10 credits at level HE4
This module aims to develop studentsí understanding of the teaching and learning process. Through this module students will develop their knowledge of learning theories and approaches to learning so they can apply them to their practice in an informed and critical way.
What is learning? Theorists and theories of learning (e.g., Pavlov, Thorndyke, Rogers, and Skinner, De Bono); teaching and learning strategies; personalised learning; learning styles (e.g., VAK/VARK); Critical appreciation of learning styles theories and their application (Coffield et. al.); multiple intelligence; Ethical issues; Child development; Group dynamics; Building pupilsí self-esteem and confidence; the problems of reticence.
The module will be taught using a variety of methods such as lectures, tutorials, research based activities, group work, oral presentations. A blended learning approach will be adopted.
The module is assessed by a work-based assignment which involves an investigation into workplace practices and how the practice relates to theories covered in the module.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Understand the main aspects of specified theories of learning and review how they are applied to the teaching of children and the observation of children learning in your workplace||
1.1 describe the main aspects of a specified learning theory or theories
1.2 critically discuss how the main aspects of specified learning theories are being applied to the teaching of children and childrenís learning observed in your workplace
|2.||Understand the importance of group dynamics and suggest ways to improve the group dynamics of a specified group of pupils||
2.1 explain the meaning of group dynamics and how group dynamics can be analysed
2.2 analyse the group dynamics of a specified group of pupils
2.3 suggest ways to improve the group dynamics of a specified group of pupils
|3.||Understand the problems facing pupils who are reticent, and/or have low self-esteem and explore ways of building pupilsí self-esteem and confidence.||
3.1 explain the problems facing pupils who are reticent and/or have low self-esteem.
3.2 identify how teachers in your workplace attempt to build pupilsí self-esteem and confidence
3.3 analyse whether or not the strategies used are likely to be successful and justify your analysis.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Work based assignment of approximately 1,500 words|
There are no prerequisites for this module.
No restrictions apply.
Bold, C. (Ed), (2004) Supporting learning and teaching. London: David Fulton Publishers
Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004 ) Should we be using learning styles? What research has to say to practice. London: LSRC
Jarvis, M. (2005) The psychology of effective learning and teaching. Cheltenham: Nelson Thornes Ltd.
Hayes, D. (2004) Foundations of Primary Teaching. London: David Fulton Publishers
Kerry, T. (2002) Learning objectives, task setting and differentiation. Cheltenham: Nelson Thornes Ltd
Moyles, J. & Robinson, G. (Eds) (2002) Beginning Teaching: Beginning Learning in Primary Education. Oxford: Oxford University Press.
Riddall-Leech, S. (2005) How to observe children. London: Heinemann Educational Publishers
Tizard, B. & Hughes, M. (2002) Young Children Learning. Oxford: Blackwell.
Watkinson, A. (2006) Learning and Teaching, Meeting the Professional Standards for Higher Level Teaching Assistants. London: David Fulton Publishers
Wood, D. (2000) How Children Think and Learn, 2nd Edition. Oxford: Blackwell
|Host Subject Group:||Education|
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