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PG CERT ULT
Teaching Methods Intended Learning Outcomes:
Aims By the end of the topic students will be able to:
This topic offers students a chance to consider 1. Consider a range of teaching methods
teaching methods relevant to their discipline. relevant to their discipline
There is wide scope for consideration of a variety of
teaching methods such as Problem Based Learning 2. Evaluate teaching methods in the context of
(PBL), interactive group teaching, small group course/lecture aims and learning outcomes
teaching, and laboratory demonstrating and lecturing.
3. Consider the advantages and disadvantages
Teaching Methods of different methods
4. Be aware of alternatives to existing practices
5. Consider some of the educational literature in
this area.
Initial Reading:
This topic is taught through an initial face-to-face Ramsden, P. (1992) Teaching strategies for effective
seminar, followed by individual work which is then learning. In ‘Learning to teach in Higher Education’.
submitted for formative assessment. This will be Routledge
supported by directed reading of 5-10 key papers
or readings that form an appropriately accessible Rogers, A. (2002) Teaching: Content and Methods. In
theoretical underpinning. ‘Teaching Adults’ Third Edition, Open University Press
What is the best teaching method to use? How Outcome Assignment: :
to decide? This topic offers a chance to consider
existing teaching methods, how they work (or not) The assessment is an analysis of a teaching
and possible alternatives. The topic allows you to ask method and will ask you to integrate the theoretical
why you use a certain method to teach, and offers an knowledge from the directed reading with your
approach to framing methods in the wider context of experience and for example justify the approach
assessment, learning and teaching resources. This to teaching used or compare and contrast different
topic represents 5 ECTS worth of study, beginning possible teaching approaches. You are required to
with a seminar leading to directed reading and self- be reflective about your actual teaching, challenge
study based in the students actual teaching practice. accepted practice and provide theoretical and
The actual balance of these activities will depend contextual justification for their arguments. Full
on the previous experience and actual teaching assignment details and further reading are provided
responsibilities of individual students and the path in the seminar.
to completing the outcome assignment will, to some
extent, be individually negotiated.
ECTS credits: 5
UK PSF indicative mapping: A1, A2, A4, A5. K1, K2,
EDU © Imperial College London 2014-15 37
Teaching Methods Intended Learning Outcomes:
Aims By the end of the topic students will be able to:
This topic offers students a chance to consider 1. Consider a range of teaching methods
teaching methods relevant to their discipline. relevant to their discipline
There is wide scope for consideration of a variety of
teaching methods such as Problem Based Learning 2. Evaluate teaching methods in the context of
(PBL), interactive group teaching, small group course/lecture aims and learning outcomes
teaching, and laboratory demonstrating and lecturing.
3. Consider the advantages and disadvantages
Teaching Methods of different methods
4. Be aware of alternatives to existing practices
5. Consider some of the educational literature in
this area.
Initial Reading:
This topic is taught through an initial face-to-face Ramsden, P. (1992) Teaching strategies for effective
seminar, followed by individual work which is then learning. In ‘Learning to teach in Higher Education’.
submitted for formative assessment. This will be Routledge
supported by directed reading of 5-10 key papers
or readings that form an appropriately accessible Rogers, A. (2002) Teaching: Content and Methods. In
theoretical underpinning. ‘Teaching Adults’ Third Edition, Open University Press
What is the best teaching method to use? How Outcome Assignment: :
to decide? This topic offers a chance to consider
existing teaching methods, how they work (or not) The assessment is an analysis of a teaching
and possible alternatives. The topic allows you to ask method and will ask you to integrate the theoretical
why you use a certain method to teach, and offers an knowledge from the directed reading with your
approach to framing methods in the wider context of experience and for example justify the approach
assessment, learning and teaching resources. This to teaching used or compare and contrast different
topic represents 5 ECTS worth of study, beginning possible teaching approaches. You are required to
with a seminar leading to directed reading and self- be reflective about your actual teaching, challenge
study based in the students actual teaching practice. accepted practice and provide theoretical and
The actual balance of these activities will depend contextual justification for their arguments. Full
on the previous experience and actual teaching assignment details and further reading are provided
responsibilities of individual students and the path in the seminar.
to completing the outcome assignment will, to some
extent, be individually negotiated.
ECTS credits: 5
UK PSF indicative mapping: A1, A2, A4, A5. K1, K2,
EDU © Imperial College London 2014-15 37
