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  6. ED1076: LEARNING HOW TO LEARN

ED1076: LEARNING HOW TO LEARN (2014-2015)

Last modified: 28 Jun 2018 10:27


Course Overview

Learning is critical both for the development of skills and understanding, but also, and perhaps more importantly, it has the potential to shape both who we are and what we do. In this course, students will be encouraged to reflect upon, and actively manage their own learning through engagement with a number of education theories: metacognition; emotional intelligence; multiple intelligences; experiential learning; self-efficacy; constructivism and social constructivism. Personal beliefs and understanding are explored and challenged through various experiences.

 

Course Details

Study Type Undergraduate Level 1
Session First Sub Session Credit Points 15 credits (7.5 ECTS credits)
Campus None. Sustained Study No
Co-ordinators
  • Mrs Mhairi Freeman

What courses & programmes must have been taken before this course?

None.

What other courses must be taken with this course?

None.

What courses cannot be taken with this course?

None.

Are there a limited number of places available?

No

Course Description

Opportunities for student involvement in the content and structure of the course is given through the student-led seminars. Throughout the course, students are encouraged through engagement with others to value diversity.

Further Information & Notes

This course is only available to students on the MA (Honours) Education programme.

Contact Teaching Time

Information on contact teaching time is available from the course guide.

Teaching Breakdown

More Information about Week Numbers


Details, including assessments, may be subject to change until 31 August 2023 for 1st half-session courses and 22 December 2023 for 2nd half-session courses.

Summative Assessments

1st Attempt: 3,000 word essay (Part A) (100%). Resit: Resubmission of failed criteria in essay (100%).

Formative Assessment

Peer assessment of reflective writing in Week 16. Peer assessment of contribution to group tutorials in Week 22.

Feedback

On-going formative feedback on contributions and engagement with reading during tutorials •In sufficient time to be able to be used by students to improve their work (typically within four weeks of hand-in, in line with the School of Education's policy on Assessment •Appropriate and relevant feedback to help students understand where they have both gained and lost marks, and how to improve their mark. •Face to face meetings between tutors and students who have failed.

Course Learning Outcomes

None.
 

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