Module Code: H9SLT
Long Title Strategies of Learning and Teaching
Title Strategies of Learning and Teaching
Module Level: LEVEL 9
EQF Level: 7
EHEA Level: Second Cycle
Credits: 10
Module Coordinator: Leo Casey
Module Author: Stephanie Roe
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Develop the ability to effectively present on various topics using a wide range of pedagogic skills to effectively support learning.
LO2 Apply various instructional design strategies as appropriate for different target groups and contexts in order to support learners to achieve specific learning outcomes in an effective manner.
LO3 Demonstrate critical awareness of how to plan, design and evaluate LTA strategies appropriate for Further Education and other adult learning and development contexts.
LO4 Critically analyse the effectiveness, advantages and disadvantages of various instructional pedagogies in Further Education and other adult learning and development contexts.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Instructional Skills and Pedagogy
• Critical engagement with various forms of instructional pedagogy • Selecting appropriate communication strategies for effective learning • Stimulating inquiry, directing investigation, questioning to support higher and lower order learning, nurturing reflection, generating creativity, facilitating discussion • Using role play exercises, appreciating student perspectives, empathy, providing direction and guidance, harnessing student motivation • Teaching exercises, teaching for deeper learning – making learning meaningful, use of scaffolding, using assessment to support learning. • Universal Design for Learning, supporting inclusive learning and teaching, accommodating diversity in the classroom, nurturing inclusive and collaborative learning. • Instructional pedagogy and inquiry-based and problem-based learning approaches • Design of Learning, Teaching and Assessment Strategies using appropriate approaches, terminology and frameworks for Further Education and other adult learning contexts.
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Presentation % of total: 40
Assessment Date: n/a Outcome addressed: 1,2,4
Non-Marked: No
Assessment Description:
Learners design and deliver a presentation on a topic of their choice to their peers. Learners identify the learning outcomes to be achieved in the presentation and use instructional strategies to support learning. Ability to effectively communicate and stimulate learning as well as the ability to self-reflect are key elements of the presentation assessment.
Assessment Type: Practical % of total: 60
Assessment Date: n/a Outcome addressed: 2,3,4
Non-Marked: No
Assessment Description:
Learners plan and design a Learning, Teaching and Assessment Strategy for a specific module or learning event. In addition to developing a plan for instruction, learners are required to engage with scholarship and reflection and show their rationale for the approach they have chosen.
No End of Module Assessment
No Workplace Assessment

Part Time

Coursework
Assessment Type: Presentation % of total: 40
Assessment Date: n/a Outcome addressed: 1,2,4
Non-Marked: No
Assessment Description:
Learners design and deliver a presentation on a topic of their choice to their peers. Learners identify the learning outcomes to be achieved in the presentation and use instructional strategies to support learning. Ability to effectively communicate and stimulate learning as well as the ability to self-reflect are key elements of the presentation assessment.
Assessment Type: Practical % of total: 60
Assessment Date: n/a Outcome addressed: 2,3,4
Non-Marked: No
Assessment Description:
Learners plan and design a Learning, Teaching and Assessment Strategy for a specific module or learning event. In addition to developing a plan for instruction, learners are required to engage with scholarship and reflection and show their rationale for the approach they have chosen.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 36 Per Semester 3.00
Independent Learning Independent Learning 214 Per Semester 17.83
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 36 Per Semester 3.00
Independent Learning Independent Learning 214 Per Semester 17.83
Total Weekly Contact Hours 3.00
 

Module Resources

Recommended Book Resources
  • Biggs. J. (2003), Teaching for Quality Learning at University – What the Student Does, 2nd. SRHE / Open University Press, Buckingham.
  • Anderson. L. W, Krathwohl. D. R, Airasian. P. W, Cruikshank. K. A, Mayer. R. E, Pintrich. P. R, Raths. J and Wittrock. M. C.. A Taxonomy for Learning, Teaching and Assessing, 2001. Longman, London.
  • Bloom. B.S. Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain, 1956. Longman, New York.
  • Deci E., & R. Ryan. (2000), Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology.
  • Moon, J. (2004), A Handbook of Reflective and Experiential Learning: Theory and Practice, Routledge, London.
  • Nicol, D., & D. Macfarlane‐Dick. (2006), Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education.
This module does not have any article/paper resources
This module does not have any other resources
Discussion Note: