Undergraduate Course: Primary Studies 3: Learning Through and For Practice (Gaelic) (EDUA10189)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Taught in Gaelic? | Yes |
| Summary | To build upon the theoretical and practical understandings developed in Primary Studies 1 and 2, Primary Studies 3 places a strong emphasis on supporting students to make sense of their learning through practice and for practice. The Primary Studies 3 course and the Professional Experience and Practice Placement necessarily, both complement and synergise with each other. To enable student teachers to make sense both of and for practice and to begin to embed the necessary enquiring disposition, this course focuses on developing understandings and practising the skills required for evidence-informed, analytical approaches to planning, teaching and assessing for progression. |
| Course description |
Throughout this course, students will build on both their understandings of the need to adopt and develop an evidence-informed, analytical approach to planning for progression and their understandings of different teaching and learning approaches to promote progression within and across curriculum subjects. As an integral complement to the placement experience, this course will support the students to develop and begin to apply an enquiring approach to their planning, teaching, and assessment of impact and evaluation of teaching.
Course input therefore comprises two main interrelated components:
1. The emphasis is on understanding the purpose and processes involved in practice-based data collection and analysis to ascertain and evaluate the strategies learners employ; their metacognitive awareness of these strategies and the nature and extent of engagement and learning in learning interactions.
2. Specific input from curriculum specialists with a focus on both subject and pedagogical content knowledge will be designed to support students with their own learning and application in their practice. Where relevant, curriculum specialists will support student teachers¿ learning and practice through the exploration of how to teach a particular concept at CfE Level 2 (e.g. forces in science)
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2016/17, Not available to visiting students (SS1)
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Quota: 10 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 16,
Seminar/Tutorial Hours 8,
Supervised Practical/Workshop/Studio Hours 24,
Fieldwork Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
146 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
55 %,
Practical Exam
45 %
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| Additional Information (Assessment) |
Written Assignment (1650 words) 55%
Oral Presentation (1350 words) 45%
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| Feedback |
Formative feedback will be provided in December
Summative feedback following written assignment |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Interrogate their own practice in ways that allows them to critically reflect on a) their practice and b) the impact it achieves on learners and learning
- Demonstrate that they have begun to explore effective ways to both identify and analyse the nature and extent of a) participation b) interaction and c) learning that actually occurs in the classroom within and across curricular areas
- Ascertain and systematically track the learning/application processes and strategies children employ and their metacognitive awareness of these, within and across curricular areas
- Use assessment for, of and in learning to inform planning for teaching and learning within and across curricular areas
- Demonstrate an undersanding of the impact for planning teaching, learning and assessment of teaching curricular areas through a second language
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Reading List
Indicative Reading List:
Hattie, J (2011) Visible Learning for Teachers: Maximizing Impact on Learning. London: Routledge.
Galton, M. (2007) Learning and Teaching in the Primary Classroom. London: Sage.
Gibbs, G. (2008) Analysing Qualitative Data. London: Sage
Thomson, P. (Ed) (2008) Doing Visual Research with Children and Young People. Oxon: Routledge
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Additional Information
| Graduate Attributes and Skills |
1. be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
2. be able to work effectively with others, capitalising on their different thinking, experience and skills ¿
3. seek and value open feedback to inform genuine self-awareness ¿
4. be able to respond effectively to unfamiliar problems in unfamiliar contexts ¿
5. be creative and imaginative thinker ¿
6. be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another
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| Keywords | Metacognitive awareness,assessment for learning,identifying and tracking progress |
Contacts
| Course organiser | Mrs Mary Andrew
Tel: (0131 6)51 6361
Email: Mary.Andrew@education.ed.ac.uk |
Course secretary | Ms Hazel Johnson
Tel: (0131 6)51 6381
Email: Hazel.Johnson@ed.ac.uk |
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