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Overview

This module is the second of three Professional and Pedagogical Studies modules you will study over the three years of the course, and it will focus on the some of the essential concepts within teaching and learning. The content will complement the teaching and learning of specific subject content.

Module content: • Developing understanding of theories of learning and concepts of pedagogy, the nature of evidence and research for reflection and teacher formation; other modern learning theories including growth mind-set; • Managing learning: developing classroom management and organisation understanding and praxis; working independently and collaboratively with colleagues in the classroom; developing understanding and practice of effective communication and questioning; developing relationship with additional adults in the classroom; behaviour management; responding to the needs of learners with behavioural, emotional and social difficulties, working with parents and carers; • Planning for learning: developing the principles of curriculum and instructional design; pedagogy and pedagogical content knowledge; curriculum planning in the short, medium and long term; differentiation to meet the needs of all learners; the design and use of materials for teaching and learning to stimulate support and challenge all learners; development of curriculum models including cross-curricular dimensions and models; collaborative participation in the planning of a lesson/series of lessons which takes into consideration assessment, use of colleagues, environment (indoor and outdoor), resources, technology; • Developing understanding of assessment of and for learning through effective teaching: theories of assessment; principles of assessment and links to pedagogy; how to use assessment effectively to report on pupils’ learning; introducing the use of data; summative and formative assessment; key principles of formative assessment; learning objectives and success criteria; questioning; feedback; self and peer assessment; application in school; • Analyse and evaluate the appropriateness of specific practical approaches for the development of creativity, both in their own practice and within the learners'.

The four purposes of the curriculum areas will be embedded throughout the module: Developing children as: • Ambitious, capable learners, ready to learn throughout their lives; • Enterprising, creative contributors, ready to play a full part in life and work; • Ethical, informed citizens of Wales and the world; • Healthy, confident individuals, ready to lead fulfilling lives as valued members of society.

Research Methods and Methodology Research informed delivery and research-based teaching. Evidence-based and research-informed learning underpins the content and the delivery of this module and will be presented in a way that encourages Associate Teachers to evaluate how theory and practice are blended. This module will encourage Associate Teachers to examine, interpret and critically analyse the strengths and weaknesses of evidence in the latest theory and evidence-based practice that underpins the pedagogy and classroom practices covered. The content and delivery of the module will encourage Associate Teachers to present a balanced and well-argued case for the importance of them developing their capacity to be consumers and producers of research and developing their knowledge of the spectrum of research that informs teaching practice.

Academic Â鶹´«Ã½¸ßÇå°æ Skills Development of (embedded within module content and assignment context): • time and task management skills; • note-taking and note-making skills; • reading for academic purposes; • planning assignments; • critical thinking, analysis and developing an argument; • assignment structure; • academic writing styles; • referencing; • information literacy; • reflective learning.

Assessment Strategy

-threshold -(D) All learning outcomes will have been met to a satisfactory level. Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature. Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning. Students will have developed their study skills to a satisfactory standard and will be able to communicate to a satisfactory standard in a professional and academic context.

-good -(B) Most learning outcomes will have been met to a good level. Excellence in some learning outcomes may balance satisfactory attainment in others. A good knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature. Candidates will provide good critical analysis when reflecting on a significant range of teaching and learning styles. Students will have developed their study skills to a good standard and will be able to communicate to a good standard in a professional and academic context

-excellent -(A) Most learning outcomes will have been met to an excellent level and all learning outcomes will be at least good. A deep knowledge and understanding of the module content will be supported by an extensive range of theory, practice and research literature. Candidates will provide excellent critical analysis when reflecting on a wide range of teaching and learning styles. Students will have developed their study skills to an excellent standard and will be able to communicate to an excellent standard in a professional and academic context.

Learning Outcomes

• Analyse and evaluate the principles of curriculum and instructional design, and the use of technology and the role of assessment;

• Evaluate the learning and differentiated teaching for pupils with additional learning needs.

• Interpret different theories of learning and concepts of pedagogy;

• Reflectively examine the application of classroom management strategies in their praxis;