MEDN67082
Evidence-based Teaching & Learning
15
Semester 2
Postgraduate Taught
Level 7
Judith Williams
Unit coordinator
School of Medical Sciences
1
FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 '
European Credit Transfer & Accumulation System Rating : 7.5
<p>This unit ensures that participants can interrogate their own practice within a theory/evidence base perspective. Drawing on the theoretical and evidence base within the literature, participants will be facilitated to provide a critique of learning theories so that they can align teaching methods with approaches to learning. As part of this process, they will be required to develop a questioning approach to teaching and learning, exploring how teaching practice can be underpinned by equality and diversity, new technological advances and innovative approaches to learning.</p>
<p>This unit ensures that participants can interrogate their own practice within a theory/evidence base perspective. Drawing on the theoretical and evidence base within the literature, participants will be facilitated to provide a critique of learning theories so that they can align teaching methods with approaches to learning. As part of this process, they will be required to develop a questioning approach to teaching and learning, exploring how teaching practice can be underpinned by equality and diversity, new technological advances and innovative approaches to learning.</p>
<div> The unit aims to:</div><div> </div><div> • support participants to explore the relationship between teaching and learning theories and their own teaching practice</div><div> </div><div> • emphasise the importance of planning and design for effective teaching, learning and assessment</div><div> </div><div> • encourage critical appraisal of a variety of teaching methods</div><div> </div><div> • explore the issues around incorporating diversity and equality into teaching</div><div> </div><div> • develop an awareness of learning technologies and their potential for appropriate teaching and learning</div>
<p><strong>Knowledge and understanding:</strong></p><ul> <li> Evaluate the utility of learning theories within their own sphere of practice</li> <li> Interrogate their own pedagogical practice</li> <li> Synthesise evidence relating to aspects of their own teaching practice</li> <li> Design an appropriate theory/evidence base teaching and learning strategy which addresses the needs of a variety of learners</li> <li> Justify how their approach to teaching and learning is inclusive and cognoscente of issues relating to equality and diversity</li></ul><div> <strong>Intellectual skills:</strong></div><div> <ul> <li> Evaluate the theoretical and evidence for their own teaching and justify how this meets the needs of a wide variety of learners</li> <li> Synthesise theoretical and research evidence in order to interrogate their own practice</li> </ul> <p><strong>Practical skills:</strong></p> <ul> <li> Review and evaluate the sources of knowledge that underpin pedagogical practice (theory, evidence, databases)</li> <li> Align appropriate teaching approaches with ways of learning</li> </ul></div><div> <strong>Transferable skills and personal qualities:</strong></div><div> <ul> <li> Reviewing teaching and learning approaches</li> <li> Develop confidence in matching teaching and learning strategies</li> <li> Plan, deliver and review teaching and learning with a theory/evidence framework</li> </ul></div><p> </p>
Analytical skills
Analyse learning material and research data.
Group/team working
Work in groups, to share ideas and contribute to presentations.
Innovation/creativity
Write assignments, relating the theory to own work practices.
Oral communication
Ask and answer questions during study days; communicate effectively in group sessions.
Problem solving
Demonstrate the ability to analyse a problem, research the options, weigh up the pros and cons, and reach a logical conclusion; set realistic and achievable targets in order to meet deadlines and develop strategies to work under pressure if deadlines are looming.
<div> Learning and teaching processes utilise a mixed modality delivery aligned to intended learning outcomes: interactive workshops accompanied by online-guided reading and class exercises. As a way of modelling the processes of teaching and learning, individual sessions will be delivered using behaviourist, cognitivist and constructivist principles.</div><div> </div><div> Interactive workshops will be supported by on-line materials to deliver theory and core principles.</div><div> </div><div> To support independent study, learning materials including lecture slides and recommended reading will be provided on the unit’s online Blackboard learning environment prior to sessions.</div>
2
Written assignment (inc essay)
100%
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A summative mark and detailed, individual written qualitative feedback will be provided following the written assignment.</div>
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Verbal tutor feedback and comment will be provided directly to students during interactive workshops.</div>
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Throughout the unit, participants will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.</div>
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Formative feedback will be provided in response to the portfolio.</div>
PGCert Med & Health Education
PGCert Med&Health Education
PGDT Taught Component
Mandatory
PGCert Med&Health Education
PGCert Med&Health Education
PGDT Taught Component
Mandatory
N
Tutorials
12
0
138