Reflective Report on the Nature of Learning

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This module provides an opportunity for students to explore the nature of learning, the ways individuals learn, how learning is assessed and how the teacher practitioner may enable these processes. Students will be able to explore factors that influence learning including lesson planning and implementation, the assessment of learning and the evaluation of teaching.

Students will have the opportunity to engage with others in group activities as well as to work independently and discuss their work with a nominated tutor.

The process of reflective practice is central to the module content and activities. In addition, it is anticipated that this module will provide an opportunity for students to understand how their practice can develop their understanding of theory and vice-versa.

2.2 Subject Specification Outcomes

By successful completion of the module you will be able to:

Learning Outcome

Context and Scope

Assessment

1

Create a detailed and appropriate lesson planner for a session with an identified group of students.

Use the University lesson planner to demonstrate the ability to comprehensively plan for teaching and learning.

Complete lesson planner document - formative assessment.

2

Analyse the key Teaching and Learning strategies and approaches to assessment used in the nominated session.

Learning styles, theories of learning, approaches to assessment and their practical application to a nominated session.

Written report 2,000 words (summative assessment - weighted 0%)

3

Evaluate the Teaching and Learning strategies and approaches to assessment utilised in the nominated session.

How effective the practical application (of 2, above) proved to be in the nominated session.

Written report 2,000 words (summative assessment - weighted 0%)

2.2.1 LLUK Units of Assessment

By successful completion of the module you will be able to:

A3 identify the key factors involved to ensure the effective use of assessment within the learning process.

A4 identify key theories and principles for planning and enabling effective learning.

C1.1 demonstrate a basic ability to analyse educational concepts, theories and issues of policy in a systematic way;

C1.2 demonstrate a basic ability to identify potential connections between each of the aspects of subject knowledge and their application in educational policies and contexts;

C1.3 demonstrate an ability to accommodate to new principles and understandings.

D1. (Communication and presentation)

organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary; apply minimum core specifications in literacy to improve own practice.

D2. (Information and Communications Technology)

make effective use of ICT in supporting learning and teaching and in own studies; apply minimum core specifications in ICT user skills to improve own practice.

D3. (Application of numbers)  

interpret and present relevant numerical information and apply minimum core specifications in mathematics to improve own practice.

2.3 Weekly Programme

Session no./Week beginning

Content

Associated study and activities

1

Learning Styles - Kolb, Honey and Mumford, Gardner.

Petty: Part 2 Introduction

2

Learning Styles - Brain Dominance, VAK, NLP.

Petty: Part 2 Introduction

3

Learning Styles - affective factors such as motivation and support v. challenge.

Petty: Chapter 5.

4

Lesson Planning - a practical approach to planning for learning.

Fawbert: Chapter 4.

5

Learning Theories - Behaviourism, Cognitivism.

Curzon: Chapters 3-8.

6

Learning Theories - Humanism and Andragogy.

Curzon: Chapter 9.

Reece and Walker: Chapter 2 Section 4.

7

Lesson Planning - a practical approach to planning for active learning.

La Versha and Nicholls: Chapter 8.

8

Principles of Assessment - in theory and practice.

Tummons: Chapters 3-5.

9

Principles of Assessment - design, justify and evaluate a range of assessment activities.

Petty: Chapter 43.

10

Lesson planning - a practical approach to assessment for learning.

Black et al: Chapter 4

11

Providing learners with Feedback - justifying and using a range of appropriate feedback skills.

Tummons: Chapter 6.

12

Workshop activity.

As directed by Tutor.

13

Submission.

Note: The programme may be subject to some amendments and is open to negotiation.

Associated Study: The readings indicated represent a useful selection. This should be regarded as a bare minimum of what will be needed. Where the full reference is not given, the publication is on the Module Indicative Reading List.

During the session you will be given Information about further reading and other activities to be undertaken as consolidation or as preparation for subsequent sessions.

2.4 Indicative Reading and Learning Resources

2.4.1 Books

Key Reading

Black, P. et al. (2003) Assessment for Learning. Maidenhead: Open University Press.

