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icative Week Two Timetable for PG Diploma – ‘Writing’
Day & Room 10.00 – 11.15 11.30 – 12.30 12.30- 13.15 – 14.30 14.45 -16.00
Monday 5th 13.15
January 2015 Welcome to Writing in Education: Lunch Cognitive Schema and Cognitive Apprenticeship:
SALC 5 week two of Input on refining academic essay writing, Concept Mapping: Situated Cognition and the Culture
the Diploma including purposes, structures and developing Novak (1984) (DR) of Learning. Brown, Collins &
Tuesday 6th in ULT. (KI) an argument/narrative. Reflection on Duguid (1989) (DR)
January 2015 Assignment One. Briefing on Assignment Two.
SALC 5 (AM, DR)
Approaches to Teaching & Learning: Lunch Theoretical Framing:
Analysing relationships between teachers’ and learners’ Forming an argument and theoretical positioning.
approaches. Prosser et al. (1997-2005) (KI) (JH)
Wednesday 7th Learning, Participation and Identity: Lunch Independent Reading in preparation for Journal Club.
January 2015 Critically examining how learning, including identity formation,
SALC 5 happens within communities of practice. Lave & Wenger
(1991,1998) (KI)
Thursday 8th Threshold Concepts: Lunch Writing Assignment Two: Independent Planning Session:
January 2015 Identifying and exploring personal threshold concepts on Revisiting academic essay Preparing for Assignment Two,
SALC 5 writing approaches and key
educational theory. Meyer and Land (2006-10) (MK) educational concepts. Journal Club or Library Project.
(KI, MK)
Friday 9th Journal Club: Lunch Library Project Planning Planning Session (optional):
January 2015 Two parallel sessions with peer group preparation, student Session: Tutors available for one-to-one
SALC 5 presentations and discussion of papers. Expectations and aspirations for support.
(KI, MK, AM, JH, JD, HR) (Tutors)
the Library Project. (KI, MK, AM)
Administrative/welcome Skills – writing in education Educational theory Independent reading/research Student-led sessions
session
EDU tutors: JD: Dr John Davies; JH: Jo Horsburgh; KI: Kate Ippolito; MK: Dr Martyn Kingsbury; AM: Dr Annette Mahon; HR: Dr Huw Rees; DR: Dr David Riley
Day & Room 10.00 – 11.15 11.30 – 12.30 12.30- 13.15 – 14.30 14.45 -16.00
Monday 5th 13.15
January 2015 Welcome to Writing in Education: Lunch Cognitive Schema and Cognitive Apprenticeship:
SALC 5 week two of Input on refining academic essay writing, Concept Mapping: Situated Cognition and the Culture
the Diploma including purposes, structures and developing Novak (1984) (DR) of Learning. Brown, Collins &
Tuesday 6th in ULT. (KI) an argument/narrative. Reflection on Duguid (1989) (DR)
January 2015 Assignment One. Briefing on Assignment Two.
SALC 5 (AM, DR)
Approaches to Teaching & Learning: Lunch Theoretical Framing:
Analysing relationships between teachers’ and learners’ Forming an argument and theoretical positioning.
approaches. Prosser et al. (1997-2005) (KI) (JH)
Wednesday 7th Learning, Participation and Identity: Lunch Independent Reading in preparation for Journal Club.
January 2015 Critically examining how learning, including identity formation,
SALC 5 happens within communities of practice. Lave & Wenger
(1991,1998) (KI)
Thursday 8th Threshold Concepts: Lunch Writing Assignment Two: Independent Planning Session:
January 2015 Identifying and exploring personal threshold concepts on Revisiting academic essay Preparing for Assignment Two,
SALC 5 writing approaches and key
educational theory. Meyer and Land (2006-10) (MK) educational concepts. Journal Club or Library Project.
(KI, MK)
Friday 9th Journal Club: Lunch Library Project Planning Planning Session (optional):
January 2015 Two parallel sessions with peer group preparation, student Session: Tutors available for one-to-one
SALC 5 presentations and discussion of papers. Expectations and aspirations for support.
(KI, MK, AM, JH, JD, HR) (Tutors)
the Library Project. (KI, MK, AM)
Administrative/welcome Skills – writing in education Educational theory Independent reading/research Student-led sessions
session
EDU tutors: JD: Dr John Davies; JH: Jo Horsburgh; KI: Kate Ippolito; MK: Dr Martyn Kingsbury; AM: Dr Annette Mahon; HR: Dr Huw Rees; DR: Dr David Riley
