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