Module XMC-4703:
Datblygu eich ysgol fel sefydliad dysgu Cam 2

Module Facts

Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Organiser: Dr Susan Jones

Overall aims and purpose

Galluogi penaethiaid i reoli ac arwain arloesedd mewn addysgeg yn eu hysgolion ymhellach, gan sicrhau bod systemau monitro dysgwyr ac arfarnu proffesiynol yn cyd-fynd â bwriadau sefydliad dysgu.

Course content

• Nodweddion sefydliad dysgu llwyddiannus

• Defnyddio'r safonau proffesiynol

• Addysgeg: datblygu a monitro addysgu a dysgu

• Sefydlu diwylliant ymholi, arloesi ac ymchwilio

Assessment Criteria

threshold

Trothwy

40-49%, Methu: Rhywfaint o ystyriaeth i gynllunio a strwythur, cyfyngedig o ran dadansoddi a defnyddio ymchwil, ond yn dangos rhywfaint o ddealltwriaeth o'r pwnc. 30-39%, Methu: Islaw'r lefel trothwy ar gyfer Meistr, er gwaethaf dangos ychydig o dystiolaeth o astudio a gwybodaeth berthnasol. 0-30%, Methu: Diffygiol iawn, heb unrhyw dystiolaeth go iawn o wybodaeth neu ddealltwriaeth o'r pwnc.

good

Da

60-69%, Teilyngdod: Yn dangos mewnwelediad sylweddol, yn cynnig dadansoddiad parhaus a pherthnasol, wedi ei ymchwilio'n dda a'i gyfeirio a'i ysgrifennu gyda strwythur ac arddull glir. 50-59%, Pasio: Tystiolaeth glir o gynllunio sy'n arwain at strwythur da, dealltwriaeth gadarn o ddamcaniaethau a dadansoddi, a defnydd da o ymchwil wedi'i ategu gan dystiolaeth briodol.

excellent

Ardderchog

70-100%, Rhagoriaeth: Gwaith rhagorol sy'n arddangos ysgolheictod eithriadol ac sy'n deilwng o gael ei gyhoeddi, neu sy'n allweddol wrth ddatblygu ymarfer proffesiynol. 70-84%, Rhagoriaeth: Yn dangos rhagoriaeth mewn grym dadansoddi, dadlau, gwreiddioldeb, ystod o ymchwil, trefniadaeth ac ansawdd arddull.

Learning outcomes

  1. Dealltwriaeth feirniadol a chynhwysfawr o'r berthynas gymhleth rhwng strategaethau i arwain datblygiad arloesol addysgeg a'r rhai a ddefnyddir i fonitro addysgu a dysgu, yn cynnwys y tensiynau rhyngddynt;

  2. Dealltwriaeth feirniadol o'r berthynas rhwng y safonau proffesiynol a chysyniad personol, wedi'i seilio ar ymchwil, o'r ysgol fel sefydliad dysgu;

  3. Gwybodaeth gynhwysfawr, wedi'i seilio ar dystiolaeth, o fodelau ymholiad mewn ysgol (y mae ymchwil weithredol yn un ohonynt), a'r goblygiadau moesegol cysylltiedig.

Assessment Methods

Type Name Description Weight
Portffolio Asesu 1 75.00
Disgrifiad adfyfyriol o Ymarfer Proffesiynol 25.00

Teaching and Learning Strategy

Hours
Tutorial

Dysgu wedi'i drefnu - darlith, gwaith grŵp, tiwtorial.

 8
Work-based learning

Dysgu ar leoliad

 108
 

Dysgu annibynnol ac o bell

 184

Transferable skills

  • 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
  • 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.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • 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
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • 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
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

• Gwerthuso'n feirniadol arloesi addysgegol posib i roi sylw i anghenion penodol yn y dysgwyr a gwerthuso deilliannau o arloesi addysgegol er mwyn llunio casgliadau sy'n gysylltiedig â gwell deilliannau i ddysgwyr;

• Datrys materion trefniadol ac ymarfer cymhleth yng nghyd-destun y gweithle, gan gymryd i ystyriaeth anghenion dysgu proffesiynol y rhai sy'n gweithio yn yr ysgol, yn ogystal â'r materion cyllidebol, gwleidyddol, strategol, moesegol a chymdeithasol sy'n gysylltiedig ag ymchwilio addysgegol.

Resources

Reading list

Hanfodol OECD. (2016). What makes a school a learning organisation? A guide for policy makers, school leaders and teachers. [On-line]. Available at: http://www.oecd.org/education/school/school-learningorganisation.pdf

Hanfodol McAteer, M. (2013) Action Research in Education. SAGE: London.

Hanfodol Wyse, D., Selwyn, N., Smith, E. & Suter, L.E. (2017) The BERA/SAGE Handbook of Educational Research Two Volume Set

Pellach Harris, J., Carrington, S. & Ainscow M. (2017) Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership. Routledge:Abingdon.

Pellach Wyse, D., Hayward, L. & Pandya J. (2016) The SAGE Handbook of Curriculum, Pedagogy and Assessment. SAGE:London