshop	7	2.50	17.50
Teaching Observation	4	2.00	8.00
Mentor input	3	2.00	6.00
Practical	1	3.00	3.00
Tutorial	1	2.00	2.00
Private study hours			161.00
Total Contact hours			39.00
Total hours (100hr per 10 credits)			200.00

Private study

50 hours - Teaching and reviewing practice
40 hours - Case study
50 hours - Reading and researching
20 hours - Responding to tasks

Opportunities for Formative Feedback

Cohort leader will monitor, with course coordinator, attendance and participant concerns
Meetings with mentors about summative assessment - case study.
Discussion with mentor and peers in disciplinary areas & discussion with programme tutors
Responding to the four, staged & date fixed tasks - postings are monitored

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Case Study	Reflective and evaluative Case Study of practice (3,500 words) set at the start of the module with both staged submission deadlines and feedback dates (cohort dependent) - Maximum course length = 2 years	100.00
Literature Review	Task B (300 words)	0.00
Oral Presentation	Observations	0.00
Reflective log	Task A (300 words)	0.00
Written Work	Audit - Task C (200 words plus the checklists) & D (200 words) The total word limit for the assessment is 4,500 words which includes the four tasks that are included as appendices to the case study.	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 website

Last updated: 01/03/2016

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