• Offered for Year: 2024/25

• Module Leader(s): Dr Gwyndaf Roberts
• Lecturer: Dr Sophie Hill, Dr Heidi Bateman, Dr Fiona Clarke, Ms Poongothai Shanmugaraja, Dr Kye Mon Min Swe, Dr Anusia Sivaratnam, Dr Bryan Burford, Dr David Thewlis
• Deputy Module Leader: Dr Sonia Bussey, Dr Emma Black

• Owning School: School of Medical Education
• Teaching Location: Off Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

•       To develop students’ understanding of the principles and practice of teaching within classroom settings.
•       To introduce students to the key learning theories related to classroom-based teaching.
•       To facilitate the development of skills in the practice of teaching within the classroom.

Summary:
This module is focused on teaching methods and strategies used in classroom delivery as well as the learning theories that underpin those methods. The module draws heavily from cognitivist and constructionist learning theories. In practical terms, the module will cover the different teaching methods used for group-based activities and lesson planning for structured sessions within a classroom environment.
The classroom contexts described in this module will relate predominantly to any controlled environment (rather than the unpredictable environment of the workplace) that is largely predictable and hence can be planned for. This could be a typical classroom, lecture theatre, seminar room, clinical skills or simulation lab, or even a classroom off a hospital ward.

Outline Of Syllabus

Lesson planning including: preparing and choosing content; structuring sessions; teaching methods suitable for classroom teaching (including small group and large group teaching); audio-visual and other teaching resources and writing aims and outcomes; forms of assessment (particularly formative assessment and forms of feedback); managing students and a learning environment including student motivation; and dealing with challenging behaviours.

Specific learning theories will be aligned to the topics described above and overviews given on behaviourist, cognitivist, constructionist and humanist perspectives on learning.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

The content will be delivered through 8 weekly topic sections. Each section will comprise;
•       Short video presentations by the module leader
•       A variety of interactive exercises to encourage students to think about the topic and to apply it to their own context
•       Links to core and further reading
•       Online discussion forums and synchronous online classrooms
•       Optional present-in-person study day (repeated and recorded online)

The tutors will draw on participants’ own experiences as teachers and as learners to consider the issues of particular importance to learning in classroom environments. Theories of learning pertaining to deep learning will be explored, along with how to scaffold learning to achieve this. This will include an introduction to formative practice, and the crucial role of feedback in this.

Participants will be expected to apply their knowledge to their own situations and discuss this application. This will be most evident in the introduction to, and development of session planning, and teaching. The e-learning materials will encourage learners to steadily develop their practice.


Students will undertake independent study, which will involve reading, application of the knowledge and skills in their classroom and by engaging in critical reflection. This will consolidate the achievement of the outcomes discussed above.

•       Assessment preparation and completion will be designed to consolidate the above knowledge.

This is an online programme, however there may be an opportunity to attend optional on campus events. For any on campus opportunity an online equivalent session will also be offered.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Assessment Rationale And Relationship

The portfolio aims to capture a body of evidence to support the achievement of the Learning Outcomes. The evidence will demonstrate the student's ability to write coherent and detailed lesson plans but also, via the commentary, justify decisions made in: preparing and choosing content; structuring sessions and rationale for choosing teaching methods suitable for specific situations including the appropriate use of audio-visual and other teaching resources; their ability to utilise forms of assessment (particularly formative practice). The Portfolio will also evidence the student's ability to critically evaluate as well as develop their personal practice.

The summative assessment has two versions that the students can choose from: the practical vs the theoretical version. This is to facilitate students to choose a relevant assessment to reflect their current educational practice.

Reading Lists

• MEE8500's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• MEE8500's Timetable