Curzon, L.B. (2004) Teaching in further education: an outline of principles and practice. 6th ed., London: Cassell.

Fawbert, F. (2003) Teaching in Post-Compulsory Education. London: Kogan Page.

Freeman, R. and Lewis, R. (2002) Planning and implementing assessment. London: Kogan Page.

Gravells, A. (2006) Delivering Adult Learning. Exeter. Learning Matters Ltd.

Tummons, J. (2005) Assessing learning in Further Education. Glasgow: Learning Matters Ltd.

Additional reading

Armitage, A. et al. (2003) Teaching and training in post-compulsory education. 2nd ed., Buckingham: Open University Press.

Ecclestone, K. (2005) Understanding assessment and qualifications in Post-compulsory education and training. 2nd ed., Leicester: NIACE.

Le Versha, L. and Nicholls, G. (2003) Teaching at post-16. London: Kogan Page.

Malouf, D. (2003) How to teach adults in a fun and exciting way. Crows Nest: Allen and Unwin.

Petty, G. (2004) Teaching today: a practical guide. 3rd ed., Cheltenham: Stanley Thornes.

Reece, I. and Walker, S. (2006) Teaching, training and learning: a practical guide. 6th ed., Sunderland: Business Education.

Wallace, S. (2002) Managing behaviour and motivating students in Further Education. Exeter: Learning Matters Ltd.

2.4.2 Journals Whilst the journals listed below are of particular relevance to this module, this list is not exhaustive.

British Journal of Educational Studies

FEDA Research Journal

Journal of Vocational Education and Training

Journal of Educational Media

2.4.3 Websites A number of links to relevant external sites are provided via WOLF and the Learning Centre section within the University's web site (www.wlv.ac.uk).

www.geoffpetty.com

www.learningandteaching.info

http://subjectsoc.cpcet.co.uk/login/index_assochome.php

www.teachers.tv

2.5 Teaching and Learning Methods

To assist in the attainment of the learning outcomes, the following methods will be employed:

tutor-led presentations

individual/group activities

discussions

workshops

demonstrations

seminars

Participants' experiences of planning for learning and teaching will be used throughout the module.

3 Module Assessment Requirements - What you have to do

3.1 Assessment Methods and Weighing

The assessment for this module consists of 1 component split into two parts, each of which must be successfully completed in order to pass the module.

The Assessment Criteria are indicated in Section 3.4 below.

The component is assessed on a PASS/ E/ F basis (details are provided in your course guide).

Part 1

Complete lesson planner document - formative assessment.

Part 2

Written report 2,000 words - summative assessment.

3.2 Assessment Deadlines

Part 1:

Week 10.

Part 2:

Week 13.

3.3 Assignment Briefs

Part 1

Completion of a University lesson planner. Particular attention should be paid to and details provided for the following:

Prior skills, experience and subject specific knowledge that will impact on the lesson.

How you have planned to meet the learning needs and preferences of all students.

The assessment activities that have been chosen to assess specific learning outcomes.

Teacher and student activities are matched to identified learning outcomes.

Part 2

A written report of approximately 2,000 words. The report should include the following:

A brief overview of the group of learners and how the session fits into their programme of study.

An analysis of all significant teaching and learning strategies utilised in the session, linked to underpinning theoretical justification for their selection.

An analysis of all significant assessment activities utilised in the session, with a clear rationale for their selection.

An evaluation of all significant teaching and learning strategies utilised in the session, including recognition of how this will impact on future practice.

An evaluation of all significant assessment activities utilised in the session, including recognition of how this will impact on future practice.

A list of references (not included in the indicative 2.000 word guide).

3.4 Assignment Specific Assessment Criteria

Component 1

Pass

Part 1

You have completed a detailed lesson planner to an acceptable level. Detailed information has been provided in relation to:

Prior skills, experience and subject specific knowledge.

Meeting the learning needs and preferences of all students.

Assessment activities.

Teacher and student activities.

Any other relevant factors.

Part 2

A brief overview of the group of learners and how the session fits into their programme of study has been provided.

