Run by School of Human and Behavioural Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Dr Michael Beverley

This module will focus on evidence-based approaches to education.

Following a general introduction to the methods of effective education, students will be introduced to how these instructional methods are used to teach children, and how they can be implemented within our current educational system.

In practical sessions, students will learn how to analyse curriculum problems and design and monitor an educational plan supported by evidenced based approaches.

Seminars will also be used to explore some core principles of these instructional methods in more depth.

Students will gain an insight into these important topics.

Specific topics covered will include the principles of effective instruction; the desired outcomes of learning; how to implement Precision Teaching and Direct Instruction (specifically as applied to teaching reading [beginning and remedial]) within educational settings; the vital role that research plays in effective education; and the barriers that exist to the implementation of effective evidence-based approaches within our educational system. Students will also be introduced to the different levels of measurement (Macro, Meta, & Micro), and how they can be used to support an effective Response to Intervention (RtI) model.

For reading list, please refer to Talis Aspire on BlackBoard Site for this module.

https://rl.talis.com/3/bangor/lists/63985889-8DB5-776C-FA4B-06771F2F66C2.html?lang=en-GB

threshold

Threshold D- to D+

Knowledge of key principles only. Many errors and weaknesses in terms of presentation and accuracy.

Little use of evidence to support the points made in examination answers.

Poor oral presentation skills, demonstrating a little knowledge of the main elements of the subject area.

Arguments were presented in written assignments, but they did not flow, and there was no evidence of original interpretation nor critical thinking. Very little use of evidence to support the points made, and little evidence of additional reading.

Relatively interesting and relevant research questions were presented, but lacked a firm understanding of evidence-based methods of education. No evaluation of the theoretical and practical applications of the field.

excellent

Excellent A- to A**

Excellent presentation of comprehensive knowledge about evidence-based methods of education in a clear, concise, and accurate manner.

Excellent use of evidence to support the points made in examination answers.

Excellent oral presentation skills, demonstrating a clear understanding, independent work, and critical thinking.

Excellent and logical development of critical arguments in written assignments, evidence of additional reading, and original interpretation. Excellent use of studies discussed in the seminars, as well as additional research, to support the points made.

Excellent presentation of interesting and relevant research questions, demonstrating a true understanding of evidence-based methods of education, and an excellent evaluation of the theoretical and practical applications of the field.

good

Good B- to B+

Good presentation of strong knowledge about evidence-based methods of education in a clear, concise, and accurate manner.

Good use of evidence to support the points made in examination answers. Good oral presentation skills, demonstrating relatively clear understanding, independent work, and critical thinking.

Good and logical development of critical arguments in written assignments, evidence of additional reading, and original interpretation. Good use of studies discussed in the seminars, as well as additional research, to support the points made.

Good presentation of interesting and relevant research questions, demonstrating a true understanding of evidence-based methods of education, and a good evaluation of the theoretical and practical applications of the field.

C- to C+

Satisfactory C- to C

Satisfactory presentation of knowledge about evidence-based methods of education in a relatively clear manner, but with a few inaccuracies.

Satisfactory use of evidence to support the points made in examination answers. Satisfactory oral presentation skills, demonstrating an understanding of the main elements of the subject area, but with very little critical thinking.

Satisfactory development of critical arguments in written assignments, however the arguments presented lacked coherence.

Satisfactory use of studies discussed in the seminars to support the points made, but very little evidence of additional reading.

Satisfactory presentation of interesting and relevant research questions, demonstrating some understanding of evidence-based methods of education, and a satisfactory evaluation of the theoretical and practical applications of the field.

1. 1] Demonstrate the ability to read, interpret, and plot chart elements at the appropriate fluency rate, to communicate information to others using the chart, and to make appropriate data-based decisions from the learning pictures displayed on SCC.

2. 2] Interpret, evaluate, and critique data from research into effective educational procedures.

3. 3] Critically review the use of direct instruction or precision teaching methods with relation to teaching reading (and other basic skills).

4. 4] Demonstrate a critical understanding of evidence-based practice in education and the barriers to changing practice

5. 5] Design and run a teaching and learning project for a specific skill area.

6. 6] Demonstrate proficiency in collecting data on a regular basis and charting this data on a Standard Celeration Chart (SCC) using the appropriate associated charting conventions.

7. 7] Design, create, and orally present the learning project that you have worked on throughout the module.

