Theory Informed Teaching

Instruction V1.1

(More detailed instructions in the attached instructions document.

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EEB320 – Assessment item 2 – Theory Informed Teaching
1. Marking Criteria & information
2. Structure of this essay
3. Instructions
4. Module 3: Theory Informed Teaching (Information out of our lessons)
5. Booklist

1-Marking Criteria
A: Problem Based Learning (PBL)
Write an academic essay that discusses problem-based learning in the context of your own educational practice, including the following considerations:
• Define and describe problem-based learning (PBL) as it relates to social and situated learning and conditions that can impede and maximise learning.
• Describe how this learning approach could be or is appropriate and beneficial for your students* to maximise their learning.
• Discuss ways in which a PBL approach could be used or is used to support student learning in your context.
• Discuss one specific strategy you could implement into your own context to support student learning using a PBL approach.
Avoid just describing what you already do, instead analyse how you could improve your practice, particularly if you already use a version of this PBL approach.

Rationale
This assessment task will assess the following learning outcome/s:
• LO1: be able to understand the importance of context in shaping our learning.
• LO2: be able to discuss the situated and social nature of learning and identify the conditions which maximise or impede learning.
• LO3: be able to discuss theoretical concepts of learning in the light of their own educational practice.
• LO4: be able to discuss strategies to adapt and apply theoretical processes to their own educational practice.

General:
• All of what I wrote needs to be paraphrased!
• Please use not too difficult academic language as my English is not very good.
• 2500 to 2700 words
• Use at least ten academic references (all from the booklist) to support your arguments. All references need to have a page number included.
• To focus on your own reflective practice not your learners’ reflections.
• Use APA (7th Ed.) referencing; APA referencing conventions in both in-text referencing and reference list have been used accurately and consistently and effectively
• Use first person when discussing your own teaching practice and context. You can use headings.
• Integrates existing knowledge, professional literature, and own teaching and learning context.
• An extensive range of relevant literature from scholarly sources has been evaluated and synthesised, substantially supporting the arguments.
• Presents a proposition that critically applies learning theories in support of your specific student cohort, and considers relevance of selected theories across the wider spectrum of adult or vocational education.

Marking Criteria High Distinction
Define and describe PBL theory and approaches as they relate to social and situated learning and conditions which impede or maximise learning. (LOs 1 and 2)
15/50
Demonstrates sophisticated understanding of PBL theory and approaches as they relate to social and situated learning and conditions which impede or maximise learning.
Discuss how PBL approaches are appropriate and beneficial to maximise your students’ learning in your context.
(LOs 1, 2 and 3)
10/50
Demonstrates knowledgeable and insightful understanding of benefits of PBL to maximise student learning in your context.
Discuss strategies to apply PBL to your context to support student learning

(LOs 1, 2, 3 and 4)
15/50
Demonstrates knowledgeable and insightful understanding of how to apply theory to practice, including discussion of teaching and learning strategies informed by PBL theory to support student learning.
Academic skills
10/50
Integrates existing knowledge, professional literature, and own teaching and learning context. An extensive range of relevant literature from scholarly sources is evaluated and synthesised, substantially supporting your arguments.
APA 7th referencing conventions in both in-text referencing and reference list used accurately, consistently and effectively.

Module 3: Theory Informed Teaching
3.1 Performative Learning
3.1.1 Teacher-Centred Models
3.1.2 Learner-Centred Models
3.1.3 Vocational Learning
3.2 Situated Learning
Readings 10 Billett and 11 Lave (see attached in Module 3 which reading it is)

3.3 Problem-based Learning
3.4 Work-based Learning
Readings 12 to 14 (see attached in Module 3 which reading it is)

3.5 Approaches to Learning and Teaching
Readings 15 to 19 (see attached in Module 3 which reading it is)
3.5.1 Meeting Student Learning Needs
3.5.2 Learning Needs
3.5.3 Motivation
3.5.4 Preferred Learning Styles?
3.5.5 Transfer of Learning
Activity 9 on discussion forum

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