Becoming a Subject Specialist Teacher - DMQ8235

Assessment 1: Portfolio (including examples)

Discussion of first drafts of assignments; face to face tutorials; electronic or other distance tutorial or discussion; group discussions and tutorials with peer, mentor and tutor feedback; presentations with peer and tutor feedback. Feedback arising from teaching observations and from discussions between the trainee and their mentor.

Teaching Portfolio

Assessment 3: Written Assignment

A Critical Review of two contrasting academic papers in a research field relevant to the Lifelong Learning Sector. The review should take the form of a lecture, seminar or poster presentation, supported by a written paper of approximately 3,000 words. (Equivalent to 3,000 words and covering outcomes K3-4, A4, A6)  Final Assessment Task

Critical Review

Assessment 2: Portfolio

A Teaching Portfolio, containing
Evidence of Personal DevelopmentRecords of, and tutor reports on, a minimum of four observations of the trainee’s teachingStructured reflections on a range of specified themes., The reflections will refer to appropriate literature and will be supported by evidence drawn from records of the trainee’s own teaching (e.g. lesson evaluations, lesson plans and schemes of work). At least one reflection should be based on the trainee’s observation of an experienced teacher’s practice.A critical discussion of how the trainee has been learning to teach and become a teacher.Completion of a review and action plan agreed with tutor.
(Equivalent to 3,000 words and covering outcomes K1-K3, A1-A7) 

Becoming a Subject Specialist Teacher

DIQ8230 - Becoming a Subject Specialist Teacher

DIQ8235 - Becoming a Subject Specialist Teacher

<p>The module reviews your practice as a trainee teacher. It explores your teaching values, knowledge of your subject specialism, and your knowledge and understanding of how you are learning to teach. You will learn how to identify and respond to students’ needs, and how to use suitable teaching, learning and assessment strategies to develop inclusive teaching and learning environments. You will critically evaluate your teaching effectiveness and develop yourself as a reflective practitioner. You will engage in personal and professional development planning, against the appropriate Professional Standards, to recognise and develop relevant subject specialist knowledge, behaviours and skills. This will include further development of English, maths and digital skills for yourself and for your students.</p>

Education and Training Foundation Professional Standards for Teachers and Trainers in Education and Training – England – 2014: UK Professional Standards Framework for Higher Education. Ofsted Common Inspection Framework for FEITE

School of Education and Professional Development

<p>http://library.hud.ac.uk/my/DMQ8230/8235</p>

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DMQ8235 - Becoming a Subject Specialist Teacher

Critically evaluate theories and principles relevant to teaching and learning in own specialist area.

Critically analyse values and principles of equality and diversity in the context of lifelong learning.

Support students in the use of English, maths and digital technologies in the specialist area.

Synthesise appropriate models of reflection and reflective practice to evaluate and develop own teaching and assessment skills in the specialist area. 

Critically reflect on, evaluate and articulate the process of learning to teach and devise an action plan for further professional development in the context of the appropriate professional standards.

Develop own independent ability to evaluate and use academic and professional literature in the field of lifelong learning.

Undertake guided practice in planning and enabling inclusive learning and assessment.

Use appropriate collaborative and reflective practice to critically evaluate and reflect on an alternative context.

Critically evaluate research findings relevant to lifelong learning.

Synthesise research findings on teaching, learning and assessment including those relating to English, maths and digital skills.