2019/20 Taught Postgraduate Module Catalogue

EDUC5093M Teaching and Learning in Secondary Schools

30 creditsClass Size: 80

Module manager: Graham Chambers
Email: g.chambers@education.leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2019/20

Pre-requisite qualifications

Students must have been accepted onto a postgraduate teacher training course with a School Centred Initial Teacher Training provider.

Co-requisites

EDUC5092M

Evidence-based Teacher Education

This module is mutually exclusive with

EDUC5085M

Teaching and Learning

Module replaces

EDUC5085M Teeaching and Learning

This module is not approved as an Elective

Module summary

This module addresses key contemporary issues in relation to best professional practice in teaching and learning in secondary schools. Taught sessions will focus on generic issues in teaching and learning but through the school-based tasks and the module assignments students will focus on their own specialist subject. The module is also designed to develop students’ research skills, these will be applied in relation to the school-based tasks and the module assignments. The content of the module is set in the context of an ‘evidence-based’ approach to teacher education and professional development.

Objectives

This module is designed to explore a number of important areas of teaching and learning through the examination of a range of evidence, including first had data collected in the classroom and schools.
The objectives of this module are to develop students’:
• understanding of the nature and philosophy of their subject and its significance in secondary education;
• knowledge and understanding of how children learn in their subject and potential barriers to learning they might encounter;
• knowledge of their subject, pedagogical approaches and relevant curriculum requirements;
• knowledge, understanding and skills in the teaching and assessment of their specialist subject;
• ability to evaluate critically information from a variety of sources to extend and deepen their knowledge and understanding of teaching and learning in their subject;
• skills in methods of educational enquiry and research, e.g., using pupil data, case study approaches, etc.
• skills of scholarship – academic writing and the presentation of findings
• understanding of evidence-based teacher education as an approach to professional development and how it can be applied in their context of their own specific context

Learning outcomes
On completion of this module, students should be able to, in the context of their subject:
• critical understand key contemporary theories on how children learn;
• critical understand how aspects of children's different life experiences can affect their learning;
• critical and systematic understand key concepts in teaching and assessment;
• understand and evaluate critically current national priorities and their impact on teaching, learning and assessment;
• evaluate critically research evidence (personal and published) in relation to developments in teaching, learning and assessment;
• apply data collection instruments systematically and appropriately in the context of researching aspects of subject teaching, learning and assessment;
• communicate research findings effectively to their peers and other professionals;
• critical understand of how classroom research can support professional development.

Syllabus

Indicative content:
‘Evidence-based teacher education’ as an approach to teacher training and professional learning.
Core perspectives on learning, for example, Constructivist and Socio-cultural perspectives
Subject knowledge in teaching – definitions of and importance of subject knowledge, curriculum knowledge and pedagogical subject knowledge and how they support high quality teaching.
Misconceptions in pupils’ learning - understanding what misconceptions are and how they come about, e.g., through everyday experience, use of language, etc.. Approaches to correcting misconceptions.
Assessment and feedback - definitions of ‘assessment’ and purposes of assessment, formative assessment and the teaching cycle, the impact of feedback on pupils learning, questioning for teaching and assessment, using the outcomes of assessment.
Motivating and engaging learners - what is meant by motivation and engagement, gauging motivation and engagement.
Practitioner research skills will be developed and then applied in the context of a small scale research projects focusing on an aspect of subject specific teaching, learning and assessment in their working context.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	8	1.00	8.00
Seminar	8	2.00	16.00
Tutorial	4	1.00	4.00
Private study hours			272.00
Total Contact hours			28.00
Total hours (100hr per 10 credits)			300.00

Private study

Students will be expected to undertake seminar readings prior to each session and prepare to contribute to discussions about these. Specific tasks will be set for students to make observations and collect data in their school settings and to prepare to disseminate their finding in seminars.
The reading, research and writing associated with the module assignment will account for a significant proportion of the private study time.

Opportunities for Formative Feedback

Monitoring of students’ progress will be via:
• their contribution to seminars – discussion of readings, student presentation, etc.
• their feedback from their school-based tasks

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Report	1 x 6000 Evaluation of the teaching of a series of lessons	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

There is no reading list for this module

Last updated: 14/12/2020 12:14:09

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