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
SDDU5425M Enhancing Your Practice
20 credits
Module manager: Rebecca Dearden
Email: r.dearden@adm.leeds.ac.uk
Taught: 1 Apr to 30 June, 1 Jan to 31 Mar, 1 Sep to 31 Dec (Adv pre 2223) 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.Pre-requisites
| SDDU5415M | Teaching in the University |
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 |
Module replaces
SDDU5420MThis 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:- designing, preparing and implementing coherent schemes of work and assessment for students in their School;- integrating appropriate learning technology into teaching and student learning;- developing effective learning environments;- evaluating the success of your teaching.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:
- designing, preparing and implementing coherent schemes of work and assessment for students in their School;
- integrating appropriate learning technology into teaching and student learning;
- developing effective learning environments;
- evaluating the success of your 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 and plan effective teaching, learning and assessment activities that facilitate quality learning and the achievement of appropriate learning outcomes by a range of learners;
- evaluate different types and methods of assessment for supporting learning, measuring achievement and giving feedback to students;
- evaluate applications of technology in student learning and assessment;
- design, plan and implement a strategy for integrating appropriate technologies into your teaching;
- function professionally and effectively as a university teacher;
- 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).
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 learning and teaching with particular focus on constructive alignment;
- designing and using learning outcomes;
- teaching and learning methods;
- diversity and added value in higher education;
- institutional priorities for learning and teaching;
- designing assessment;
- using technology in assessment;
- designing out plagiarism;
- the 5 year vision for use of the VLE;
- using a personal blog to record and reflect on progress.
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| On-line Learning | 1 | 3.00 | 3.00 |
| Workshop | 8 | 3.00 | 24.00 |
| Learning & Teaching Conference | 1 | 7.00 | 7.00 |
| Mentor input | 3 | 2.00 | 6.00 |
| Private study hours | 160.00 | ||
| Total Contact hours | 40.00 | ||
| Total hours (100hr per 10 credits) | 200.00 | ||
Private study
50 hours - Teaching and reviewing practice40 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.
Peer monitoring by facilitators of an asynchronous online debate.
Responding to the five, staged & date fixed tasks - postings are monitored.
Methods of assessment
Coursework
| Assessment type | Notes | % of formal assessment |
| Literature Review | Peer Assisted Learning - Task E (200 Words) | 0.00 |
| 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 |
| Critique | Literature Critique - Task A (300 Words) | 0.00 |
| Reflective log | Event Review - Task B (200 Words) | 0.00 |
| Literature Review | Action Plan - Task C (200 Words) | 0.00 |
| Literature Review | Resource Creation - Task D (200 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