Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

Module Summary:

This module introduces students to the practice of teaching thinking, theories of metacognition, the significance of dialogue for learning and the relevant research evidence.
This module has two key practice components;
1) Developing and trialing a teaching thinking skills intervention within the context of subject teaching
2) Using lesson study as a collaborative approach to support this process and ensure critical engagement with the outcomes

Aims:

a) To provide a theoretical and practical grounding in metacognition and teaching thinking skills
b) To ensure students can demonstrate the attributes, skills, knowledge and understanding that make up the Teachers’ Standards for Qualified Teacher Status as set out by the Department of Education
c) To enable students to develop as critical and analytical teachers through their reflective practice and engagement with research related to teaching thinking skills pedagogies
d) To allow students to develop as new teachers through collaborative planning and peer review
e) To enable students to enter the teaching profession with the capacity to continue to explore and develop pedagogic practices within changing policy frameworks and contexts

Outline Of Syllabus

• Understanding what is meant by metacognition and its role in learning
• Introduction to practical strategies for teaching thinking
• The significance of classroom talk in developing thinking and engaging in productive learning
• The relationship between teaching thinking and subject pedagogy; opportunities and
constraints as exposed in practice and research
• The nature of lesson study as a professional development process
• Learning from collaborative planning and peer review
• The use of reflective and evaluative enquiry tools to understand the efficacy of teaching
thinking skills

Intended Knowledge Outcomes

By the end of the module, participants should be able to:

A1       Understand theoretical approaches to teaching and learning and have a critical grasp of relevant research in the field

A2       Understand the debates concerning the nature and purpose of education from a variety of disciplinary perspectives

A3       Be familiar with a range of teaching approaches relevant to their subject/curriculum area(s) and understand their potential for pedagogy

A4       Understand the potential of enquiry in practice for the development of professional practice

A5       Understand how enquiry tools can facilitate evaluation, reflection and critical enquiry to support professional development

A7       Have the requisite knowledge and understanding as specified in the Teachers' Standards

Intended Skill Outcomes

B1       Design enquiries relevant to their own professional practice development within educational contexts

B2       Gather information and evaluate its validity and usefulness for particular enquiries

B3       Critically review and debate the relationship between policy, practice, theory and research and the implications for professional development and pedagogy

B4 Self-evaluate and apply learning to the enhancement of practice

B5 Engage in an informed and critical fashion with literature in order to discuss the main themes and alternative interpretations

B6 Synthesise and apply pedagogic theory and practice      

C1       Improve professional practice through observation, reflection, evaluation, enquiry and collaboration

C2       Meet the Teachers’ Standards for Qualified Teacher Status through successful school-based experience

C3       Undertake enquiry in practice to extend their understanding of pedagogy

C4 Communicate effectively with a range of colleagues and partners in a variety of settings


D1       Communicate ideas and argument in a lucid and balanced fashion both in writing and /or orally

D2       Work successfully and productively as a member of a team both in the university and whilst on placement

D3       Plan and prepare in a professional and effective fashion

D4 Exercise skills of time management and organisation

D5 Employ a range of Information and Communication Technology in their academic and professional practice

D6 Problem solve in the immediate and the longer term

D7 Act using own initiative in an independent and autonomous manner

Teaching Rationale And Relationship

It is important that students develop critical perspectives on a range of specific pedagogies, to make sense of their potential and constraints within specific subject disciplines and learning contexts. This process is being modelled through developing a robust theoretical understanding of teaching thinking skills and the expected impact on student learning. This requires not only an awareness and capacity to engage with various theoretical ideas and concepts, but importantly the opportunity to debate and reflect on the meaning and implications of such ideas for their own situation and practice. Integrated readings introduce key issues and contexts from research, theory and practice which form the basis for taught sessions where students are able to discuss and reflect upon these questions in an informed way. The taught sessions introduce both pedagogical theory and methods, and tools for planning and evaluating learning. These can then be used by the students to support the process of lesson study, an approach to professional development through which students will practice collaborative planning, peer review and the scrutiny of practice evidence. This model of practitioner enquiry is consistent across modules and combines professional learning with criticality and evaluative skills. It is also forms a means through which student teachers access the Teachers' Standards.

Assessment Rationale And Relationship

See component comments.

General Notes

N/A