EDU8322 : Developing critical perspectives on teaching thinking skills
EDU8322 : Developing critical perspectives on teaching thinking skills
- Offered for Year: 2024/25
- Module Leader(s): Mrs Kim Cowie
- Lecturer: Dr Anna Reid
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 2 Credit Value: | 20 |
ECTS Credits: | 10.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
Module Summary:
This module introduces students to the practice of teaching thinking, theories of metacognition, the significance of dialogue for learning and the relevant research evidence.
This module has two key practice components;
1) Developing and trialing a teaching thinking skills intervention within the context of subject teaching
2) Using lesson study as a collaborative approach to support this process and ensure critical engagement with the outcomes
Aims:
a) To provide a theoretical and practical grounding in metacognition and teaching thinking skills
b) To ensure students can demonstrate the attributes, skills, knowledge and understanding that make up the Teachers’ Standards for Qualified Teacher Status as set out by the Department of Education
c) To enable students to develop as critical and analytical teachers through their reflective practice and engagement with research related to teaching thinking skills pedagogies
d) To allow students to develop as new teachers through collaborative planning and peer review
e) To enable students to enter the teacher profession with the capacity to continue to explore and develop pedagogic practices within changing policy frameworks contexts
Outline Of Syllabus
• Understanding what is meant by metacognition and its role in learning
• Introduction to practical strategies for teaching thinking
• Developing an understanding of the significance of classroom talk in developing thinking and engaging in productive learning
• The relationship between teaching thinking and subject pedagogy; opportunities and constraints as exposed in practice and research
• The nature of lesson study as a professional development process
• Learning from collaborative planning and peer review
• The use of reflective and evaluative enquiry tools to understand the efficacy of teaching thinking skills
Learning Outcomes
Intended Knowledge Outcomes
By the end of the module, participants should be able to:
A1 Understand theoretical approaches to teaching and learning and have a critical grasp of relevant research in the field
A2 Understand the debates concerning the nature and purpose of education from a variety of disciplinary perspectives
A3 Be familiar with a range of teaching approaches relevant to their subject/curriculum area(s) and understand their potential for pedagogy
A4 Understand the potential of enquiry in practice for the development of professional practice
A5 Understand how enquiry tools can facilitate evaluation, reflection and critical enquiry to support professional development
A7 Have the requisite knowledge and understanding as specified in the Teachers' Standards
Intended Skill Outcomes
B1 Design enquiries relevant to their own professional practice development within educational contexts
B2 Gather information and evaluate its validity and usefulness for particular enquiries
B3 Critically review and debate the relationship between policy, practice, theory and research and the implications for professional development and pedagogy
B4 Self evaluate and apply learning to the enhancement of practice
B5 Engage in an informed and critical fashion with literature in order to discuss the main themes and alternative interpretations
B6 Synthesise and apply pedagogic theory and practice
C1 Improve professional practice through observation, reflection, evaluation, enquiry and collaboration
C2 Meet the Teachers’ Standards for Qualified Teacher Status through successful school based experience
C3 Undertake enquiry in practice to extend their understanding of pedagogy
C4 Communicate effectively with a range of colleagues and partners in a variety of settings
D1 Communicate ideas and argument in a lucid and balanced fashion both in writing and/or orally
D2 Work successfully and productively as a member of a team both in the university and whilst on placement
D3 Plan and prepare in a professional and effective fashion
D4 Exercise skills of time management and organisation
D5 Employ a range of Information and Communication Technology in their academic and professional practice
D6 Problem solve in the immediate and the longer term
D7 Act using own initiative in an independent and autonomous manner
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Scheduled Learning And Teaching Activities | Lecture | 4 | 1:00 | 4:00 | N/A |
Guided Independent Study | Assessment preparation and completion | 1 | 25:00 | 25:00 | N/A |
Placement/Study Abroad | Employer-based learning | 12 | 8:00 | 96:00 | N/A |
Guided Independent Study | Directed research and reading | 1 | 25:00 | 25:00 | N/A |
Scheduled Learning And Teaching Activities | Small group teaching | 10 | 3:00 | 30:00 | N/A |
Guided Independent Study | Reflective learning activity | 1 | 10:00 | 10:00 | N/A |
Guided Independent Study | Independent study | 1 | 10:00 | 10:00 | N/A |
Total | 200:00 |
Teaching Rationale And Relationship
It is important that students develop critical perspectives on a range of specific pedagogies, to make sense of their potential and constraints within specific subject disciplines and learning contexts. This process is being modelled through developing a robust practical and theoretical understanding of teaching thinking skills and the expected impact on student learning. This requires not only an awareness and capacity to engage with various theoretical ideas and concepts, but importantly the opportunity to debate and reflect on the meaning and implications of such ideas for their own situation and practice. Integrated readings introduce key issues and contexts from research, theory and practice which form the basis for taught sessions where students are able to discuss and reflect upon these questions in an informed way. The taught sessions introduce both pedagogical theory and methods, and tools for planning and evaluating learning. These can then be used by the students to support the process of lesson study, an approach to professional development through which students will practice collaborative planning, peer review and the scrutiny of practice evidence. This model of practitioner enquiry is consistent across modules and combines professional learning with criticality and evaluative skills. It is also forms a means through which student teachers access the Teacher Standards (QTS).
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Portfolio | 2 | M | 100 | Set at start of module and assessed at end of Semester 2. Word count 4,000 |
Assessment Rationale And Relationship
N/A
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU8322's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- EDU8322's past Exam Papers
General Notes
N/A
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