module specification

The module offers an introduction to real-life teaching in a higher education institute in the student’s area of academic inquiry. Students will be required to develop, deliver and evaluate teaching content in their particular field, to support the teaching in their academic area.

ED7143

The total number of placement hours required for sucessful completion of the module is  120 hours. The content of which is to include:
- Placements (as approved by the research supervisor) LO 1, 2
- Professionalism LO 3 
- Ethical,  legal and equal opportunity issues LO 1, 3
- Subject specific knowledge LO 1

Placement hours will containa range of the following: LO 1, 2, 3

- Assisting in development of teaching material
- Assisting in development or delivery of teaching sessions (lecture, seminar, tutorial, practical, etc)
- Assisting in assessment (invigilation and marking – as 2nd marker)

Alongside the placement hours, the module will include the following: LO 3, 4
- Group seminars discussing teaching, assessment and course design theory to underpin teaching
- Seminar discussing reflective writing, oral presentation skills and own development within the boundaries of the UKPSF

Students will undertake a programme of supervised work experience with their research supervisor undertaking a range of teaching activities.  They will be required to cover a range of teaching activities, within their field of study. The student will be required to keep a reflective log through the module and discuss their teaching with their supervisor on a regular basis (this is also to be form of the reflection). Finally, students will be required to map their own teaching ability against the UKPSF to show their future teaching and learning requirements.

Classroom based learning – a small number of tutorials will be delivered through the term to help promote discussion and reflection of teaching activities and the application of knowledge developed in their first semester module – ED7143 Facilitating Student Learning.

Independent study – in the students own time, they will be expected to research, prepare and evaluate teaching activity in relation to the UKPSF and the development of their own field of study.

On successful completion of this module a student should be able to:

1. Plan, deliver and evaluate discipline specific teaching content.
2. Engage in the delivery of a range of teaching, learning, assessment and feedback methods to a professional standard (at least 120 hours).
3. Engage in consistant and appropriate communication with colleagues, superiors and research supervisor(s), and ahdere to health and safety, legal and ethical obligations.
4. Reflect on, and critically evaluate his/her performance in relation to the UKPSF, and discipline specific requirements.

Reflective Diary - Students will maintain a continuous WEEKLY LOG that should combine a summary of work activity and experience gained with evaluative reflection and critical analysis on its implications for future professional practice. Reflection should be against content delivered and teaching methods. The final section is a summary reflection of the overall L&T process within the context of their chosen area of research.

UKPSF Profile – At the end of the teaching experience, students will prepare a mapping of their teaching practice into the three dimension of the UKPSF, highlighting areas of good practice, and those areas where further support/action is required to be at the level of Associate Fellow.

Teaching Log – Student will keep a log of approved (jointly by module leader and supervisor) teaching hours. This will be at least 120 hours of a range of appropriate teaching support, including, but not limited to, writing, delivering and evaluating lectures, delivering seminars and tutorials, and marking and giving feedback on classwork and assessments.

Core texts:
• Biggs J.B. and Tang, C. (2007) Teaching for Quality Learning at University. 3rd edn. Berkshire: Open University Press/McGraw- Hill.
• Fry, H., Ketteridge S., and Marshall, S. (eds.) (2008) A Handbook for Teaching and Learning in Higher Education. 3rd edn. London: Kogan Page (NB: this is available as an e-book via Londonmet Library).
• Knight P.T. and Yorke M. (2003) Assessment, learning and employability. Maidenhead : Society for Research into Higher Education and Open University Press.
• Pokorny, H. and Warren, D. (eds.) (2016) Enhancing teaching practice in higher education. Sage.
• Ramsden, P. (2003) Learning to Teach in Higher Education. 2nd edn. London: Routledge.

Other texts:
• Boud, D. and Walker, D. (1998) ‘Promoting reflection in professional courses; the challenge of context’, Studies in Higher Education, 23(2).
• Jacques, D. and Salmon, G. (2008) Learning in Groups. 3rd edn. London: Kogan.
• Knapper, C. K. and Cropley, A. (2000) Lifelong learning in higher education. London : Kogan.
• Laurillard, D. (2007) Rethinking University Teaching. 3rd edn. London: Routledge.
• Marton, F. and Saljo, R. (1984) ‘Approaches to Learning’ in Marston, F., Hounsell, D. and Entwistle, N. (eds.) The Experiences of Learning. Edinburgh: Scottish Academic Press.
• Mortimore, T. (2008) Dyslexia and Learning Styles: A Practitioner’s Handbook. 2nd edn. London: Whurr.
• Schon, D. (1987) Educating the Reflective Practitioner: Toward a new design for teaching and learning in the professions. San Fransisco USA: Jossey-Bass.

WebSites:
• British Dyslexia Association http://www.bda-dyslexia.org.uk
• UK Higher Education Academy https://www.heacademy.ac.uk/ukpsf