A review of relevant theory in relation to:

Teaching and learning
- learning: definitions, theories of learning, learning skills;
- teaching: definitions, theories of teaching, pedagogies, teaching skills;
- National Strategies;
- craft of teaching;
- range of teaching and learning strategies, including pedagogies of personalisation and intervention;
- specific approaches to personalisation of teaching and learning, setting suitable learning challenges for all children/young people and responding to their diverse backgrounds, abilities and learning needs.

Assessment for learning
- processes for gathering, recording and interpreting data and evidence on attainment for use themselves and by other Associates and children/young people (including those with Special Educational Needs (SEN) and disability) to determine where they are in their learning, where they need to go next, and how best to get there, with Assessing Pupils' Progress (APP) materials at the heart of these processes;
- diagnosis of children's and young people's needs;
- use of Assessment for Learning (AfL) as the basis for deploying appropriate and personalised teaching and learning strategies, including targeted intervention for those not achieving national benchmarks and support for Gifted and Talented (G&T) learners;
- current theories and evaluation of their practical applications;
- formative and summative assessments; teacher questioning; marking; assessment of skills, as well as of knowledge and understanding; repertoire of assessment methods and ways of recording evidence of attainment; peer and self-assessment;
- qualitative and quantitative evidence of attainment; statistical significance;
- baseline data and measures of progress; use of assessment data for setting personalised targets;
- dialogue with and feedback to children/young people and to their parents/carers;
- assessment, by a range of professionals inside and outside of teaching, of children/young people with a range of additional needs, associated with socio-economic background, G&T, SEN and disability, Black Minority Ethnic (BME), English as an Additional Language (EAL) etc.;
- use of assessment data to evaluate the effectiveness of teaching;
- strategies for overcoming potential barriers to learning and assessment for individuals and groups of children and young people.

The learning strategies will require participants to commit 200 learning hours of which 20 hours will consist of contact time.

Contact Time takes two forms:
Mandatory: 1 x 7hr (Input Day) - Sessions will `normally' comprise the following activity types;
- lectures and presentations by the tutor;
- seminars and workshops to generate discussion, reflection and exchange of ideas;
- practical workshops for the analysis and discussion of issues, documents and materials;
- case-study activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- work Related Learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities


Mandatory Personalised: 13 Hours of learning as determined by personalised action plan. This learning will `normally¿ comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- Individual tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning - Both Inter and Intra School learning opportunities (e.g.; lesson observation, professional dialogue, attendance at network meetings, engagement with Training schools) which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches and engagement with DcSF training materials.
- VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies
- Engagement with HEI M level Modules, Private Provider Course, e.g.; National College for School Leadership or Local Authority Professional Development

An additional 180 Hours of Independent study are required: The hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about their work and relating all this to their own working context. This will form the basis of the assignment.

TWM MTL University libraries
TWM MTL VLE

Denby, N, Butroyd, R, Swift, H, Price, J and Glazzard, J (2008) Master's Level Study in Education, Buckingham, OUP
Sharp, J (2009) Success with your education Research Project, Exeter, Learning Matters

TWM Associate to choose one mode of assessment for each module utilising one form of data collection.

Each mode of assessment = 100% weighting.
Each mode of assessment = 4000 words equivalent
Each mode of assessment tests learning outcomes 1-4

The mode of assessment and the method of data collection chosen should be the most appropriate form of assessment and method as agreed between Associate, tutor and school based coach.

For each module in phase 2 (Modules 3,4,5 and 6) a different mode of assessment must be chosen.

For each module in phase 2 (Modules 3,4,5 and 6) a different data collection method must be chosen.

You cannot submit work more than once using each assessment mode and method of data collection.

Associates should plan carefully with the school based coach and tutor which modes of assessment and methods of data collection they will use for modules 3,4,5 and 6.


Assessment Modes

Written Report - A report based on the evaluation and analysis of elements of the module content, and the impact of these on learning and teaching.
Critical incident reflection - Evaluation and analysis of a critical incident in relation to an individual¿s or a group¿s progress and achievement.

Lead a staff development session - Presentation to staff in school, based on the implementation of specific strategies or module content and the impact of these (to include presenter notes, handouts, analysis of data and reflective commentary).
Presentation - Presentation to MTL peers and tutors based on the development and implementation of specific strategies in a subject, specialism or curriculum area in professional practice, and the impact of these.

Data Collection Methods

Diary (video or written) and Reflection - Video/record diary extracts based on the use of strategies or content development, and reflective analysis of the impact of these on learning and teaching.

Portfolio of workplace evidence and commentary - Portfolio of evidence based on the implementation of specific strategies or content and a commentary based on the analysis of these.

Lesson observation, plan, recording and reflective commentary - Lesson plan in a subject, specialism or curriculum area in professional practice, including teaching, learning and assessment strategies to be used, recording of evidence and evaluation and analysis of achievement.

Interviews and action points - Interviews with staff/students/other adults based on a focus content area, transcribed and action points developed.