Teaching and learning methods
Although a supervising placement teacher, or teachers, will act as students’ main source of guidance, students will also be able to discuss their progress with the Module Coordinator whenever necessary. Students will be involved in the following activities in support of their development:
- Classroom observation and teaching assistance: Initial contact with the teacher and pupils will be as a classroom assistant, watching how the teacher handles the class, observing the level being taught and the structure of the lesson, and offering practical teaching support. The teacher will assign the student with actual teaching tasks, varying dependant on students’ specific needs and abilities as they develop across the Semester. Tasks include, for example, offering problem-solving coaching to a smaller group of higher ability pupils, or taking the last ten minutes of a lesson for a whole class. Students will have to demonstrate an understanding of how the level of the knowledge of the pupils they are teaching fits into their overall learning across subjects.
- Whole class teaching: Students will typically be offered, in collaboration with their teachers, at least one opportunity to undertake whole class teaching, albeit that it may be only for a small part of a lesson.
- Special Project: The student will devise a Special Project on the basis of discussion with the module coordinator and the placement teacher. Students will use their own knowledge of their discipline and their own assessment of what will interest the particular learners they are working with. Alternatively, the project may have a non-discipline focus, for example, to raise pupils’ aspirations about further study beyond School or College. The student will implement the Special Project and evaluate it. The student will be required to show that they can analyse a specific teaching problem and then devise and prepare appropriately targeted learning and teaching activities (e.g., teaching materials, practical demonstrations) and complete an effective evaluation as appropriate.
- Written Report and Spoken Presentation: Each student will keep a Reflective Journal of his or her own progress in working in the classroom environment, and will be required to prepare a written report and deliver a spoken presentation detailing information about his or her Special Project and reflecting on his or her achievements and experiences during the course of the module.
- University awareness: Students will represent and promote their academic discipline and as a potential university choice to pupils across the social and academic range of learners at their placement school or college.
Teaching methods include
An Outreach-organised training session
Two induction sessions (both three hours) to introduce the module and to prepare students for teaching placements.
Four one hour tutorials address the needs of students in the context of their classroom experience
Students are expected to attend a two hour period when students present the outcomes from their projects
Learning activities include
Attending tutorials (at university).
Classroom observation and teaching assistance (1/2 day per week) at placement school.
Teaching classes at the school or college.
Keeping a written reflective journal.
Devising a special project for particular pupils at placement school.
Study time
Type |
Hours |
Follow-up work |
20 |
Supervised time in studio/workshop |
3 |
Practical classes and workshops |
6 |
Preparation for scheduled sessions |
10 |
Completion of assessment task |
47 |
Placement Hours |
40 |
Tutorial |
4 |
Wider reading or practice |
20 |
Total study time |
150 |
Resources & Reading list
Textbooks
Pritchard, A. (2008). Ways of learning: learning theories and learning styles in the classroom. London: David Fulton.
Briggs, M. J. (2008). Assessment for learning and teaching in primary schools. Exeter: Learning Matters.
Capel, S., Leask, M. and Turner, T. (Eds) (2013). Learning to Teach in the Secondary School: A companion to School Experience. London: RoutledgeFalmer.
Shilvock, K. and Pope, M (2008). Successful teaching placements in secondary schools. Exeter: Learning Matters.
Sharp, J. et al, (2007). Primary science: teaching theory and practice. Exeter: Learning Matters.
Mooney, C. (2007). Primary mathematic: teaching theory and practice. Exeter: Learning Matters.
Medwell, J. et al (2005). Successful teaching placement: primary and early years. Exeter: Learning Matters.
Cohen, L., Manion, L. and Morrison, K. (2004). A guide to teaching practice. London: Routledge Falmer.
Jarvis, P., Holford, J. and Griffin, C. (2003). The theory and practice of learning. London: RoutledgeFalmer.
Jarvis, P. (2006). The theory and practice of teaching. New York: Routledge.
Fautley, M. and Savage, J. (2007). Assessment for learning and teaching in secondary schools. Exeter: Learning Matters.
Ellis, V. (2007). Learning and teaching in secondary schools. Exeter: Learning Matters.
Dillon, J. and Maguire, M. (Eds) (2011). Becoming a teacher: Issues in Secondary Teaching. Maidenhead: OUP.