Reference no: EM132844379

PE7003 Investigating strategies for raising pupil learning and achievement - Tes Institute

Aim: To be able to critically evaluate educational research and make professional judgements based on data.

To know, understand and apply the outcomes of research and assessment to inform teaching that supports pupil progress

Research question: What is the impact of peer assessment on the English language writing skills of year 3 ESL students?

Learning Outcome 1: identify an area for research, outlining aims and methodology and justifying a systematic approach to inquiry with reference to theoretical/research frameworks;

Learning Outcome 2: demonstrate a critical understanding of the value and processes of action research in informing inclusive educational and classroom practice;

Learning Outcome 3. critically reflect on their professional values, concerns, priorities and actions, and understand them in broader social, political and economic contexts;

Learning Outcome 4. critically review theory and/or research relevant to their area of inquiry and its application to their chosen aspect of professional practice;

Learning Outcome 5. create effective and engaging learning experiences that build on developing knowledge of how pupils' learn and the role of the teacher in this and to critically evaluate their effectiveness.

Learning Outcome 6. apply a knowledge and understanding of assessment and other relevant information in creating, maintaining and
critically evaluating a stimulating and appropriate learning environment;

Learning Outcome 7. carry out an active classroom inquiry involving an appropriate classroom intervention;

Learning Outcome 8. use quantitative and qualitative research methods appropriately to inform planning for pupil achievement.

The learning content (sessions) will be organised in a number of topics and clear indication will be given to the students as to how they are advised to progress through the topics. Each learning session will have its own learning outcomes and will contain advice on how to engage most effectively with the learning materials. The learning content is aligned with the Teachers' Standards (UK DfE). Key concepts and models will be highlighted and revision notes or summaries and extension resources provided as appropriate. There will be formative assessment opportunities for self-assessment to enable students to monitor their learning. Feedback on formative tasks will be provided electronically where appropriate and students will be able to discuss their feedback with module leaders and tutors.

Students will have access to a forum for discussion among themselves, moderated by the Programme Director or tutor. This will offer distance students equivalent learning opportunities to those enjoyed by campus students.

The Programme Director or tutors as designated by the Programme Director will make themselves available to students to answer queries and clarify issues concerning the learning materials, assessments, or other aspects of the module.

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

- blended learning sessions based on reflective practice and in-school learning opportunities supported, facilitated and tracked through the learning platform
- learning sessions - providing the opportunity for the presentation of an extended and coherent line of argument;
- work based activities - to allow students to undertake enquiry and/or development work;
- documents and materials;
- guided reading and independent study - to enable participants to engage with relevant and appropriate debate;
- learning community forum questions and discussions;
- supported self-study using relevant materials - to promote individual enquiry and development;
- tasks and assignments that link the taught course to practice and evaluation.

Learning sessions focus on:
- assessment- formative and summative
- assessment-use of data
- subject knowledge for teaching
- planning for effective learning
- differentiation
- Inclusive Practice in the subject/phase
- SEND
- effective use of learning technologies in the subject
- EAL
- misconceptions in the subject
- creativity and engagement

Professional knowledge as related to culture and ethos:
- the professional role of the teacher
- values and ethics
- safeguarding
- E safety

Attachment:- Investigating strategies.rar