Theories of Learning and of Managing Behaviour
| Module title | Theories of Learning and of Managing Behaviour |
|---|---|
| Module code | EDX2002 |
| Academic year | 2022/3 |
| Credits | 30 |
| Module staff |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This level 5 module links closely with three co-requisite modules: Learning, Teaching and Assessment (level 4), Wider Practice and Professional Development (level 5) and Curriculum and Society (level 5). This module critically evaluates theories, policies and principles for enabling inclusive learning and managing behaviour through reflexive practice and study. Communication, resources, teaching and learning strategies and organisation policies are critically analysed.
Throughout your training you will compile a Portfolio that contains evidence of achieving the professional standards for teachers and trainers required by the Education and Training Foundation for recommendation for the Qualified Teacher learning and Skills (QTLS). Successful completion of all four modules leads to the award of Certificate in Education (Further Education).
Module aims - intentions of the module
To develop a knowledge and understanding of the relationship between the theories and principles for enabling learning and your own practice; to enable theories and practice of behaviour management to be explored and analysed; to reflect critically on your own teaching and learning.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a knowledge and understanding of theories and principles of learning;
- 2. demonstrate a knowledge and understanding of the theories and strategies of managing behaviour in learning situations;
- 3. demonstrate the ability to plan, conduct and evaluate a research project in the form of a case study with a focus on behaviour management;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. recognise learners needs and interpret these learning needs in order to successfully plan, teach, assess and evaluate lessons and schemes of work;
- 5. engage in debate about current educational issues drawing on evidence from theory, research and practice;
- 6. evaluate the relevance of educational theory to practice;
- 7. compare relevant educational literature and use research data in support of an argument;
- 8. evaluate your personal professional learning and teaching against the Minimum Core;
- 9. demonstrate the ability to plan your future professional development needs;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. demonstrate continued development through breadth of teaching practice;
- 11. evaluate access and progression in teaching practice;
- 12. manage your own learning and development, with some guidance;
- 13. learn effectively and be aware of your own learning strategies, with some guidance;
- 14. work productively in different kinds of teams (formal, informal, project based, etc.);
- 15. think creatively about the main features of a given problem and develop strategies for its resolution;
- 16. express ideas and opinions to a variety of audiences for a variety of purposes.
Syllabus plan
The module introduces you to theories of learning and of behaviour management in the context of teaching your chosen subject in the Further Education Sector. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Application of theories and principles of learning and communication to inclusive learning and teaching.
- Evaluation and improvement of the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning.
- Application of up to date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements.
- Types of behaviours in a learning environment and the factors influencing them.
- Theories of behaviour management and positive interventions and preventative strategies.
- Organisational policies concerning behaviour.
- Developing a research proposal and consideration of ethical protocols.
- Research approaches, for example, developing an argument, carrying out a literature review, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, creative problem solving and analysis of research project.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 60 | 60 | 180 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 60 | Includes group sessions, group tutorials/meetings, VLE interactions, individual tutorials and mentor meetings including discussion about professional learning; |
| Guided Independent Study | 60 | Self-directed reading related to assignment submission and classroom practice; Critical reflection on professional learning. |
| Placement | 180 | A range of learning activities including: classroom observations and teaching; tutorials including discussion about professional learning; written critical reflection on progress towards achieving the required professional standards; and written action plans for further development. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written and oral critical reflection on professional learning | Continuous assessment of professional learning throughout the programme. | 8-14 | Verbal feedback; written feedback and action points agreed with tutor for developing teaching practice using the relevant Professional Standards and the Minimum Core. |
| Generic assessment: meeting the minimum teaching practice requirements | Continuous assessment of professional learning throughout the programme. | 17, 15-16 | As above , including verbal and written feedback on two teaching observations |
| Formative assessment: written task | 1,500 words | 1-8, 16 | Verbal feedback; written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment | 100 | 4,000 words | 1-3, 5-7, 16 | Written feedback and grade |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment | Written assignment | 1-3, 5-7, 16 | See notes below |
Re-assessment notes
Written assignment: If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed. You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Assessment Progression and Awards Committee (APAC) in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the APAC with the fail mark. You will then be referred to the College level APAC who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor. Note: if you choose the second option, the award of Cert.Ed. (FE) will be delayed until the APAC following any successful resubmission (normally held in December). There may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of Cert.Ed. (FE) will be delayed until the first APAC after July (this is normally held in December). If an assignment is deemed to be a Fail by the APAC, the mark obtained on resubmission will be capped at 40%.
Indicative learning resources - Basic reading
Core Texts
Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) Teaching and Training in Post Compulsory Education. (3rd edn.) Maidenhead: OU Press.
Avis, J., Fisher, R., and Thompson, R. (2009) Teaching in Lifelong Learning - a guide to theory and practice. Maidenhead: Open University Press.
Barton, D. and Tusting, K. (2006) Models of Adult Learning: a literature review. Leicester: NIACE.
Bates, B. (2015) Learning Theories Simplified and how to apply them to teaching. London: Sage.
Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass.
Cowley, S. (2006) Getting the Buggers to Behave. (3rd edn.) London: Continuum.
Dix, P. (2007) Taking Care of Behaviour: Practical Skills for Teachers. Harlow: Pearson Education.
Dweck, C. (2016) Mindset: The New Psychology of Success. New York: Ballantine Books.
Evertson, C. and Weinstein, C. (2006) Handbook of Classroom Management. London: Lawrence Erlbaum Associates.
Vizard, D. (2007) How to Manage Behaviour in Further Education. London: Sage.
Wallace, S. (2013) Managing Behaviour in Further and Adult Education.
Recommended Texts
Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Willamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press.
Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector. Maidenhead: OU Press.
Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector. (2nd edn.) Exeter: Learning Matters.
Macleod G, (2006) ‘Mad or sad: constructions of young people in trouble and implications for interventions.’ Emotional and Behavioural Difficulties, Vol. 11, No. 3, September 2006, 155–167.
Macnab, N., Visser, J. and Daniels, H. (2008) ‘Provision in further education colleges for 14- to 16-year-olds with social, emotional and behavioural difficulties.’ British Journal of Special Education, 35 (4), 241-246.
Rodgers, B. (2006) Classroom Behaviour. (2nd edn) London: Paul Chapman Publishing.
Journals
Research in Post-Compulsory Education Studies in the Education of Adults
Websites
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Teaching learning and Assessment in the Further Education and Skills Sector (L4) Wider Practice and Professional Development (L5) Curriculum and Society (L5) |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 01/11/2016 |
| Last revision date | 07/06/2022 |
