ART OF LEARNING AND TEACHING - 2022/3
Module code: NURM106
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module is quite unique as it is designed to advance learning and teaching skills.
To achieve this, a training needs analysis will be conducted on commencing the module in the form of a Personal Development Plan (PDP).
Each student will identify their goals and develop a pathway of discovery and learning that will enable them to enhance their teaching skills.
School of Health Sciences
WHITE Nikki (Health Sci.)
Number of Credits: 30
ECTS Credits: 15
Framework: FHEQ Level 7
JACs code: B700
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 100
Lecture Hours: 60
Tutorial Hours: 3
Practical/Performance Hours: 100
Guided Learning: 37
Prerequisites / Co-requisites
Students must be registered with their respective professional bodies (NMC/HCPC). It is necessary for the student to be working in a teaching environment that allows them to meet the learning outcomes. Students must be provided with a qualified teacher/clinical supervisor by their manager in practice.
Indicative content includes:
Skills and qualities of an effective teacher
Planning learning opportunities
Selecting learning strategies
Identifying needs and supporting learners
The simulated environment
Assessment and feedback strategies relevant in a variety of settings
Using feedback for professional development
Evaluating teaching and learning processes
Marking and grading educational assessment
|Assessment type||Unit of assessment||Weighting|
|Practical based assessment||COMPLETION OF TEACHING PRACTICE ASSESSMENTS||Pass/Fail|
The assessment strategy is designed to provide students with the opportunity to demonstrate their knowledge skills and understanding of teaching. In order to do this they must complete four observed teaching practice assessments and complete a reflective teaching portfolio, (word count 3,500 words).
Formative assessment and feedback
Students will receive formative feedback via:
- Written reports on their observed teaching assessment; which the reflective accounts will be based upon
- Verbal discussion during contact time
- Timely response to email or telephone questions
Thus, the summative assessment for this module consists of:
Reflective Teaching Portfolio - (3500 words):
The teaching portfolio will incorporate the following:
Resources and reflective accounts from the four teaching practice assessments within Part 1 of the assignment. The reflective accounts will be based on the areas for development that have been identified within the assessment report.
Evidence will be required from a further four teaching practice sessions
Evidence of formal contact teaching hours in line with professional body requirements.
- Provide students with the opportunity to increase their knowledge and understanding of the complexities of learning and teaching, assessment and evaluation in order to review critically and enhance their expertise in these areas of professional practice.
|001||Creatively develop a critical, reflective and innovative approach to teaching and learning in educational and practice settings, and formulate plans for their own professional development||KCPT|
|002||Identify the characteristics of quality learning and select appropriate assessment and evaluation strategies in order to determine the extent to which the desired learning outcomes have been achieved,||KCPT|
|003||Create and develop effective learning environments through facilitating and establishing positive relationships and ensuring that the principles of equal opportunities are adhered to||PT|
|004||Select, plan and implement a range of teaching and learning strategies, and facilitate learning across a range of educational and practice settings and utilise a range of learning resources including information technology||KCPT|
|005||Identify and respond to the needs of individual learners ensuring they access the necessary support, and facilitate their progress towards becoming autonomous learners||KCPT|
|006||Effectively utilise the information gained from assessment and evaluation in order to aid self-reflection and self-development||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Enable students to have a deep and systematic understanding of their teaching practice
- To draw upon their own experience to develop their understanding of the current evidence base for teaching practice
The learning and teaching methods include
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: NURM106
A weighted aggregate mark of 50% is required to pass the module
This module is core and will require students to pass both elements.
Programmes this module appears in
|Education for Health Professionals MA(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
|Education for Health Professionals PGCert(YEAR LONG)||Year-long||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
|Education for Health Professionals PGDip(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.