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Content: This module addresses the relationship between effective learning and teacher activity. It aims to challenge and extend thinking and professional practice through examination of learning theories and their evidence base, including learning from participants' own experiences. It aims to 'walk the talk' so that participants experience in practice some fundamental teaching and learning principles explored by the module. These include: teaching for active learning; teaching for self-directed learning; teaching for collaborative learning; and teaching for learning about learning.ÌýÌý

Teaching delivery: This module is taught over 10 weekly lectures. It will be taught using a blended approach; there will be asynchronous (self-study and collaborative tasks) and face to face elements.Ìý Each session will be focused on a topic or theme (comprising more than one topic) that addresses an element of the issues related to effective learning and teaching and the impact of teacher action on outcomes. It will utilise a range of teaching and learning approaches aligned to the ¹û¶³Ó°Ôº Connected Learning framework and be evidence informed.ÌýÌý

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Indicative Topics: This is an Indicative list of lecture topics – based on module content in 2023/24, subject to possible changes.ÌýÌý

• Critical thinking – research informed versus research led effective learning and teachingÌýÌý

• Curriculum, formal and informal learningÌýÌý

• Equality, Diversity and InclusionÌýÌý

• Guiding effective learning for children with additional learning needsÌý

• PedagogyÌýÌý

• Educational Neuroscience – how children learnÌýÌý

• How children learn – classroom implications (Power of feedback)Ìý

• Self-regulated learning skillsÌýÌý

• Learner perspectives of effective Learning and TeachingÌýÌýÌý

Module AimsÌý

The module aims to:Ìý

• Engage participants with UK and international research and debates concerning primary education.Ìý

• Provide the foundation for critical evaluation of the relationship between teacher actions and learner outcomes.Ìý

• Enable participants to problematise ‘effective’ learning, by examining various conceptions of learning and purposes for learning;Ìý

• Encourage an in-depth examination of the evidence behind factors that are alleged to promote or inhibit student learning;Ìý

• To meet participants’ needs and address issues of specific interest in relation to guiding learning.ÌýÌý

• Enable students to evaluate and provide evidence of their own progress in relation to module aims and learning outcomes.Ìý

Recommended readings: The Education Endowment Foundation website provides a wealth of valuable resources and information related to effective learning and teaching. This page might provide useful reading: ; further readings are provided towards the bottom of the webpage.Ìý