Course unit details:
Approaches to Teaching Internationally: Pedagogies and Practices
Unit code | EDUC70632 |
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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 |
Available as a free choice unit? | No |
Overview
This course unit will introduce the following content areas / approaches to, and aspects of, teaching and learning:
- Active learning
- Problem-based learning
- Task-based learning
- Blended and technology enhanced learning
- Intercultural learning
- Classroom management
It will introduce reflection on, and hands-on work, to develop the following key skills:
- Lesson planning
- Activity design
- Group work
- Materials selection and design
- Leading self-designed lessons to a peer-group (micro-teaching)
Aims
This unit builds on EDUC60491 Theories of Teaching and Learning, to develop students’ knowledge and understanding of approaches to teaching and learning internationally, as they may apply in varying 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 and practices are informed by pedagogies and 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
Students will be able to draw on their own experiences as (international) students and share their views of teaching and learning with others to not only study the impacts and challenges within international education, but to also consider how others consider teaching and learning in terms of practice and also purpose. Students will work on developing their skills to present and discuss their opinions and consider how they apply their experiences and research to their academic work, but also in the work environment.
Syllabus
Syllabus (indicative curriculum content):
Block 1 – From Education to Educators
1 What is education?
2 What is learning and teaching?
3 Focusing on the teacher
4 Focusing on the learner
Block 2 – Pedagogies and Practices
5 Lesson planning
6 Pedagogical approaches
7 Materials design and development
8 Digital pedagogies
Block 3 – From theory to practice
9 Microteaching, Feedback and Assignment Workshop
10 Micro-teaching sessions
11 Micro-teaching sessions
12 Micro-teaching sessions
Portfolio submission
Teaching and learning methods
8 weeks of 2 hour long interactive teaching sessions. The remaining 4 weeks will be dedicated to student micro-teaching sessions.
Blackboard / Padlet discussion boards will be used to collate and synthesise information throughout the module sessions and activities.
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.
Assessment methods
Method | Weight |
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Portfolio | 100% |
Feedback methods
Online within Faculty guidelines
Recommended reading
Core text: Goldhawk, A (2023) The Super Quick Guide to Learning Theories & Teaching Approaches. Sage.
Bates, B. (2015). Learning theories simplified…and how to apply them to teaching. London: SAGE.
Bates, A. W. (2019) Teaching in a Digital Age. 2nd edition. https://opentextbc.ca/teachinginadigitalage/
Brooks, R (2019) Education & Society: Places, Policies, Process. Red Globe Press.
Butt, G. (2008) Lesson Planning. 3rd edition.
Garrett, F. (2018). Engaged pedagogy through role‐play in a Buddhist studies classroom. Teaching Theology & Religion, 21(4), 336–344. https://doi.org/10.1111/teth.12462.
JISC (2023) Reimagining Blended learning (https://www.jisc.ac.uk/guides/reimagining-blended-learning-in-higher-education)
Laurillard, D (2012) Teaching as a Design Science
Mahat, M (2023) Purpose, process, place, pedagogical affordance and product (5Ps) of student learning in higher education: beyond Beckers. Facilities; Bradford Vol. 41, Iss. 1/2, pp.140-156. DOI:10.1108/F-06-2022-0086
McGregor, D. and Cartwright, L (eds) (2011) Developing Reflective Practice: a guide for beginning teachers.
Monk, J., & Silman, C. (2014). Active learning in primary classrooms: A case study approach. Routledge.
Race, P. (2000). Task-based learning. Medical Education, 34(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.
Selwyn, N. (2016) Is technology good for education?
Tomlinson, B. (2014) Developing materials for language teaching. 2nd edition.
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.
Study hours
Scheduled activity hours | |
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Lectures | 22 |
Tutorials | 2 |
Independent study hours | |
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Independent study | 126 |
Teaching staff
Staff member | Role |
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Heather Cockayne | Unit coordinator |