Significant teaching and learning strategies utilised in the session have been analysed and linked to underpinning theoretical justifications for their selection.

An analysis of all significant assessment activities utilised in the session is present, together with a clear rationale for their selection.

An evaluation of teaching and learning strategies used in the session, together with an explanation of how this will impact on future practice.

An evaluation of assessment strategies used in the session, together with an explanation of how this will impact on future practice.

Links are made between theory and practice

Referencing is accurate and conforms to the Harvard system.

Module learning outcomes 2 and 3 have been addressed.

The report is relevant, logically structured and coherent.

E

Part 1

Your lesson planner has not been completed to an acceptable level. Important details have been omitted in relation to one or more of the following:

Prior skills, experience and subject specific knowledge.

Meeting the learning needs and preferences of all students.

Assessment activities.

Teacher and student activities.

Part 2

Little or no detail provided relating to the group of learners and how the session fits into their programme of study.

Significant teaching and learning strategies utilised in the session have been described and there are very limited links to underpinning theoretical justifications for their selection.

Some discussion of significant assessment activities utilised in the session is present, but there is very limited or no rationale for their selection.

Very limited or no evaluation relating to the effectiveness of teaching and learning strategies used or of potential impacts on future practice.

Little or no evaluation relating to the assessment strategies used or of potential impacts on future practice.

Little or no overall evidence of links between theory and practice.

Referencing is often inaccurate and does not conform to the Harvard system.

Module learning outcomes 2 and 3 have been addressed in a very superficial fashion.

The report is not written or structured to an acceptable standard:

your use of English is such that it detracts from the overall cohesion of the text and makes the writer's intentions unclear;

or

you have made consistent errors in spelling, grammar, syntax and structure that require further proofing to comply with an acceptable standard for a public document within a professional teaching environment.

F

Part 1

You have failed to address module learning outcome 1. There is insufficient evidence to suggest that you will be able to retrieve the assignment without retaking the module.

or

You have failed to submit your assignment by the date specified.

Part 2

Few or no details provided relating to the group of learners and how the session fits into their programme of study.

Insufficient or no analysis offered of teaching and learning strategies used.

No analysis of assessment activities has been offered.

Insufficient or no evaluation relating to the effectiveness of teaching and learning strategies used or of potential impacts on future practice.

No evaluation relating to the assessment strategies used or of potential impacts on future practice.

Insufficient evidence of links between theory and practice

Referencing is inaccurate and does not conform to the Harvard system.

Module learning outcomes 2 and 3 has not been addressed properly.

The report is not written or structured to an acceptable standard:

your use of English is such that it detracts from the overall cohesion of the text and makes the writer's intentions unclear;

or

you have made consistent errors in spelling, grammar, syntax and structure that require further proofing to comply with an acceptable standard for a public document within a professional teaching environment.

There is insufficient evidence to suggest that you will be able to retrieve the assignment without retaking the module.

or

You have failed to submit your assignment by the date specified.

4 Additional Information

Please refer to your course guide for information regarding the following:

LLUK/SVUK Standards/Units of Assessment

Use of ICT

Equal Opportunities

Module Evaluation

Submission of Assignments

Return of Assignments

Grading of Assessments

Penalties for Non-Submission of Assessments

Extensions

Extenuating Circumstances

Retrieval of Referral and Failure

Subject Boards

Plagiarism

Module Registration

Date of Issue:

June 2008 - valid for the academic year 2008-9

Author:

David Wise

5 Assessment feedback sheet

PC2026 - Learning and Assessment

Component 1

Name:

Student No.

Centre:

COMMENTS ON SPECIFIC CRITERIA

Lesson planner provided. Included as an Appendix item.

Overview of group.

Teaching and learning strategies used.

Assessment activities incorporated.

Effectiveness of teaching and learning strategies.

Effectiveness of assessment activities.

Impact on future practice.

These comments may be continued on another sheet and others may be written on your assignment.

GENERIC CRITERIA

OVERALL COMMENTS

STRUCTURE

introduction

development

conclusion

PUBLISHED LITERATURE

effectively used

accurate citation

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