MA Educational Leadership / Course details

Year of entry: 2022

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Course unit details:
Approaches to Teaching and Learning

Unit code EDUC70632
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Semester 2
Offered by School of Environment, Education and Development
Available as a free choice unit? No

Overview

Approaches to Teaching and Learning

Aims

This unit builds on EDUC60491 Theories of Teaching and Learning, to develop students knowledge and understanding of approaches to teaching and learning, as they may apply to international contexts with which they are familiar with. The approaches will be introduced through a series of case studies, set in different international contexts. This will include reflection on how the approaches are informed by theories of teaching and learning, as well as how they fit with the contextual particularities of relevant international educational settings. There will also be hands-on tasks providing experience in planning teaching, as well putting this planning into practice through a micro-teaching task.

Learning outcomes

 

Category of outcome

Upon completion of the unit, students should be able to:

 

Knowledge and understanding

  • Explain a range of approaches to teaching and learning
  • State how different approaches to teaching and learning are informed by theories of teaching and learning.
  • Describe how approaches to teaching and learning affect lesson planning, activity design and materials selection/design.

Intellectual skills

  • Develop critical thinking skills in relation to the challenges of teaching in a range of contexts
  • Reflect on teaching and learning in international contexts;
  • Critically examine how approaches to teaching and learning fit with the contextual particularities of international educational settings.

Practical skills

  • Produce a lesson plan for a specific context
  • Plan a set of activities
  • Select appropriate materials, plan a set of activities, and lead a sample lesson to a peer-group.

Transferable skills and personal qualities

  • Develop conceptual, analytical and presentation skills;
  • Make effective use of electronic and other sources of information;
  • Collaborate with others in group tasks.

 

Teaching and learning methods

 7 weeks of 2 hour long taught sessions, comprising a lecture/workshop (1hour) introducing the core content or skill, followed by a seminar (1 hour) with a guest speaker to contextualize the content or skill in a specific instance.

The remaining 4 weeks will be dedicated to student micro-teaching sessions.

Assessment methods

Method Weight
Portfolio 100%

Feedback methods

Feedback through Turnitin on main assignment 

Recommended reading

 

Beadle, P. (2010). How to Teach: The ultimate (and ultimately irreverent) look at what you should be doing in your classroom if you want to be the best teacher you can possibly be. Crown House Publishing.

Hodgen, J. & Marshall, B. (2005). Assessment for learning in English and mathematics: a comparison. The Curriculum Journal, 16(2),153-176.

Monk, J., & Silman, C. (2014). Active learning in primary classrooms: A case study approach. Routledge.

Race, P. (2000). Task-based learning. Medical Education34(5), 335.

Savin-Baden, M., & Major, C. H. (2004). Foundations of problem-based learning. McGraw-Hill Education (UK)

Seelye, H. N. (1995). Experiential activities for intercultural learning. Nicholas Brealey.

Valdez, R. J. (2003). Blended Learning: How to Integrate Online and Traditional Learning. Kogan Page.

Wilson, L. (2014). Practical teaching: A guide to teaching in the education and training sector. Andover, UK: Cengage Learning EMEA.

Bates, B. (2015). Learning theories simplified…and how to apply them to teaching. London: SAGE.

 

Study hours

Scheduled activity hours
Lectures 22
Tutorials 2
Independent study hours
Independent study 126

Teaching staff

Staff member Role
Sylvie Lomer Unit coordinator

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