2022/3, Trimester 2, FACE-TO-FACE, Edinburgh Napier University
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Occurrence: | 001 |
Primary mode of delivery: | FACE-TO-FACE |
Location of delivery: | SIGHTHILL |
Partner: | Edinburgh Napier University |
Member of staff responsible for delivering module: | Jamie Thom |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
Through a series of lectures and related tutorials you will employ a wide range of effective learning and teaching methods that are modelled on the professional skills of a teacher. You will also have opportunities to develop pedagogic skills in practical workshops using appropriate apparatus and materials of the type found in schools and use this experience to begin the enquiry cycle. [LOs 1, 3]. In order to support understanding of the pupil experience you will also model group working and problem solving, and the associated enquiry skills through the use of the interdisciplinary STEM equipment. These practical activities will provide useful experiences to practice with all intended aims of the course including data collection in a busy working classroom. [LOs 1- 5]. Seminars that encourage collaborative engagement with peers and tutor to discuss Professional Enquiry and reflect on its impact on your professional development. The course encourages a significant element of peer discussion. It is taught in groups that rely on the idea of communities of practice between subject groupings. Links will also be made to your curriculum studies and your school experience and these links are integral to the course work [LOs 2-5].You will also be undertaking 5 serial day visits to Secondary schools to discuss a suitable Interdisciplinary project that will be undertaken in placement 2A. This short-duration professional enquiry project will form the basis of the assessment. [LOs 1-5]. You will present an oral presentation in week 38 detailing your professional enquiry and its findings. This should be fifteen minutes long. [L01 and LO6].
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Throughout this module, students will complete planned formative tasks for which they will receive feedback both from tutors and peers. These tasks will focus on developing the key skills outlined in practitioner enquiry and as required for the Standards for Provisional Registration (SPR). These tasks will also be useful in preparing students for school experience, focused on the serial day visits and the six week placement that immediately follows this module. Students from the different subject specialisms are mixed between the tutorial groups to ensure difference of opinion and a true sharing of skills to foster the interdisciplinary nature required. 2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning). By regularly revisiting the problem solving activities, you will have a better understanding of the complexities of pupils when faced with similar tasks in a school environment. As your skill levels and competencies increase you will also look at recording your progress using video technology. This evidence will be used to promote the group solutions as well as allow you to reflect upon methods of data capture and analysis within the classroom environment. Your group will regularly feed back to the wider tutorial group so as to discuss progress made and share insights, as well as methods of best practice. Detailed feedback from your peers will be sought so as to improve learning and processes in an iterative fashion.As part of the iterative process towards the development of the project (Week 20) you will submit an outline project plan explaining the purpose and aims of your proposal. This will be informed by work within the course, targets and development needs from School Experience 1, consultation on school visit serial days and feedback from peers and university tutors.
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Summative assessment of this module will involve two tasks that are designed to further improve your professional skills as well as the practical skills associated with effective use of classroom technology, presentation and design. After undertaking the practical interdisciplinary learning project you will submita report in week 33, where you will evaluate your project in terms of the professional enquiry cycle. The weighting for this assessment is 50%. Youwill then present an oral presentation in week 38, detailing your professional enquiry and itsfindings. The weighting for this assessment is 50%.
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Lecture | 11 |
Face To Face | Seminar | 20 |
Online | Groupwork (Independent Study) | 30 |
Independent Learning | Groupwork (Independent Study) | 90 |
Independent Learning | External visits | 40 |
Independent Learning | Groupwork (Independent Study) | 9 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Report | 50 | 1, 2, 3, 4 & 5 | 33 | , WORDS= 1500 |
Oral Presentation | 50 | 1,6 | 38 | HOURS= 00.15 |
Component 1 subtotal: | 50 | |
Component 2 subtotal: | 50 | | | |
Module subtotal: | 100 | | | |