MSc Advanced Leadership for Professional Practice (Allied Health Profession)
Year of entry: 2024
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Course unit details:
Reflective Teaching and Learning in Practice
|FHEQ level 7 – master's degree or fourth year of an integrated master's degree
|Variable teaching patterns
|Available as a free choice unit?
This course is aimed at practitioners who as part of their work will engage with others as educators and learners.Participants will be introduced to current theoretical frameworks which are used to underpin effective HE practice in teaching, learning, assessment and evaluation. They will critically appraise a range of teaching and learning processes that can be used to create an environment conducive to learning, recognising that their own practice should be informed by broader higher education principles as well as developments in their discipline area. Critically exploring current principles and practices related to session design, delivery, assessment and evaluation, they will be encouraged to reflect upon the knowledge and skills needed to enable them to contribute effectively to the formative and summative assessment of student performance. In the context of considering their own values base in relation to teaching and learning, participants are also expected to consider the importance of equality and diversity for effective teaching, the need for fair and robust assessment and the effective evaluation of learning.
The course will also cover multidisciplinary/multi professional/multi-agency working, organisation of services, leadership skills, health promotion/education models, patient pathways, palliative and end of life care.
- Enable participants to examine the underpinning theories and principles involved in developing educational learning opportunities, educational curricula and/or educational learning tools.
- Introduce participants to theoretical frameworks underpinning effective HE practice in teaching, learning, assessment and evaluation, encouraging them to critically reflect on developments in their own discipline area.
- Empower participants to analyse their own role as teachers and assessors of students; by developing innovative approaches to developing educational learning opportunities, educational curricula and/or educational learning tools.
Knowledge and understanding
- Critically evaluate a variety of adult learning theories in order to create and sustain effective learning environments in a variety of settings
- Demonstrate a critical understanding of the reflective process and the extent to which this impacts upon the personal and academic development of self and others as educator
- Demonstrate a critical understanding of the broader social context and the centrality of valuing diversity and equality in teaching, recognising the potential impact of these factors on learners
- Critically appraise a variety of formative and summative assessment strategies that can be utilised to ensure and assure quality education
- Consider their own identity as educators as they embark upon the reflective process to improve their own teaching practice
- Design a variety of effective learning opportunities, basing their design upon sound rationale with basis in the literature
- Design robust, innovative assessments which offer opportunities for constructive student feedback whilst also enabling students to demonstrate attainment of intended learning outcomes
|Written assignment (inc essay)
There is a choice of modality for the assessment, either a verbal presentation or written essay. Both of which account for 100% of the unit mark.
Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.
Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.
|Scheduled activity hours
|Independent study hours