This module is not currently running 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.

2017/18 Taught Postgraduate Module Catalogue

EDUC5630M Noticing and Observing for Professional Practice and Learning

30 creditsClass Size: 30

Module manager: Dr Emma Rempe-Gillen
Email: e.rempegillen@leeds.ac.uk

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

Year running 2017/18

Pre-requisite qualifications

An honours degree.
Successful completion of a PGCE programme.

This module is not approved as an Elective

Objectives

On completion of this module, students should be able to demonstrate:

- the ability to analyse systematically and critically their school working context;
- a systematic knowledge and understanding of how certain factors might affect pupils' learning, for example:
> diversity (including special needs and children's backgrounds),
> teachers' collaborative work with colleagues,
> pupils' behaviour.

- a critical understanding of the importance of focused observation as a basic tool of classroom research;
- a critical understanding of the value of noticing in managing and reflecting systematically on teaching and learning;
- an ability to plan systematically and conduct classroom-based research into a factor influencing pupils' learning, utilising observation and noticing skills;
- the ability to evaluate critically the outcomes of their research;
- the ability to write an informative and insightful report;
- a critical understanding of how observation and noticing are centrally important in supporting professional development.

Syllabus

The broad aim of this module is to support and enhance students' induction into the teaching profession.

Firstly, students will describe and analyse their school working context. Students will then be introduced to the key skills of spontaneous noticing and systematic observation in the classroom and consider their fundamental importance in reflecting on practice and supporting professional development.

Linked to these key skills, students will consider and analyse three specific factors that may have an influence on pupils' learning. These are diversity, collaborative work with other teachers and pupils' behaviour.

Drawing these two strands together, a guided, classroom-based research exercise will be carried out by students where they apply the noticing and observing skills in relation to one of the three influences on learning.

Teaching methods

Delivery type	Number	Length hours	Student hours
On-line Learning	8	1.00	7.50
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	7	1.00	6.50
Private study hours			268.00
Total Contact hours			32.00
Total hours (100hr per 10 credits)			300.00

Private study

a) 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.
b) Assignment preparation - 60 hours.

Opportunities for Formative Feedback

- Students submit responses to reading tasks and school-based tasks throughout the first part of the module.
- Students submit a draft of the first part of the assignment for comment by their tutor half-way through the module.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Report	6,000 word report	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: 24/04/2017

Disclaimer

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