Module Descriptors
LITERACY LEARNING AND TEACHING
XXXX56818
Key Facts
Faculty of Business, Education and Law
Level 5
15 credits
Hours of Study
Scheduled Learning and Teaching Activities: 30
Independent Study Hours: 120
Total Learning Hours: 150
Assessment
- PROFESSIONAL PRACTICE weighted at 100%
Module Details
Module Learning Strategies
Participants will attend 9 x 3 hour sessions spread over 9 weeks.
There will be peer and tutor presentations, group learning and case studies. You will have access to group and individual tutorials, where you will be encouraged to manage your own learning. There will be opportunities for group reading and discussions, above all the delivery will be modelling the practice you will be using in skills for life classroom. Throughout each session you will be encouraged to be a reflective learner as well as a reflective practitioner.
There will be peer and tutor presentations, group learning and case studies. You will have access to group and individual tutorials, where you will be encouraged to manage your own learning. There will be opportunities for group reading and discussions, above all the delivery will be modelling the practice you will be using in skills for life classroom. Throughout each session you will be encouraged to be a reflective learner as well as a reflective practitioner.
Module Texts
This is an extensive list but many of the texts listed may only refer to a few pages within that text, all texts or parts of texts will be provided by the PDC to your Buddy Group.
Barton, D. & Tusting, K. 2006. Models of Adult Learning: A Literature Review, NRDC Literature Review. Leicester. NIACE
Wallace, S. 2007. Getting the buggers motivated in FE. London. Continuum.
Hayes, A. 2006. Teaching Adults. London. Continuum.
Ogunleye, J. 2007. Guide to teaching 14 ? 19. London. Continuum.
Steward, A. 2006. A to Z of teaching in FE. London. Continuum.
Derrick, J. & Dicks, J. 2005. Teaching Practice & mentoring. Leicester. NIACE.
Moore, A. 2005. The Good Teacher. Abingdon. Routledge.
Hillier, Yvonne (2005) Reflective Teaching in Further and Adult Education. London. Continuum.
Armitage, A. et al. 2006. Teaching and Training in Post-Compulsory Education. Mcgraw Hill House.
Rogers, A. 2007. Teaching Adults. Mcgraw Hill House
Reece, I. Walker, S. (2003) Teaching, Training and Learning: A Practical Guide. 5th Edition. Business Education. London
Petty, G. (2004) Teaching Today: A Practical Guide. Nelson Thornes. Cheltenham
You will also be expected to access a number of websites, there is a list of these on the Moodle:
PDC Moodle
www.staffspdc.org.uk
Barton, D. & Tusting, K. 2006. Models of Adult Learning: A Literature Review, NRDC Literature Review. Leicester. NIACE
Wallace, S. 2007. Getting the buggers motivated in FE. London. Continuum.
Hayes, A. 2006. Teaching Adults. London. Continuum.
Ogunleye, J. 2007. Guide to teaching 14 ? 19. London. Continuum.
Steward, A. 2006. A to Z of teaching in FE. London. Continuum.
Derrick, J. & Dicks, J. 2005. Teaching Practice & mentoring. Leicester. NIACE.
Moore, A. 2005. The Good Teacher. Abingdon. Routledge.
Hillier, Yvonne (2005) Reflective Teaching in Further and Adult Education. London. Continuum.
Armitage, A. et al. 2006. Teaching and Training in Post-Compulsory Education. Mcgraw Hill House.
Rogers, A. 2007. Teaching Adults. Mcgraw Hill House
Reece, I. Walker, S. (2003) Teaching, Training and Learning: A Practical Guide. 5th Edition. Business Education. London
Petty, G. (2004) Teaching Today: A Practical Guide. Nelson Thornes. Cheltenham
You will also be expected to access a number of websites, there is a list of these on the Moodle:
PDC Moodle
www.staffspdc.org.uk
Module Additional Assessment Details
Teaching Practice record sheet outlining 75 hours of teaching Skills for Life Literacy (at two different levels from Entry one ? Level 2).
75 hours reflective journal
Four observations judged as a pass (LLUK standards) with associated schemes of work, ILP and lesson plans
One observation of a peer
One observation by a peer
One observation of an experienced practitioner (exemptions apply)
75 hours reflective journal
Four observations judged as a pass (LLUK standards) with associated schemes of work, ILP and lesson plans
One observation of a peer
One observation by a peer
One observation of an experienced practitioner (exemptions apply)
Module Indicative Content
This module will build on the previous modules to develop planning and teaching and learning strategies in Skills for Life ? Literacy teaching. There will be an opportunity to review strategies and research developed in the other modules by reflecting, evaluating and building up Literacy resources/delivery techniques that address individual need.