Foundation Degree in Learning and Teaching Year 1 Recommended Reading by Abbie Deeming

PDT1076 - Using Digital Technology to Support Learning

abbie_deeming1 — 2024-04-18 09:57:03 UTC

The purpose of this module is develop students’ confidence and ability in using digital technology to support their own learning and that of the pupils they work with. It will also equip them to understand the implications of using technology to support learning. Consequently, students will be taught essential skills that will equip them for success as a work-based undergraduate student.

Core text 1: Cottrell, S. (2013) Study Skills Handbook. Basingstoke: Palgrave Macmillan

Core text 2: Savage, M and Barnett, S. (2015) Digital Literacy for Primary School Teachers. London: Critical Publishing

PDT1081 - Work-Based Practice: The Reflective Practitioner

abbie_deeming1 — 2024-05-02 10:53:11 UTC

The purpose of this module is to facilitate students' understanding of their professional role. Students are introduced to the concept of reflective practice as a means for progressive and meaningful action planning when considering their own professional practice. Students will apply wider ideas concerning well-being, mental health and pedagogy to their practice.

Core text: Moon, J. (2013) Reflection in learning and professional development: theory and practice. Abingdon: Routledge Falmer.

PDT1066 - Introduction to SEN/D, Diversity and Inclusion

abbie_deeming1 — 2024-05-02 11:04:14 UTC

This research in action module is an opportunity for students to investigate the needs and provision for an individual they work with and create an action plan to support the individual and improve their education experience.

The module will explore the concepts of inclusion and disability. Students will become familiar with the Special Educational Needs Code of Practice (2015) alongside other policy and guidance for Special Needs, and learn about the four broad areas of need and how to support these needs.

Students will make recommendations to improve the provision of one of their students, based on policy, research and academic literature, ensuring they place the child at the centre of the plan, and consider the involvement of parents and other professionals.

Core text: Wearmouth, J. (2022) Special educational needs and disability: the basics. 4th ed. Abingdon: Routledge

PDT1083 - Encouraging Voices

abbie_deeming1 — 2024-06-10 12:16:38 UTC

How do we ensure we hear from the voices that are marginalised or exluded within our society? How can we guarantee that, as professionals, we give all stakeholders a chance to contribute and participate fully, not just in a tokenistic way?

This module will explore the concepts of voice and participation, and consider how we can use contextual approaches, advocacy and partnership work to empower those who may feel disempowered within the education system.

Core text: Riddell, S. (2020) Autonomy, rights and children with special educational needs: understanding capacity across contexts. Switzerland: Palgrave Macmillan.

PDT1082 - Social and Cultural Dimensions of Difference and Diversity

abbie_deeming1 — 2024-06-10 12:27:48 UTC

In this module we will be considering how we think about ‘difference’ in the society we live in. We will explore how our ideas can be affected by the language we use, and will consider how we respond to difference and diversity in our work settings.

Core text: Johnson, N.E. and Wilson, S. (eds) (2014) Teaching to difference? The challenges and opportunities of diversity in the classroom. Newcastle-upon-Tyne: Cambridge Scholars Publishing.

PDT1079 - Planning and Pedagogy

abbie_deeming1 — 2024-06-10 13:31:41 UTC

This module will explore how some seminal and contemporary theories about learning underpin teaching and learning strategies. The planning process and what informs planning will also be explored. Students will be encouraged to reflect on their practice and the practices within their setting and consider how these are underpinned and influenced by learning theories and research.

Core text 1 (primary): Cremin, T. and Burnett, C. (eds) (2018) Learning to teach in the primary school. 4th edition. Abingdon: Routledge

Core text 2 (secondary): Capel, S.A., Leask, M., Younie, S., Hidson, E. and Lawrence, J. (eds) (2023) Learning to teach in the secondary school: a companion to school experience. 9th edition. Abingdon: Routledge

PDT1080 - Development of children and young people

abbie_deeming1 — 2024-06-10 13:52:59 UTC

This module explores the holistic nature of development in children and young people, and the factors that influence that development. Students will be encouraged to develop their use of observation skills in order to appreciate how development influences how children and young people interact with other people and the environment around them.

Core text 1 (development): Parker, J. and Crabtree, S.A. (eds) (2020) Human growth and development in children and young people. Bristol: Policy Press

Core text 2 (observations): Fawcett, M. and Watson, D. (2016) Learning through child observation. 3rd edition. London: Jessica Kingsley Publishers

Learning Theories

abbie_deeming1 — 2024-08-05 13:24:19 UTC

You might also find it useful to read up on learning theories; some of these will be introduced in sessions. The following texts all give introductory overviews to a wide range of theories; some are more basic than others. Not all of these books are available as ebooks in the library unfortunately, although we do have hard copies of all of them.

Aubrey, K. and Riley, A. (2023) Understanding and using educational theories. 3rd ed. London: Sage Publications Ltd.

Aubrey, K. and Riley, A. (2022) Understanding and using challenging educational theories. 3rd ed. London: Sage Publications Ltd.

Bates, B. (2023) Learning theories simplified. 3rd ed. London: Sage Publications Ltd.

Watson, E. and Busch, B. (2021) The science of learning: 99 studies that every teacher needs to know. 2nd ed. Abingdon: Routledge.