Approaches to Teaching Internationally: Pedagogies and Practices

EDUC70632 Approaches to Teaching Internationally: Pedagogies and Practices 15 Semester 2 Postgraduate Taught Level 7 Heather Cockayne Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This course unit will introduce the following content areas / approaches to, and aspects of, teaching and learning:<ul><li>Active learning</li><li>Problem-based learning</li><li>Task-based learning</li><li>Blended and technology enhanced learning</li><li>Intercultural learning</li><li>Classroom management It will introduce reflection on, and hands-on work, to develop the following key skills:  </li><li>Lesson planning</li><li>Activity design</li><li>Group work </li><li>Materials selection and design</li><li>Leading self-designed lessons to a peer-group (micro-teaching)</li></ul> This course unit will introduce the following content areas / approaches to, and aspects of, teaching and learning:<ul><li>Active learning</li><li>Problem-based learning</li><li>Task-based learning</li><li>Blended and technology enhanced learning</li><li>Intercultural learning</li><li>Classroom management It will introduce reflection on, and hands-on work, to develop the following key skills:  </li><li>Lesson planning</li><li>Activity design</li><li>Group work </li><li>Materials selection and design</li><li>Leading self-designed lessons to a peer-group (micro-teaching)</li></ul> This unit builds on EDUC60491 Theories of Teaching and Learning, to develop students’ knowledge and understanding of approaches to teaching and learning internationally, as they may apply in varying contexts with which they are familiar with. The approaches will be introduced through a series of case studies, set in different international contexts. This will include reflection on how the approaches and practices are informed by pedagogies and theories of teaching and learning, as well as how they fit with the contextual particularities of relevant international educational settings. There will also be hands-on tasks providing experience in planning teaching, as well putting this planning into practice through a micro-teaching task. Students will be able to draw on their own experiences as (international) students and share their views of teaching and learning with others to not only study the impacts and challenges within international education, but to also consider how others consider teaching and learning in terms of practice and also purpose. Students will work on developing their skills to present and discuss their opinions and consider how they apply their experiences and research to their academic work, but also in the work environment. <ul> <li>Explain a range of approaches to teaching and learning </li> <li>State how different approaches to teaching and learning are informed by theories of teaching and learning. </li> <li>Describe how approaches to teaching and learning affect lesson planning, activity design and materials selection/design.</li></ul> <ul> <li>Develop critical thinking skills in relation to the challenges of teaching in a range of contexts </li> <li>Reflect on teaching and learning in international contexts; </li> <li>Critically examine how approaches to teaching and learning fit with the contextual particularities of international educational settings</li></ul> <ul> <li>Produce a lesson plan for a specific context </li> <li>Plan a set of activities </li> <li>Select appropriate materials, plan a set of activities, and lead a sample lesson to a peer-group</li></ul> <ul><li role="list">Develop conceptual, analytical and presentation skills; </li><li role="list">Make effective use of electronic and other sources of information; </li><li role="list">Collaborate with others in group tasks.</li></ul> Syllabus (indicative curriculum content):Block 1 – From Education to Educators  1  What is education?   2  What is learning and teaching?   3  Focusing on the teacher     4  Focusing on the learner  Block 2 – Pedagogies and Practices    5  Lesson planning   6  Pedagogical approaches   7  Materials design and development   8  Digital pedagogies  Block 3 – From theory to practice    9   Microteaching, Feedback and Assignment Workshop  10  Micro-teaching sessions  11  Micro-teaching sessions  12  Micro-teaching sessions     Portfolio submission     8 weeks of 2 hour long interactive teaching sessions. The remaining 4 weeks will be dedicated to student micro-teaching sessions.Padlet discussion boards will be used to collate and synthesise information throughout the module sessions and activities.  5 Portfolio 100% Online within Faculty guidelines N Core text: Goldhawk, A (2023) The Super Quick Guide to Learning Theories & Teaching Approaches. Sage.Bates, B. (2015). Learning theories simplified…and how to apply them to teaching. London: SAGE.Bates, A. W. (2019) Teaching in a Digital Age. 2nd edition. https://opentextbc.ca/teachinginadigitalage/  Brooks, R (2019) Education & Society: Places, Policies, Process. Red Globe Press.  Butt, G. (2008) Lesson Planning. 3rd edition.Garrett, F. (2018). Engaged pedagogy through role‐play in a Buddhist studies classroom. Teaching Theology & Religion, 21(4), 336–344. https://doi.org/10.1111/teth.12462.JISC (2023) Reimagining Blended learning (https://www.jisc.ac.uk/guides/reimagining-blended-learning-in-higher-education)  Laurillard, D (2012) Teaching as a Design Science  Mahat, M (2023) Purpose, process, place, pedagogical affordance and product (5Ps) of student learning in higher education: beyond Beckers. Facilities; Bradford Vol. 41, Iss. 1/2, pp.140-156. DOI:10.1108/F-06-2022-0086McGregor, D. and Cartwright, L (eds) (2011) Developing Reflective Practice: a guide for beginning teachers.  Monk, J., & Silman, C. (2014). Active learning in primary classrooms: A case study approach. Routledge.Race, P. (2000). Task-based learning. Medical Education, 34(5), 335.Savin-Baden, M., & Major, C. H. (2004). Foundations of problem-based learning. McGraw-Hill Education (UK)Seelye, H. N. (1995). Experiential activities for intercultural learning. Nicholas Brealey.Selwyn, N. (2016) Is technology good for education?Tomlinson, B. (2014) Developing materials for language teaching. 2nd edition.Valdez, R. J. (2003). Blended Learning: How to Integrate Online and Traditional Learning. Kogan Page.Wilson, L. (2014). Practical teaching: A guide to teaching in the education and training sector. Andover, UK: Cengage Learning EMEA.    Lectures 22 Tutorials 2 0 126