Type	Name	Description	Weight
INDIVIDUAL BLOG	Data Log: Weekly Blog	Individual blogs will be posted weekly up to when the presentation of their project will be due	10.00
EXAM	Take-Home Exam		50.00
INDIVIDUAL PRESENTATION	Presentation of Learning Project		40.00

		Hours
Private study	Each student should expect to complete 200 hours of work for this module across the semester (including scheduled classes, independent research, and completing assignments).	156
Lecture	Students will be taught through lectures and small groups. Each student should expect to complete 200 hours of work for this module across the semester (including scheduled classes, independent research, and completing assignments). Students can expect feedback on their work in this module in the following ways : • Self feedback through Learning Project activities • Peer feedback through Learning Project activities • Tutor feedback through weekly small group work, lectures and Learning Project activities • Open invite to meet with tutor to discuss on-going performance, assignment results, etc during office-drop-in times or pre-arranged meeting In response to student feedback received in the previous academic year, those elements of the module that received positive feedback will be maintained and those areas identified for possible improvement will be analysed over the summer in order to make appropriate changes for the next academic year.	22
Workshop	Students will be taught through lectures and small groups. Each student should expect to complete 200 hours of work for this module across the semester (including scheduled classes, independent research, and completing assignments). Students can expect feedback on their work in this module in the following ways : • Self feedback through Learning Project activities • Peer feedback through Learning Project activities • Tutor feedback through weekly small group work, lectures and Learning Project activities • Open invite to meet with tutor to discuss on-going performance, assignment results, etc during office-drop-in times or pre-arranged meeting In response to student feedback received in the previous academic year, those elements of the module that received positive feedback will be maintained and those areas identified for possible improvement will be analysed over the summer in order to make appropriate changes for the next academic year.	22

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• 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
• 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.
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting

• Understand the scientific underpinnings of psychology as a discipline.
• Communicate psychological concepts effectively in written form.
• Communicate psychological concepts effectively in oral form.
• Be computer literate for the purpose of processing and disseminating psychological data and information.
• Handle primary source material critically.
• Use effectively personal planning and project management skills.
• Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
• Use a range of statistical methods with confidence.
• Use a variety of psychological tools, including specialist software, laboratory equipment and psychometric instruments.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/plp-3003.html

Reading list

See Talis Aspire link below to directly access this year's module:

https://rl.talis.com/3/bangor/lists/63985889-8DB5-776C-FA4B-06771F2F66C2.html?lang=en-GB

Optional in courses:

• X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 3 (BA/APIS)
• MC98: BA Criminology/Psychology year 3 (BA/CRP)
• X319: BA Childhood and Youth Studies and Psychology year 3 (BA/CYP)
• CQ83: BA English Language & Psychology year 3 (BA/ELPSY)
• R181: BA French with Psychology (with International Experience) year 4 (BA/FPIE)
• R1C8: BA French with Psychology year 3 (BA/FPSY)
• R2C8: BA German with Psychology year 3 (BA/GPSY)
• Q1C8: BA Linguistics and Psychology year 3 (BA/LP)
• CL83: BA Sociology/Psychology year 3 (BA/PS)
• CL84: BA Social Policy/Psychology year 3 (BA/SPP)
• CL85: BA Social Policy & Psychology with International Experience year 3 (BA/SPPIE)
• C880: BSC Psych with Cl & Hlth Psych year 3 (BSC/PHS)
• C88B: BSc Psychology w Clin & Health Psy (4yr with Incorp Found) year 3 (BSC/PHS1)
• 8X44: BSc Psychology with Clinical & Health Psychology (Int Exp) year 4 (BSC/PHSIE)
• C88P: BSc Psychology with Clinical & Health Psy with Placement Yr year 4 (BSC/PHSP)
• C804: BSc Psychology (with International Experience) year 4 (BSC/PIE)
• C800: BSC Psychology year 3 (BSC/PS)
• C81B: BSc Psychology (4 year with Incorporated Foundation) year 3 (BSC/PS1)
• C80F: BSc Psychology year 3 (BSC/PSF)
• C80P: BSc Psychology with Placement Year year 4 (BSC/PSP)
• C801: BSC Psychol w Neuropsychol year 3 (BSC/PSYN)
• C83B: BSc Psychology with Neuropsychology (4yr with Incorp Found) year 3 (BSC/PSYN1)
• C809: BSc Psychology with Neuropsy (with International Experience) year 4 (BSC/PSYNIE)
• C84P: BSc Psychology with Neuropsychology with Placement Year year 4 (BSC/PSYNP)
• M1C8: LLB Law with Psychology year 3 (LLB/LPSY)
• C808: MSci Psychology with Clinical & Health Psychology year 3 (MSCI/PHS)
• C810: MSci Psychology with International Experience year 3 (MSCI/PIE)
• C807: MSci Psychology year 3 (MSCI/PS)