Postgraduate

Modules

Modules

EDU8222 : Developing critical perspectives on teaching thinking skills

Semesters
Semester 2 Credit Value: 20
ECTS Credits: 10.0

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 Teaching Agency
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 teacher profession with the capacity to continue to explore and develop pedagogic practices within changing policy frameworks 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

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion125:0025:00N/A
Placement/Study AbroadEmployer-based learning128:0096:00N/A
Scheduled Learning And Teaching ActivitiesLecture41:004:00N/A
Guided Independent StudyDirected research and reading125:0025:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching103:0030:00N/A
Guided Independent StudyReflective learning activity110:0010:00N/A
Guided Independent StudyIndependent study110:0010:00N/A
Total200:00
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 practical and theoretical understanding of teaching thinking skills. 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 are then 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 Teacher Standards (QTS).

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Portfolio2M100Set at end of Semester 1 at start of module, and assessed at end of Semester 2. Word count 4,000
Assessment Rationale And Relationship

There are two components to the assessment of this module.

1)Presentation to review and share learning outcomes of lesson study. Presentation to peers, tutors
and school colleagues as appropriate (which will make up 30% of the final grade).
2)Individual reflective commentary to consider the potential of teaching thinking skills within the
repertoire of subject pedagogies. The expectation of the commentary is that students demonstrate
extended thinking, an understanding of the wider context and a consideration of the relationships
between practice evidence and research and theoretical literature (which will make up 70% of the
final mark).

Reading Lists

Timetable