EDUC9012: Effective Teaching Practices

Module Delivered in

ProgrammeCode

Programme Semester Delivery

CR_HTLRN_9 Certificate in Teaching & Learning in Higher Education 1 Mandatory

CR_HTLHE_9 Master of Arts in Teaching and Learning in Higher Education 1 Mandatory

CR_HTCHL_9 Postgraduate Diploma in Teaching & Learning in HigherEducation

1 Mandatory

Short Title: Effective Teaching Practices APPROVED

Full Title: Effective Teaching Practices

Module Code: EDUC9012

NFQ Level: Expert

ECTSCredits:

5.0

ModuleCoordinator:

STEPHEN CASSIDY

Description: The aim of this module is to develop teaching skills through practice, feedback and reflection.The module focuses on active learning approaches commonly used in higher education andaims to instil the necessary skills and confidence to implement active learning approaches inthe learner's context. The module will be delivered using active learning methods.

Learning Outcomes:

On successful completion of this module the learner will be able to

Select active learning methods appropriate to the learner's own philosophy of learning & teaching1.Assess the impact of introducing active learning on the learners and instructor2.Critique and develop their own teaching practice using peer observations, learner feedback andself-reflection.

3.

Develop a portfolio to communicate their teaching practice to the professional community4.

Pre-requisite learning

Module RecommendationsThis is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. Youmay enrol in this module if you have not acquired the recommended learning but you will have considerabledifficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning isexpressed as named CIT module(s) it also allows for learning (in another module or modules) which isequivalent to the learning specified in the named module(s).

No recommendations listed

Incompatible ModulesThese are modules which have learning outcomes that are too similar to the learning outcomes of thismodule. You may not earn additional credit for the same learning and therefore you may not enrol in thismodule if you have successfully completed any modules in the incompatible list.

No incompatible modules listed

RequirementsThis is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. Youmay not enrol on this module if you have not acquired the learning specified in this section.

No requirements listed

Co-requisites

No co-requisites listed listed

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Module Effective Teaching Practices

EDUC9012: Effective Teaching Practices

Module Content & Assessment

Indicative Content

Theoretical Foundations Principles of effective teaching, teaching strategies for effective learning, Inductive and deductive teachingand learning, Positivism versus Constructivism, cognitive and social constructivism, learning styles,student-centered learning. Organising lectures, introduction & conclusion, maintaining attention,encouraging active thinking. Research results on active learning

Active Learning Methods WHOLE CLASS: one minute paper, flash cards/clickers, summaries, pre-theoretic intuitions quiz. PAIRS:think-pair-share, thinking aloud pair problem solving (TAPPS), pair programming. SMALL GROUP: conceptmap, debate, snowball/pyramids, jigsaw

Implementation Implementing active learning, facilitating active learning. Design short (10-min) active learning session,deliver to and obtain feedback from class (micro-teaching). Design active learning session for a module youare teaching on. Implement and receive feedback from peer-observer and learners. Repeat using differenttechnique. Reflection on active learning.

Portfolio Purpose and advantages, portfolio design, portfolio elements, reflective writing, e-portfolios, media andtechnology, examples

Assessment Breakdown %

Course Work 100.0%

End of Semester Formal Examination 0%

Coursework Breakdown

Type Description Outcomeaddressed

%oftotal

AssessmentDate

Other First draft of digital portfolio. Evidence-based reflection on at least twolearning outcomes. Peer reviewed & self-assessed. Approx 400 words.

1,3,4 20.0 Week 6

Other Final draft of digital portfolio. Evidence-based reflection on all fivelearning outcomes. Self-assessed. 1200 words.

1,2,3,4 80.0 Sem End

Reassessment Requirement

Coursework OnlyThis module is reassessed solely on the basis of re-submitted coursework. There is no repeat writtenexamination.

The institute reserves the right to alter the nature and timings of assessment

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Module Effective Teaching Practices

EDUC9012: Effective Teaching Practices

Module Workload & Resources

Workload Full-time

Type Description Hours Frequency AverageWeeklyLearnerWorkload

Lecture Lecture using active learning methodsto present theory

1.0 EveryWeek

1.00

Independent & Directed Learning(Non-contact)

Portfolio preparation 6.0 EveryWeek

6.00

Total Weekly Learner Workload 7.00

Total Weekly Contact Hours 1.00

Workload Part-time mode

Type Description Hours Frequency AverageWeeklyLearnerWorkload

Lecture Lecture using active learning methodsto present theory

1.0 EveryWeek

1.00

Independent & Directed Learning(Non-contact)

portfolio preparation 6.0 EveryWeek

6.00

Part-Time Total Weekly Learner Workload 7.00

Part-Time Total Weekly Contact Hours 1.00

Resources

Supplementary Book Resources

Elizabeth F. Barkley, 2009, Student Engagement Techniques: A Handbook for College Faculty,Jossey-Bass [ISBN: 978-0470281918]

Paul Ramsden 2003, Learning to teach in higher education, RoutledgeFalmer USA [ISBN:9780415303453]

Wilbert McKeachie, Marilla Svinicki, 2010, McKeachie's Teaching Tips, 13th Ed Ed., WadsworthPublishing [ISBN: 978-0495809296]

Elizabeth F. Barkley, K. Patricia Cross, and Claire Howell Major 2005, Collaborative learningtechniques, Jossey-Bass San Francisco, Calif. [ISBN: 978-0787955182]

David Jaques 2000, Learning in groups, 3rd Ed., Kogan Page London [ISBN: 0749430915]

David W. Johnson, Roger T. Johnson, Karl A. Smith 1998, Active learning: Cooperation in thecollege classroom, Interaction Book Company USA [ISBN: 0939603144]

John Zubizarreta 2009, The Learning Portfolio: Reflective Practice for Improving StudentLearning, Jossey-Bass San Francisco, CA [ISBN: 978-0470388471]

Ruth S. Johnson, J. Sabrina Mims-Cox, Adelaide Doyle-Nichols, 2009, Developing Portfolios inEducation, 2nd Ed., Sage Publications [ISBN: 978-1412972369]

Other Resources

Journal: Active Learning in Higher Education, SAGEhttp://alh.sagepub.com/archive/

website: Richard FelderResources in Science and Engineering Educationwww.ncsu.edu/felder-public/

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Module Effective Teaching Practices