EV402 module programme 2013-14

7/27/2019 EV402 module programme 2013-14

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EV402: Education Studies 1: How Children Learn

Module Programme Semester One 2013-14

Content of this module:

Child development and learning Theories of learning Promoting participation and learning for all pupils Principles of planning and assessment Preparation for professionalism The legislative framework

Learning Outcomes:

1. Demonstrate an understanding of child development and theories of learning, and describe how these are related to the strategies and approaches of teaching

2. Explain their knowledge of the principles of assessment and planning with particular reference to inclusive practice

3. Identify central elements of the legislative framework that will influence their work as teachers

Date Content Key issues/questions Independent tasks and reading: Note, all reading

materials can be located on your EV402 Reading List

on Student Central.

Session 1

7/10/13

All groups

C122 Asa Briggs

lecture theatre

9am-11am

Welcome and introduction to the

module

The programme Aspire Student Central

Education what is it, who does it involve

and what is its purpose?

Education Studies this year demonstrate

the interrelationships between child

development, policy and assessment and

planning

Using Aspire

Read one of these before the next EV402 session:

Whitebread, D. (2003) Introduction: young children

learning and early years teaching, in Teaching and

Learning in the Early Years (2nd

Ed), London: Routledge

Moore, A. (2000) Models of teaching and Learning in

Teaching and Learning: pedagogy, curriculum and

culture. London: Routledge

... and prepare notes for group discussion in Session 2

Teaching Team:

1E1 Denise Kingston

1E2 Erica Evans

1P1 Lis Bundock

1P2 Pippa Totraku

1P3 Sue Lynch

1P4 Rachel Marks


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Session 2

14/10/13

Seminar Groups

Before we start: Agreeing how we will

work

Feedback on pre-course task: TLRP

Posters.

Key learning theories 1Behaviourist and social learning theories

Expectations individual, group and

university

Learning theories comparisons and

contrasts

Linking theory to practice

Forming an informed perspective

Reading critically

What challenges do educators currently

face?

Consider other perspectives what else

have you read?

What might be the limitations of these

theories in relation to learning and

teaching? Draw on your own experiences.

Before next session please read:

Edmond, N. & Evans, E. (2012) Cognitive

Development in Edmond, N. & Price, M. (Eds)

Integrated Working with Children and Young People ,

London: Sage

Rodd, J. (1996) What is Normal Behaviour in

Understanding Young Childrens Behaviour, St Leonards,

N.S.W.: Allen & Unwin


Session 3

21.10.13

Seminar Groups

Key learning theories 2

Constructivist and social constructivist

perspectives

Feedback on readings

Learning theories comparisons and

contrasts

Linking theory to practice

Forming an informed perspective

Reading critically

What challenges do educators currently

face?

How might these theories relate topractice?

Before next session please read :

Parker-Rees, R. (2010) Active playing and learning in

Parker-Rees, R. and Leeson, C. (eds) Early Childhood

Studies: An introduction to the study of childrens worlds

and childrens lives (3rd

Ed), Exeter: Learning Matters Ltd

and prepare notes for group discussion in Session 4


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Session 4

28.10.13

Seminar Groups

Play and Exploration

Learning through play

Stages of play

The role of the practitioner in

supporting play

What is our understanding of play?

How does play link to key learning

theories?

Before next session please read/watch:

Craft, A. key reading listed on module reading list

TED- Ken Robinson: How Schools Kill Creativity


Session 5

4/11/13

Seminar Groups

Creativity in the classroom What is creativity?

Why is creativity important?

How do teachers promote creativity in the

classroom?


Devereux, J. (2007) Observing Children, in Devereux, J.

and Miller, L. (2007) Working with children in the early

years. Oxon: Routledge.

Fiore, L.b. (2012) Observation, in Assessment of Young

Children: A Collaborative Approach. Oxon: Routledge.

Please read


Session 611/11/13

Seminar Groups

Observing childrens learning1

Responses to set reading

Introducing the role of observation

Role of respectful relationships

Using results to identify ways forward for

all learners


Palaiologou, I. (2012) The role of observation in the

early years, in Child Observation for the Early Years

(2nd ed). London: Sage.

Hargreaves, L. and Wolfe, S. (2007) Observing closely


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The purpose of observation in

supporting learning and teaching Using observations schedules you might

use on placement

Here consider narrative observations and

tracking

to see more clearly: observation in the primary

classroom, in Moyles, J. (2007) Beginning teaching:

Beginning Learning in Primary Education. (3rd ed).

Bucks: Open University Press.


