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Course unit details:
Theories of Teaching and Learning (Distance)
Unit code | EDUC77501 |
---|---|
Credit rating | 15 |
Unit level | FHEQ level 7 – master's degree or fourth year of an integrated master's degree |
Teaching period(s) | Semester 1 |
Available as a free choice unit? | No |
Overview
The course unit will introduce the following content areas:
- Major schools of thought and teaching and learning theory
- Applying learning theories in different social and cultural contexts
- Assessing learning
- Teacher and learner identities and learning theory
- Conceptions of children and young people in learning theory
- Education policy, teaching and learning theory and globalisation
Pre/co-requisites
Aims
This unit aims to develop students' knowledge and understanding of teaching and learning theories and to reflect upon their application in different contexts.
Knowledge and understanding
- An understanding of major schools of thought on learning theory
- An understanding of key ideas underpinning theories of teaching and learning
- An understanding of educational practices as they have developed in the context of educational institutions, education policy and in different social and cultural contexts
Intellectual skills
- Critical thinking in relation to teaching and learning theory and its potential application to different learning contexts
- Critically examine theoretical perspectives on teaching and learning theory and the assessment of learning
- Critically examine the implications of teaching and learning theories for young people and teachers in different social and cultural learning contexts
Practical skills
- Effectively contribute to debates about teaching and learning and learning in different insitutional, policy and socio-cultural contexts
- Examine educational practices in the light of emerging understandings of teaching and learning theory
- Examine the implications of teaching, learning and assessment policies, strategies, frameworks and discourses for classroom practice
Transferable skills and personal qualities
- Conceptual and analytical skills
- Information handling
- Group working
Assessment methods
Method | Weight |
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Written assignment (inc essay) | 100% |
Feedback methods
Feedback is available via Blackboard
Recommended reading
Bruner, J. S. (1961) The act of discovery, Harvard Educational Review 31 (1), 21–32.
Fox, R. (2005) Teaching and Learning: Lessons from Psychology, Oxford, Blackwell.
Overholser, J. C. (1993). "Elements of the Socratic method: II. Inductive reasoning". Psychotherapy, 30, 75–85.
Piaget, Jean. (1950) The Psychology of Intelligence. New York: Routledge
Pollard, A. (Ed) (2014) Readings for Reflective Teaching (Second Edition), London, Continuum.
Reay, D. and William, D. (1999) `I’ll be a nothing’ : structure, agency and the construction of
identity through assessment, British Educational Research Journal, 25 (3), 343-354.
Rizvi, F. and Lingard, B. (2010) Globalizing Education Policy, Oxford, Routledge.
Skinner, B.F. (1953) Science and Human Behavior, BFSkinner.org.
Tobin, J., Hsueh, Y., Karasawa, M. (2009) Pre School in Three Cultures: Revisited, Chicago, University of Chicago Press.
Vygotsky, L.S. (1978). Mind in society: The development of higher mental processes, Cambridge, MA: Harvard University Press.
Study hours
Scheduled activity hours | |
---|---|
Lectures | 24 |
Tutorials | 6 |
Independent study hours | |
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Independent study | 120 |
Teaching staff
Staff member | Role |
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Paul Smith | Unit coordinator |
Additional notes
Activity |
Hours Allocated |
Staff/Student Contact |
24 |
Tutorials |
6 |
Private Study |
50 |
Directed Reading |
30 |
Assignment Preparation |
40 |
Total Hours |
150 |