Research Informed Teaching, Learning and Assessment

Please note

This document only provides information for the academic year selected and does not form part of the student contract

School:

School of Education and Professional Development

Credit Rating:

Level (including FHEQ):

F (FHEQ Level 4)

Graded or Non Graded:

Non Graded

Version Valid From:

2018-10-01

Module Leader:

Sarah Williamson

Version Number

2022.01

Learning Methods

Lecture

Guided Independent Study

Seminar

Shared Teaching

Professional Body Requirements

Department of Education and Teachers Standards

Synopsis

This module develops your understanding of how people learn in the lifelong learning Sector and of the role of assessment in enabling learning and achievement. It introduces theories and principles of learning and assessment and develops your ability to apply research evidence in designing effective learning and assessment strategies and materials. It develops positive approaches to the management of group and individual behaviours and promotes an inclusive approach to teaching, learning and assessment. It introduces the role of key transferable skills and the ways in which people learn English, maths and digital skills.

Learning Strategy

Learning in the module is based on a range of strategies including taught classes, tutorials, student presentations, micro-teaching activity, small-group work and the use of digital technologies, including for pre-session activities and research.

Outline Syllabus

Contexts for learning in the Education and Training Sector e.g. further education colleges, private training providers, community-based provision, work-based learning, offender learning. Backgrounds and needs of learners. Individual differences in learners. The role of the teacher, tutor or trainer in the education of young people and adults. Introduction to national… For more content click the Read More button below.

Contexts for learning in the Education and Training Sector e.g. further education colleges, private training providers, community-based provision, work-based learning, offender learning. Backgrounds and needs of learners. Individual differences in learners. The role of the teacher, tutor or trainer in the education of young people and adults. Introduction to national policy issues in lifelong learning. Current policies and legislation relevant to the development, care and safety of young people and vulnerable adults.

Research-informed and evidence-based practice. Theories and models of teaching, learning and assessment including findings from cognitive psychology, behaviourist, humanist and constructivist approaches. Experiential and reflective learning models. Social and situated theories of learning. Critical discussion of theories of adult learning.

Key concepts of assessment, including: assessment for learning; formative and summative assessment; ipsative assessment; norm- and criterion-referenced assessment; reliability and validity. The purposes of assessment, including: the role of assessment in teaching and learning; the relationship between assessment and evaluation. Principles of effective feedback. Screening, initial assessment, diagnostic assessment and needs analysis. The assessment process, from planning and implementation to giving feedback and recording achievement. Methods of assessment. Moderation/standardisation.

Factors influencing the motivation and behaviours of students. Theories of motivation. Barriers to learning. Socio-cultural influences on learning. Equality and diversity in teaching, learning and assessment. Promoting inclusive learning. Special Educational Needs and Disabilities. Communication in teaching and learning. Strategies for managing behaviours with groups and individuals.

The role of English, maths and digital skills within the subject specialism. Personal, social and cultural factors influencing development of English, maths and digital skills.

Research-informed approaches to planning learning. Principles guiding the planning and design of learning activities and learning materials in a variety of teaching and learning situations. Structuring learning activities in relation to learning outcomes and learner needs. Short, medium and long-term planning. The use of digital technologies in teaching and learning.

Learning Outcomes

On successful completion of this module students will

Discuss the implications of educational setting and current policies for the care and learning of young people and adults.

Evaluate theories and models of learning relevant to the design of inclusive subject-specific teaching and learning activities.

Distinguish key principles underpinning the selection of strategies for assessment.

Recognise factors influencing the motivation and behaviours of students.

Discuss the use of English, maths and digital skills within subject-specific teaching and learning.

Plan effectively to meet the needs of different learners through appropriate learning outcomes, activities and resources.

Justify own practice in planning and delivering learning with reference to relevant evidence and theory.

Plan effective assessment of student needs and progress and use assessment to support learning.

Plan, prepare and teach a learning session.

10.

Reflect on own learning within the module and progress against the relevant professional standards.

Formative Assessment

Assessment 1: Written draft

Summative Assessment

Assessment 1: Written Assignment

Description:(Teaching in context) Plan, prepare, teach and reflect on a learning session contextualised within the professional role in lifelong learning.

Assessment Weight:50

Assessment Length:1500 Words (Equivalent Word Count)

Module Learning Outcomes:MLO1, MLO2, MLO3, MLO4, MLO5, MLO6, MLO7, MLO8, MLO9, MLO10

Individual or Group:Individual

Final Assessment Component:No

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment 2: Project Work

Description: (Research-informed practice) Design an intervention, strategy, activity or resource to improve student learning in own subject-specialist area. Justify and evaluate in relation to research-informed principles of learning and motivation. Final assessment task.

Assessment Weight:50

Assessment Length:2500 Words (Equivalent Word Count)

Module Learning Outcomes:MLO2, MLO3, MLO4, MLO5, MLO6, MLO7, MLO8, MLO10

Individual or Group:Individual

Final Assessment Component:Yes

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment Criteria

All assessment tasks should: • Meet all module learning outcomes • Demonstrate effective practical, professional and reflective skills, knowledge and values in own subject area• Make reference to relevant reading• Demonstrate an understanding of key issues • Link theory and practice where appropriate• Be written and presented in a clear… For more content click the Read More button below.

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