Session 7

18/11/13

Seminar Groups

Observing childrens learning2


Structured approaches to observation

Exploring different approaches to

observation

Finding and using materials for observation

and analysis

Using reflection effectively to inform

practice

Here consider time and event observations


Clarke, S. (2005) Defining formative assessment, in

Formative Assessment in Action. Weaving the elements

together, London: Hodder Murray

Nutbrown, C. (2006) Assessment for learning, in

Threads of Thinking: Young Children Learning and the

Role of Early Education, (3rd ed), London, Sage.


Upload a completed observation format to your

workbook in PebblePad.

Session 8

25/11/13

Seminar Groups

Assessment


Principles and purpose

Summative and formative methods

The role of the classroom practitioner

Connections with learning theories

What is the purpose of assessment?

Sharing personal experiences of assessment

What is the difference between summative

and formative methods of assessment?

What is assessment for learning?


Nutbrown, C. and Clough, P. (2006) Cultures of

Inclusion in Nutbrown, C., Clough, P. and Atherton, F.

(eds) Inclusion in the Early years, London: Sage.

Robson, S. (2009) The physical environment, Miller, L.,

Cable, C., and Goodliff, G. (eds) Supporting ChildrensLearning in the Early Years (2

nded), London, Routledge.

....and prepare notes for group discussion in Session 9


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Session 9

2/12/13

Seminar Groups

Classroom management/organisation

early years

Systems and routines

Including all learners


The role of classroom and school routines

and policies

Making connections with personal

experiences

Organising the learning environment to

promote the characteristics of effective

learning

Making links with National Priorities:

Managing behaviour and discipline SEND EAL

Before next session read at least one of the following:

Hayes, D. (2006), A Purposeful Learning Environment

in Inspiring Primary Teaching, Exeter: Learning Matters

Ltd.

Kyriacou, C. (2010) How Should We Teach? in Arthur, J.

& Davies, I. (Eds) The Routledge Education Studies

Textbook, Abingdon: Routledge

Pollard, A. (Ed) (2009) TLRPs evidence-informed

pedagogic principles [online]. London: Teaching and

Learning Research Programme. Available:http://www.tlrp.org/themes/themes/tenprinciples.html

[Access date 16 Sept 2013]


Session 10

9/12/13

Seminar Groups

Classroom management/organisation

primary

Systems and routines

Including all learners


The role of classroom and school routines

and policies

Making connections with personal

experiences

What kinds of strategies underpin effective

behaviour management?

How do rewards and sanctions support the

process? Do they?

Making links with National Priorities:

Managing behaviour and discipline SEND EAL

Before next session read:

Over the Christmas Break please read one of the

following policy documents:

1. The Statutory Framework for the Early YearsFoundation Stage 2012

2. The Development Matters for the Early YearsFoundation Stage

3. The National Curriculum: key stages 14. The National Curriculum: lower key stage 25. The National Curriculum: upper key stage 26. The Children and Families Bill



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Christmas Break

Session 11

6/1/14

Seminar Groups

Policy

Different levels of policy:

School policy

Local Authority policy

National policy

Legislation

Statutory/non-statutory guidance

Chronology

The relationship between theory, policy

and practice

Presentation Skills

Selecting information to present

Presenting your information to anaudience

Maintaining an academic tone to your

presentations

What informs policy

Questioning policy

Exploring current policy

How do I select information for a

presentation?

How can I present the information?

Before next session:

Meet with your small presentation group. Discuss key

elements of the policy document you have read.

Identify key points to share at your tutorial next week.

... and prepare notes for tutorial discussion in Session

12

Session 12

13/1/14

Seminar Groups

Tutorials

Meet with tutor in small groups to

discuss ideas for your group

presentation.

What are the key ideas that you have

learned from reading the policy document?

Before next session:

Small groups to prepare short presentation on key ideas

from policy document.

Session 13

20/1/14

Seminar Groups

Presentations on findings re policy

documents

To follow this session and in preparation for Semester 2

read:

Medwell, J. et al (2007) The challenges of placement in

Successful Teaching Placement, Primary and Early Years

(2nd

Ed), Exeter: Learning Matters Ltd


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Assessment Task: A written essay demonstrating knowledge and understanding of the learning objectives of the module (2500 words)

(Percentage marked)

Assessment Criteria: assignments should demonstrate ability to:

Demonstrate an understanding of child development and theories of learning, and describe how these are related to the strategies and approachesof teaching (LO1)

Explain knowledge of the principles of assessment and planning with particular reference to inclusive practice (LO2) Identify central elements of the legislative framework that influences the work of teachers (LO3)

Due date: Wednesday 12 March 2014 by 4:30pm (Electronic submission)

Target hand-back date: 9 April 2014

Documents

EV402 module programme 2013-14