EDM095: Developing expertise in teaching

Module code: EDM095

Module provider: Institute of Education

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 2

Module convenor: Mrs Lindsey Ford, email: l.a.ford@reading.ac.uk

Module co-convenor: Dr Feng Ding, email: f.ding2@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: No

Last updated: 21 May 2024

Overview

Module aims and purpose

The aims of the module are for students to become familiar with innovative theories of teaching and learning in particular in relation to English language education, to examine national and international policies and priorities in education, and to train students to become professional, effective and reflective practitioners in their chosen field.

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Demonstrate an understanding of state-of-the-art theories of teaching and learning and of how these can be put into practice in English language education
2. Demonstrate an understanding of their roles, values, knowledge and skills as a teacher and/or learner
3. Demonstrate an understanding of how effective teaching and learning equips students for life in its broadest sense
4. Demonstrate an understanding of how institutional and system-level policies can support effective learning environments for all learners
5. Demonstrate an understanding of diversity in the classroom and best practice in providing inclusive education (e.g. for students with special educational needs)

Module content

The module will review some of the major theorists who have influenced teaching and learning but with specific focus on key figures e.g. Dewey, Piaget, Schon, Bruner and Gardiner. It will analyse notions of the 'professional' and the problematic status of teaching as a second tier profession. It will also discuss important concepts and practices in the professional development of teachers (e.g. teacher effectiveness and reflective practice). The emphasis throughout will be on what we ‘know’ about expertise in teaching and guided discussion and reflection on ways to develop expertise in teaching, careers, professionalism and longer term perspectives.

Structure

Teaching and learning methods

• Tutor led sessions with students reviewing material provided, reviewing video examples of classroom teaching, case studies of classroom events and other materials that stimulate discussion and analysis.
• Student led seminars with students encouraged to offer collaborative presentations on an aspect of expertise in teaching or professional development.
• Blended learning: electronic versions of academic articles, quizzes and practical exercises for independent learning will be mad e available to students through the medium of Blackboard.

Study hours

At least 30 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will be invited to submit a plan and a sample of 500 words of text for feedback prior to submitting the assignment.

Reassessment

Additional costs