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
SDDU5416M Student Education at Leeds
20 creditsClass Size: 30
Module manager: Rebecca Dearden
Email: r.dearden@adm.leeds.ac.uk
Taught: 1 Dec to 28 Feb, 1 Mar to 30 Jun (16mth), 1 Sep to 30 Nov 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
| SDDU5250M | Becoming an HE Teacher: Teaching and Assessing Learning |
| SDDU5255M | Teaching & Assessing Learning in Higher Education |
| SDDU5260M | Becoming an HE Teacher: Teaching and Assessing Learning |
| SDDU5265M | Teach & Design Learning in HE |
| SDDU5410M | Teaching at Leeds |
| SDDU5415M | Teaching in the University |
Module replaces
SDDU5415MThis module is not approved as an Elective
Objectives
AimsThe 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.
Learning outcomes
Knowledge 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 your teaching and your students' learning
- identify and estimate your own learning preferences and those of your students and apply this in your 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 your own teaching practice, identify developmental 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).
- demonstrate awareness and engagement with the relevant dimensions of the UK-PSF
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
- designing, delivering and appraising large group teaching sessions
- designing, delivering and appraising small group teaching sessions
- preparing and using audio-visual aids in large and small group teaching
- questioning: the core skill of small group teaching
- the skills and attributes of an effective lecturer and tutor in a modern, research intensive university
- principles of assessment and effective marking and feedback practices
- personal tutoring: effective academic and pastoral support strategies
- gaining and using feedback on teaching
- VLEs in learning & teaching and their effective use for blended learning
- finding and evaluating web resources for teaching
- student learning and its implications for the design of teaching and assessment
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| Work Based Learning | 1 | 50.00 | 50.00 |
| Teaching Observation | 4 | 2.00 | 8.00 |
| Mentor input | 6 | 1.00 | 6.00 |
| Practical | 1 | 2.00 | 2.00 |
| Seminar | 8 | 3.00 | 24.00 |
| Tutorial | 1 | 2.00 | 2.00 |
| Private study hours | 108.00 | ||
| Total Contact hours | 92.00 | ||
| Total hours (100hr per 10 credits) | 200.00 | ||
Private study
Reading = 58 hoursOnline tasks = 10 hours
Writing case study assignment = 40 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
- Attendance monitoring
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 | Appendix | 0.00 |
| Oral Presentation | Observations | 0.00 |
| Reflective log | Task1A to D 1,000 Word | 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
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