Research Informed Teaching, Learning and Assessment - DMQ8135

Assessment 1: Written draft

Discussion of first drafts of written assignments. Feedback on draft session plan and resources. Peer and tutor feedback on micro-teaching activity and presentations. Tutorials.

Draft of Teaching Plan

Assessment 3: Dissertation/Thesis/Design Thesis (Written)

(Research-informed practice) Design and justify an intervention, strategy, activity or resource to improve student learning in own subject-specialist area. Critically evaluate in relation to theoretical perspectives on learning and motivation (3,500 words, covering outcomes K2-K5, A1-3 and A5). Final assessment task.

Research-informed Practice

Assessment 2: Written Assignment

(Teaching in context) Plan, prepare, teach and reflect on a learning session contextualised within the professional role in lifelong learning (equivalent to 2,500 words including appropriate evidence, covering outcomes K1- K5, A1-A5)

Teaching Plan

Research Informed Teaching, Learning and Assessment

DFQ8130 - Research Informed Teaching, Learning and Assessment

DFQ8135 - Research Informed Teaching, Learning and Assessment

This module develops your critical 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 critically 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.
The module is assessed by means of a practical micro-teaching assignment and the design of an intervention, strategy, activity or resource, underpinned by an understanding of key principles of teaching, learning and assessment.

Education and Training Foundation Professional Standards for Teachers and Trainers in Education and Training – England – 2014: UK Professional Standards Framework for Higher Education

School of Education and Professional Development

http://library.hud.ac.uk/my/DMQ8130/8135

Container 1

DMQ8135 - Research Informed Teaching, Learning and Assessment

Synthesise appropriate theories, models and principles in the design, implementation and evaluation of appropriate subject-specific learning outcomes, activities and resources.

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

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

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

Plan, prepare and teach a learning session.

Synthesise research and professional literature to critically evaluate the currency and appropriateness of own practice.

Critically discuss theories relevant to the motivation and behaviours of students.

Synthesise theories of assessment to plan effective assessment of student needs and progress and use assessment to support learning.

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

Critically evaluate key principles underpinning the selection of strategies for assessment.