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Module

MEE8071 : Teaching and Learning in the Classroom (Inactive)

  • Inactive for Year: 2023/24
  • Module Leader(s): Dr Gwyndaf Roberts
  • Lecturer: Dr David Thewlis, Dr Sophie Hill, Ms Poongothai Shanmugaraja, Dr Richard Bregazzi, Dr Bryan Burford, Dr Anusia Sivaratnam, Dr Fiona Clarke, Dr Anthony Codd, Dr Sonia Bussey, Dr Heidi Bateman
  • Owning School: School of Medical Education
  • Teaching Location: Off Campus
Semesters

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System

Aims

•To develop students’ understanding of the principles and practice of teaching within classroom settings.
•To introduce students to the key learning theories related to classroom-based teaching.
•To facilitate the development of skills in the practice of teaching within the classroom.

Summary:
This module is focused on teaching methods and strategies used in classroom delivery as well as the learning theories that underpin those methods. The module draws heavily from cognitivist and constructionist learning theories. In practical terms, the module will cover the different teaching methods used for group-based activities and lesson planning for structured sessions within a classroom environment.
The classroom contexts described in this module will relate predominantly to any controlled environment (rather than the unpredictable environment of the workplace) that is largely predictable and hence can be planned for. This could be a typical classroom, lecture theatre, seminar room, clinical skills or simulation lab, or even a classroom off a hospital ward.

Outline Of Syllabus

Lesson planning including: preparing and choosing content; structuring sessions; teaching methods suitable for classroom teaching (including small group and large group teaching); audio-visual and other teaching resources and writing aims and outcomes; forms of assessment (particularly formative assessment and forms of feedback); managing students and a learning environment including student motivation; and dealing with challenging behaviours.

Specific learning theories will be aligned to the topics described above and overviews given on behaviourist, cognitivist, constructionist and humanist perspectives on learning.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion150:0050:00Preparatory work on assessment.
Guided Independent StudyDirected research and reading82:4522:00Delivered online. 8 x weekly programmes comprising video presentations, online discussion, reading.
Guided Independent StudySkills practice212:3025:00Micro-teaching
Guided Independent StudyReflective learning activity120:0020:00Preparatory work before online study. Keeping a reflective journal
Guided Independent StudyIndependent study169:3069:30Supported by an online discussion forum
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time32:006:00Scheduled online discussion. Online classrooms to clarify and discuss content and its application
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time61:006:00Scheduled information online group discussion to pick up themes from discussion boards
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time11:301:30Group tutorial to assist in assignment preparation
Total200:00
Teaching Rationale And Relationship

The content will be delivered through 8 weekly topic sections. Each section will comprise;
•       Short video presentations by the module leader
•       A variety of interactive exercises to encourage students to think about the topic and to apply it to their own context
•       Links to core and further reading
•       Online discussion forums and synchronous online classrooms
•       Optional present-in-person study day (repeated and recorded online)

The tutors will draw on participants’ own experiences as teachers and as learners to consider the issues of particular importance to learning in classroom environments. Theories of learning pertaining to deep learning will be explored, along with how to scaffold learning to achieve this. This will include an introduction to formative assessment and informal assessment methods, and the crucial role of feedback in this.

Participants will be expected to apply their knowledge to their own situations and discuss this application. This will be most evident in the introduction to, and development of session planning, and the micro teaching. The e-learning materials will encourage learners to steadily develop their practice.

Students will undertake independent study, which will involve reading, application of the knowledge and skills in their classroom and by engaging in critical reflection. This will consolidate the achievement of the outcomes discussed above.

Assessment preparation and completion will be designed to consolidate the above knowledge.

This is an online programme, however there may be an opportunity to attend optional on campus events. For any on campus opportunity an online equivalent session will also be offered.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Portfolio1A100Evidence, with commentary (3,500 words) to support achievement of outcomes.
Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Description Semester When Set Comment
Performance1MInformal formative assessment - Student participation online.
Performance1MFormal formative assessment. Micro teaching sessions with self, peer and tutor feedback on lesson plan and teaching
Assessment Rationale And Relationship

The portfolio aims to capture a body of evidence to support the achievement of the Learning Outcomes. The evidence will demonstrate the student's ability to write coherent and detailed lesson plans but also, via the commentary, justify decisions made in: preparing and choosing content; structuring sessions and rationale for choosing teaching methods suitable for specific situations including the appropriate use of audio-visual and other teaching resources; their ability to utilise forms of assessment (particularly formative assessment). The Portfolio will also evidence the student's ability to critically evaluate as well as develop their personal practice.

Reading Lists

Timetable