teaching, settings and evaluation
Run by School of Medical and Health Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Jenny Byast
Overall aims and purpose
This module will provide the students with an understanding of the teaching, learning and assessment theory that should underpin their own teaching. Students will gain the skills to appraise their own teaching and learning. The course helps them to reflect on how they interact with students and particularly what adjustments they need to make for students with different needs through reflection and peer review.
Key Concepts in adult learning theory
- Learning styles
- Delivery of teaching
- Forms of assessment
- Use of technology
- Appraisal of clinical teaching in a variety of settings
- Understand goal of session
- Understand pedagogic models
- Evaluate efficacy of session
- Critical appraisal of session
Pass (50 – 59%):
Students will demonstrate a basic level of knowledge, understanding, and skills required for meeting the learning outcomes. Students will demonstrate a general level of understanding of the practical and theoretical perspectives and are able to make some references to relevant literature. For the critical analysis, students will have attained a basic knowledge of material contained in set texts or reading materials with the links between theory and own practice fairly clear in parts. Students will have satisfactorily completed essential assessment exercises. Written work will be acceptable but with a number of errors evident.
Distinction (70% and over):
Students will demonstrate a high level of knowledge, understanding, and skills for meeting the learning outcomes. Students will demonstrate a high level of analysis of own experience in relation to the theories and applications of the theories. There will be evidence of attaining an advanced knowledge of material beyond that contained in set texts and has done considerable wider reading. All completed assessment exercises will be at a high standard. Written work will be clear and concise, without errors.
Higher A marks require clear evidence of wider reading and critical thinking.
Merit (60 -69%):
Students will demonstrate a sound level of knowledge, understanding, and skills required for meeting the learning outcomes. Students will demonstrate familiarity with and the ability to apply a range of approaches, methods and conceptual tools. Self-reflection and practice improvement will be based on reasonable theoretical rationale. There will be evidence of attaining a sound knowledge of material contained in set texts or reading materials and undertaking wider reading. All completed assessment exercises will be at a proficient level. Written work will be of good quality, only with minor errors but largely based on the module materials with limited evidene of wider reading and critical thinking.
Design and plan learning activities underpinned by relevant theory
Teach and support learning
Assess and give feedback to learners
Develop effective learning enviornments and approaches to student support and guidance
Develop Reflection and Analytical skills
Ability to use resources efficiently and effectively
|INDIVIDUAL PRESENTATION||Teaching session and peer review||
Students create a teaching session including session plan and assessment The students present their plan to their cohort and will be assessed by their peers through the completion of a teaching evaluation form Focussing on Session Plan Learning outcomes Flow of presentation Assessment designed from content of Power Point
|Written assignment, including essay||Reflective Essay||
Students reflect on a teaching session they have undertaken using relevant theory and literature to support their argument/statements In particular commenting on Preparation The learning environment Student Engagement Reflective Analysis Action Plan Conclusion
Teaching and Learning Strategy
1 x 2 hour lectures to introduce the module and theory
|Practical classes and workshops||
4 x 2 hour micro teaching sessions
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others