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2017/18 Taught Postgraduate Module Catalogue
EDUC5631M Promoting and Assessing Learning in the Classroom
30 creditsClass Size: 30
Module manager: Mr Brendan Higgins
Email: j.b.higgins@leeds.ac.uk
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2017/18
Pre-requisite qualifications
An honours degreeSuccessful completion of a PGCE programme
Pre-requisites
| EDUC5630M | Noticing and Observing for Professional Practice and Learnin |
This module is not approved as an Elective
Objectives
On completion of this module, students should be able to demonstrate:- a critical understanding of key contemporary theories on how children learn;
- a critical understanding of how aspects of children's development can affect their learning;
- a critical and systematic understanding of key concepts in teaching and assessment;
- the ability to understand and evaluate critically current national priorities and their impact on teaching, learning and assessment;
- the ability to evaluate critically research evidence (personal and published) in relation to developments in teaching, learning and assessment;
- the ability to apply data collection instruments systematically and appropriately in the context of researching aspects of teaching, learning and assessment;
- the ability to communicate research findings effectively to other professionals;
- a critical understanding of how classroom research can support professional development.
Syllabus
This module focuses on developing students' knowledge and understanding of how children learn and how their learning is influenced by a range of developmental factors. Students will examine the theoretical framework and consider this in the context of their day-to-day work as teachers.
A range of current initiative in promoting teaching and children's learning will be examined, this will reflect current national priorities (for example, thinking skills, assessment for learning, etc) but also draw on alternative approaches identified through current research. The appropriateness of these initiatives will be evaluated against the theoretical framework and students' working knowledge of children and how they learn.
Practitioner research skills will be developed and then applied in the context of a small scale research project focusing on an aspect of teaching, learning and assessment relevant and of interest to the students in their working context.
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| On-line Learning | 10 | 1.00 | 10.00 |
| Lecture | 1 | 2.00 | 2.00 |
| Lecture | 2 | 1.75 | 3.50 |
| Lecture | 4 | 1.25 | 5.00 |
| Lecture | 5 | 1.50 | 7.50 |
| Seminar | 4 | 1.00 | 4.00 |
| Private study hours | 268.00 | ||
| Total Contact hours | 32.00 | ||
| Total hours (100hr per 10 credits) | 300.00 | ||
Private study
A module study pack, which requires 208 hours of private study time (including school-based work):- Directed reading and responding to reading - 142 hours
- School-based tasks - 66 hours
- Assignment preparation - 60 hours
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The 22 hours of lectures and seminars are delivered at 4 day schools at the University.
Opportunities for Formative Feedback
- Students are required to submit responses to reading tasks and school-based tasks throughout the first part of the module.- The module assignment is in two parts, the first part to be submitted half-way through the module, the second part towards the end.
Methods of assessment
Coursework
| Assessment type | Notes | % of formal assessment |
| Report | 3,000 words | 50.00 |
| Report | 3,000 words | 50.00 |
| 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: 24/04/2017
Browse Other Catalogues
- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
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