Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Nia Young
Overall aims and purpose
This module explores multiple perspectives and international debates around the pedagogical principles which underpin effective learning and teaching within different education settings and contexts. Students will critically evaluate theories of learning and will examine the pedagogical approaches considered to be the most effective to achieve a broad range of learner outcomes. The module is designed to enable students to extend, deepen, evaluate and apply their knowledge of pedagogical theory and research to their own professional settings and contexts. The module will enable students to develop ethically informed approaches to pedagogical practice and it will support their enquiry into various forms of pedagogical practice.
To explore multiple perspectives and international debates around the key pedagogical principles that underpin effective learning and teaching across different education settings and contexts.
To critically evaluate theories of learning to inform pedagogical practices and to evaluate those that are most effective to achieve a broad range of learner outcomes. 3.To enable students to extend, deepen, evaluate and, where appropriate, to apply their knowledge of pedagogical theory and research to their own professional settings and contexts.
To engage students in a critical assessment of the major international research developments in the fields of learning and pedagogy to inform their professional practice
Critically explore the challenges of, and potential solutions to, prejudice and discrimination in a variety of educational settings.
Explore and analyse the contested definitions of inequality, inequity and diversity
Critically examine how social inequality is (re)produced in society and the role that education plays in that re-production.
Analyse theories of prejudice and discrimination and examine the application of these theories to educational settings.
|INDIVIDUAL PRESENTATION||Critical reflection on innovative teaching intervention||
Critical reflection on the implementation of an innovative teaching intervention with student evidence of effectiveness/impact. Assessments are designed to ensure parity of provision and experience for all students. All students will benefit from formative feedback throughout the module which will be bespoke to their needs and will complete the same summative assessment per module.
Teaching and Learning Strategy
Students will engage in lectures and workshops, face-to-face and online, to explore and examine the key concepts in this module.
Seminars will encourage students to build confidence and deepen their understanding of the concepts being taught in smaller groups. Approaches to seminar delivery will include ‘flipped learning approaches’ whereby students interrogate key issues before further exploration with their peers, supported by course tutors, as well as Problem-Based Learning and challenge-based learning approaches.
Between scheduled sessions, students will have opportunities to engage in wider reading, undertake independent tasks to test out ideas and to build confidence in their own professional practice.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xme-4305.html
Muijs, D. and Reynolds, D. (2018) Effective Teaching. London: Sage.
Sharples, M., (2019) Practical Pedagogy. London: Routledge Hendrick, C. and Macpherson, R. (2017) What does this look like in the classroom. Catt: Woodbridge.
Herring, M. C., Koehler, M. J., & Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. Routledge. Holt, J. (2017). How children learn. Hachette UK.
Lemov, D. (2015). Teach Like a Champion 2.0. Jossey-Bass: San Francisco.
Power, S & Taylor, C. (2020). Re-educating the nation? A Curriculum Journal special issue on the new curriculum for Wales: Bera.
Quigley, A. (2018). Closing the Vocabulary Gap. London: Routledge.