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2020/21 Taught Postgraduate Module Catalogue
EDUC5073M Learning and Teaching in Deaf Education
30 creditsClass Size: 40
Module manager: Dr Jackie Salter
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2020/21
Pre-requisite qualificationsThis is one of 5 compulsory modules for the mandatory teacher of the deaf qualification obtained through the MA deaf education
|EDUC5071M||The Context of Deaf Education|
|EDUC5072M||Deafness and Development|
This module is not approved as an Elective
Module summaryModule EDUC 5073M considers the implications of deafness for individual learning and achievement, explores ways in which teaching, learning and assessment opportunities can be maximised to facilitate pupil progress. You will gain a knowledge and understanding of ways in which the environment and the use of technology can contribute to the learning experience and what support is needed at particular periods of transition or transfer. You will develop skills in individual planning and the monitoring and assessment of learning, and how this should be shared with other professionals, parents and deaf learners. Awareness of ways in which deafness might impact on behaviour, and strategies for promoting positive behaviour and resilience in the classroom are also considered.This is a blended distance module that involves 12 on-line taught sessions in the VLE, 1 face-to-face study day; 1 face-to-face regional tutorial and 2 on-line synchronous tutorials This module addresses sections 5, 7 of the MQ specifications for specialist teachers of children and young people who are deaf. Practical teaching skills relating to section 6 of the MQ specifications are addressed in the context of the Professional Portfolio (Module EDUC 5076M)
ObjectivesThe aim of this module is to provide you with an understanding of
- the impact of deafness on deaf pupil’s learning and achievement, particularly in the areas of literacy and numeracy (5.3, 5.6)
- the particular learning strengths and weaknesses of deaf pupils and the impact of the interactional style of the teacher and other adults in the classroom (5.5)
- the layers of influence on the learning experience of deaf pupils including individual well-being, the use of technology and classroom environmental factors. (5.1, 5.2, 5.4)
- the principles of person-centred planning (5.9)
- the principles and practices associated with successful transition (7.1, 7.2)
You will also become familiar with:
- ways in which learning teaching and assessment opportunities can be adapted to enable deaf pupils to make progress particularly in the areas of literacy and numeracy (5.3, 5.6, 5.7)
- approaches to encouraging and supporting deaf learners to be independent learners (5.8)
On completion of this module you will
- understand the impact of deafness on deaf pupil’s learning and achievement, particularly in the areas of literacy and numeracy (5.3, 5.5, 5.6)
- understand the particular learning strengths and weaknesses of deaf pupils and the impact of the interactional style of the teacher and other adults in the classroom (5.5)
- understand the layers of influence on the learning experience of deaf pupils including individual well-being, the use of technology and classroom environmental factors (5.1, 5.2, 5.4)
- be familiar with ways in which learning, teaching and assessment opportunities can be adapted to enable deaf pupils to make progress particularly in the areas of literacy and numeracy (5.3, 5.6, 5.7)
- know how to encourage and support deaf learners to be independent learners (5.8)
- understand and implement the principles of person-centred planning (5.9)
- understand the principles and practices associated with successful transition (7.1, 7.2)
Sessions 1 and 2: The impact of deafness on social, emotional, cognitive and linguistic development: Implications for the educational attainment and learning experiences of deaf pupils
Session 2 and 3: The learning styles of deaf pupils: Implications for teaching approaches, behavior management and classroom organisation
Session 4 and 5 : Deaf learner’s literacy and numeracy development and attainment: Strategies for intervention
Session 6: Establishing an optimal learning environment for deaf pupils: Social, technological and environmental factors
Sessions 7s and 8: The impact of classroom interaction between adults and learners, and among deaf and hearing learners, on pupil participation, engagement and achievement.
Session 9 Developing deaf pupil’s meta-cognitive and independent learning skills
Session 10: Approaches to planning, monitoring and assessment that involve pupils and parents and that contribute to whole school and interdisciplinary planning formats.
Session 11: The principles and practices associated with successful transition
Session 12: Individual module review and assignment planning.
Due to COVID-19, teaching and assessment activities are being kept under review - see module enrolment pages for information
|Delivery type||Number||Length hours||Student hours|
|Independent online learning hours||249.00|
|Private study hours||40.00|
|Total Contact hours||11.00|
|Total hours (100hr per 10 credits)||300.00|
Private studyThis is a blended distance learning module that is taught using on-line materials and activities that require 249 hours of private study time to include school visits and observations.
Assignment and tutorial preparation time is 40 hours.
Face to face teaching is delivered via a 1-day study day that involves practical sessions and group learning.
In addition students must attend 1 x 3 hour regional workshop-style tutorial and 2 x 1 hour on-line synchronous tutorials ( 5 hours of tutorial time)
Opportunities for Formative FeedbackStudent learning is monitored through the weekly on-line learning activities in the VLE, the 3 tutorial sessions and the study day practical and group activities.
Methods of assessment
|Assessment type||Notes||% of formal assessment|
|Assignment||1 x 4000 word assignment||66.00|
|Report||1 x 2000 word Critical report||34.00|
|Total percentage (Assessment Coursework)||100.00|
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Reading listThe reading list is available from the Library website
Last updated: 30/06/2021 12:18:03
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