Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2012-2013 (archived)


Department: Education


Type Open Level 1 Credits 20 Availability Available in 2012/13 Module Cap None. Location Durham


  • None.


  • None.

Excluded Combination of Modules

  • None.


  • To study the psychology of teaching and learning.


  • The module considers key theories and ideas about how people learn.
  • The module also addresses the question of what teaching is and the role of the teacher.
  • The key psychological processes involved in learning and teaching are introduced and discussed.

Learning Outcomes

Subject-specific Knowledge:
  • knowledge of a range of psychological constructs and processes associated with learning;
  • knowledge of a range of factors which might influence the development and formation of these concepts and processes and the implications for education and learning;
  • knowledge of key theories and ideas about the purpose of teaching and the role of the teacher.
Subject-specific Skills:
  • students will develop an understanding of, and be able to evaluate and reflect on, their own learning experience;
  • to reflect on their own value systems and learning development;
  • to interrogate the assumptions underpinning theory and research in relation to teaching and learning.
Key Skills:
  • communicate ideas, principles and theories effectively in written form;
  • manage time and work to deadlines;
  • construct and sustain a reasoned argument;
  • evaluate and make use of information from a variety of primary and secondary sources;
  • ability to manage and complete a small project.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Students will be introduced to a range of psychological theories relating to learning and teaching through a fortnightly, group-work based, workshop programme in which students will be introduced to key ideas and concepts through a series of group and individual learning tasks. The frequency and duration of the sessions will allow students to do guided learning tasks outside of the workshops and to be active participants in their own learning. Students will have the opportunities during the workshop sessions to engage in discussion about the central constructs and ideas and to deepen their understanding through the prescribed reading and required group activities which will be an expected part of the delivery.
  • Students will further develop their knowledge and understanding, apply and reflect on ideas and demonstrate key skills through a summative assessment that requires them to critically analyse and evaluate research related to learning and teaching.
  • Students will also be required to produce formative work which requires them to demonstrate their understanding of the interrelationships between the topics covered in the module.
  • The students will also be examined formally at the end of the module.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Workshops 11 Fortnightly 3 hours 33
Preparation and Reading 167
Total 200

Summative Assessment

Component: Project Component Weighting: 50%
Element Length / duration Element Weighting Resit Opportunity
Project 3000 words 100%
Component: Essay Component Weighting: 50%
Element Length / duration Element Weighting Resit Opportunity
Essay 3000 words 100%

Formative Assessment:

Group presentations, reports and posters to be given during workshops. Also short written answers to reflection questions. Group work tasks to prepare for taught workshops.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University