Module EDUC48520: Developing A Critical Perspective of Learning: The Reflective Practitioner

Department: Education

EDUC48520: Developing A Critical Perspective of Learning: The Reflective Practitioner

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop a critical understanding of models of learning and their theoretical underpinnings, thus enabling students to consider inclusive classrooms in international education settings.

Content

• The module introduces students to key educational theories by focusing on the concept of ‘successful learning’, in contemporary international education contexts. It requires a detailed, intensive and critical consideration of factors associated with learners, and various theoretical underpinnings. It aims to develop a critical understanding of what constitutes the success of a learner in current international education systems.
• The students start their journey of addressing the gap between research and practice, as reflective thinking teachers, through a focus on the potential impact of learning experiences on the learner. This learner-centred focus enables the students to consider the needs of the learner from the outset of the programme. The module will consider a range of learning approaches, skills and strategies through a theoretical lens. Students are then required to reflect on these aspects of learning in their own teaching practice in international education settings, to enable consideration of the expected impact on pupil learning. Themes include:
• • Teaching for understanding in plurilingual and pluricultural contexts.
• • Creative dimensions to facilitate learning.
• • Research evidence in classroom strategies for promoting effective learning in the student’s local context.
• • The reflective practitioner in international education.

Learning Outcomes

• SSK1 a critical understanding of the educational ideas and philosophies in education;
• SSK2 a critical understanding of the factors which affect teaching and learning in the contemporary classroom;
• SSK3 a broad understanding of a range of research methodologies and their application to education contexts.

• SSS1 the ability to analyse and evaluate educational research, and the ideas deriving from this research, applied in different contexts;
• SSS2 the ability to identify and solve problems in specific educational contexts.

• KS1 reflect on educational research literature and to use this in the writing of academic assignments.
• KS2 use academic study skills appropriate to Masters’ Level study, including: searching, synthesising, summarising and critiquing literatures; organising and planning an academic argument; formulating, analysing and solving problems; learning independently.

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

• The module is delivered via online learning, divided up into study weeks with specially produced online resources. Resources vary according to the learning outcomes but normally include the following online materials: interactive learning content, video content, directed reading, critically reflective activities usually with opportunities for peer feedback, and guidance for further independent study and self-reflection.
• Teaching is comprised of the following:
•  Online Lecture - Introduction to the module and resources (asynchronous and synchronous blend).
•  Online Seminars - Asynchronous interactive learning content to introduce and present key educational themes.
•  Online Practicals - Asynchronous Interactive tasks to explore key educational themes in depth related to the learning content – including peer interaction and tutor feedback.
•  Online Workshops - Asynchronous interactive learning content to develop critical thinking skills and develop academic writing skills linked to the subject themes and the assessments – including peer interaction and tutor feedback.
•  Online Tutorials - Synchronous, in small groups, to allow academic skills and the assignment to be discussed.
•  Preparation and Reading - Online video content, directed reading, critically reflective activities, tutor-facilitated peer discussion, and guidance for further independent study and self-reflection.
• Learning will be developed through reading, reflections on related theories and professional practice, the creation of a professional portfolio and academic writing, supported by tutors and peers.
• The formative assessment serves to encourage students to study regularly and to monitor their learning progress. Tutors provide feedback on formative work and are available for individual consultation as necessary (usually by email and video meetings (eg. Teams)).
• The summative assessment will provide the opportunity for students to present the extent to which they have understood and are able to engage critically with the learning outcomes, themes and issues covered under the aims of the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Preliminary summary and outline of the summative assessment, with reference list to indicate reading undertaken.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.