Educational Theories and Concepts



School of Social Sciences, Business and Law2540197485Professional Graduate Certificate in Education: Education and Training00Professional Graduate Certificate in Education: Education and TrainingModule Title:Educational Theories and ConceptsEDU2163-NLEVEL 5CREDITS: 20ACADEMIC YEAR 2015/16Please ensure that you complete this module at the correct level:If you are doing the Certificate in Education: Education and Training complete Level 4If you are doing the Professional Graduate Certificate in Education: Education and Training complete Level 5Module AimsThis module aims to develop trainees’ critical understanding of core learning, teaching and assessment theories and to critically evaluate and analyse these approaches in relation to experience in practice. Trainees will be encouraged to develop a balanced view of the ways in which academic research impacts practice considering the journey from paper to practice. Trainees will develop the knowledge and skills needed to make clear, explicit links between their theoretical understanding and their experience of teaching and education as a whole; synthesising their theoretical knowledge and their practical application. The module aims to provide students with an understanding of the theoretical frameworks that can be applied to aid the development of critically reflective practice in order to evaluate current practice and to apply the outcomes of this evaluation to ongoing practical experience as an aid to continuing personal and professional development. The module also aims to increase trainee awareness of the position and value of reflection to practice in their professional contexts and development in their academic context. The module will provide trainees with an understanding of how different approaches impact work in professional contexts and will develop in trainees a clear understanding of professionalism and the standards required in educational contexts in order to achieve this, the module will develop the skills needed to evaluate core statutory policies and approaches, whilst providing a detailed understanding of these policies, their implementation and their impact on practice.Indicative Content Introduction to and critical evaluation of learning theories and assessment theories.The role of theories underpinning reflective practice.The role of psychology in education.Approaches to and theories underpinning learning and teaching students with special educational needs and munication theory and its impact on learning, teaching and professional environments.The role of the teacher and their professional responsibilities.Safeguarding and SEND policy.Inclusion, equality and diversity.Teaching and LearningThis module will draw on a range of learning and teaching approaches appropriate to the nature of the cohort profile and the individual needs of the trainees. Throughout all taught and tutor led sessions?a?range of good practice in learning and teaching will be modelled, discussed and evaluated. This will draw upon best and new?practice from a range of sectors and settings including compulsory education, FE, training organisations and HE. As with all other modules on the programme this module will not be delivered as a discreet unit rather it will be explicitly linked at all times to the practical modules that trainees will be completing concurrently. It is expected that the theoretical taught content of this module will be delivered in ways that demonstrates a range of practical delivery methods. Experiences and knowledge gained through this module may impact the reflection and tracked development evident in the Individual Learning Plan. Trainee progress will also be supported through: seminars focusing on an evaluation specific strategies, experiences and scenarios a range of reflective activities (written, oral, individual and group)lectures and, where applicable, guest lectures from specialistsinteractive workshops that model a range of learning and teaching strategies VLE access, resources and moderated discussion formative and summative written and oral?assessment; formative assessment will not be restricted to assignments highlighted .Main Learning OutcomesKnowledge & Understanding 1. Demonstrate a detailed knowledge of relevant learning and assessment theories, linking these to experience and practice. 2. Investigate and review the ways in which modern approaches in other fields of study are impacting educational practice. 3. Demonstrate a detailed knowledge of one of the following concepts: inclusion, SEND legislation and safeguarding.Cognitive & Intellectual Skills 4.?Analyse and interpret the evidence linked to a range of popular approaches to learning and teaching. Assess the validity of these in the classroom. 5.?Critically analyse the role of different theories and approaches in education.Practical & Professional Skills6.?Explore and demonstrate, in your practice, a clear understanding of the ethical standards and values expected of professionals working within educational contexts. 7.?Apply your understanding of communication theory to select communication methods appropriate to the context.Key Transferable Skills 8.?Reflect systematically on the role of theory in developing practical and professional skills.AttendanceStudents are expected to attend all lectures, seminars, workshops and any other scheduled teaching activity. It is through interpersonal exchanges with tutors and peers that experiential learning and the testing of ideas takes place and the University has strong evidence that good attendance is related to success in assessments. Attendance will be monitored and if there is evidence that you are not engaging with University studies then you may be withdrawn from the programme.AssessmentPlease see the assessment guide for detail.Summative Assessment ICA 40% (case study)ECA 60% (essay)Assessment Criteria Standard Teesside University UG Level 5 will be used.Assessment Submission See timetable for hand-in dates and details.Late submission will result in only a pass grade of 40% being awarded.Academic Support and GuidanceFormal individual tutorials are built into the module delivery. These tutorials will focus explicitly on trainees' progress in the academic aspects of the programme with specific reference to the development of appropriate academic writing skills and practices. In addition further tutorial support will be available as needed at times that are arranged between the tutor and the trainee. On-going support will be provided to the students via email correspondence with the module tutor and/or personal tutor and by the provision of supporting materials available via the VLE.Reading ListPurchaseGould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector, London: Sage/Learning MattersEssentialAppleyard, N. and Appleyard, K. (2012) Communicating with Learners in the Lifelong Learning Sector, Exeter: Learning MattersCurzon, L. B. (2003) Teaching in Further Education: An Outline of Principles and Practice, London: ContinuumGravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector, Exeter: Learning MattersPowell, S. and Tummons, J. (2011) Inclusive Practice in the Lifelong Learning Sector, Exeter: Learning MattersRecommendedMoore, A. (2013) Teaching and Learning: Pedagogy, Curriculum and Culture, Abington: RoutledgeJournalsProfessional Development in Education Educational Action Research: An International Journal Journal of Vocational Education and Training ElectronicThe Education and Training Foundation | Home page Educational Supplement Excellence Gateway Regional Support Centres : The National Institute of Adult Continuing Education Foundation for Educational Research : Qualifications and Curriculum Authority Regulations and Procedures Naturally within the University there are a number of regulations which you may need to refer to as you progress through this module and the University generally. The University has placed these regulations on the University Website at: ................
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