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2017/18 Taught Postgraduate Module Catalogue

EDUC5084M Evidence-based Teaching

15 creditsClass Size: 360

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

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

Year running 2017/18

Pre-requisite qualifications

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

Co-requisites

EDUC5085M	Teaching and Learning
EDUC5086M	Teaching and Learning - Primary English
EDUC5087M	Teaching and Learning - Primary Mathematics
EDUC5088M	Teaching and Learning - Primary Science

This module is not approved as an Elective

Module summary

This module is designed to explore two important areas of the students' professional practice through the examination of a range of evidence, including first hand data collected in the classroom and schools. The content of the module is set in the context of an 'evidence-based' approach to teacher education and professional development.

Objectives

The objectives of this module are to develop students':
- understanding of key areas of their professional practice, that is, pupil and class behaviour management and inclusion, including special educational needs
- skills of educational research, e.g., classroom observation, case study approaches, etc.
- skills of scholarship – the use of research findings and theoretical ideas, academic writing and presentation of findings
- ability to critique policy at different levels, for example, school and government
- understanding of what evidence-based teacher education is and how it can be applied in the context of their own professional development.

Learning outcomes
On completion of this module, students should be able to:
- evidence understanding how children learn and behave in different ways as a consequence of a range of background influences
- evidence understanding of a range of approaches to supporting children's learning and behaviour
- collect data in the classroom using a range of methods
- engage in reflective analysis of their own practice and that of practising qualified teachers;
- demonstrate an ability to critically evaluate theory, policy and practice
- utilise their understandings of educational issues in developing their own professional practice;
- effectively communicate information, findings, arguments and analysis in a variety of forms

Syllabus

'Evidence-based teacher education' as an approach to teacher training and professional learning.
Behaviour management in schools – theoretical ideas, e.g., Behaviourist theory, social learning theory, Humanist psychology, etc. Research evidence, e.g., how pupils' backgrounds, emotional and social behavioural problems, etc., impact on how they behave in school.
Principles of inclusive practice in the context of schools.
Special educational needs and disability in schools – examination of common special needs, e.g. co-ordination disorders, dyslexia, etc., and what research shows about how children can be supported - overcoming barriers to learning.
Critique of policy relating to the management of behaviour and inclusion at a variety of levels, e.g., school and government policy.
Educational research methods - case study approach, classroom observation, presenting a case study classroom observation, interviewing skills, use of school data, etc.
Academic writing

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	4	1.00	4.00
Seminar	4	2.00	8.00
Tutorial	2	1.00	2.00
Private study hours			136.00
Total Contact hours			14.00
Total hours (100hr per 10 credits)			150.00

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
Essay	3,000 words	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

The reading list is available from the Library website

Last updated: 31/03/2016

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