| Unit name | Core Unit 2: Creating a Learning Environment to Support Learner Diversity |
|---|---|
| Unit code | MEEDM0002 |
| Credit points | 10 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Fowler |
| Open unit status | Not open |
| Pre-requisites |
Core Unit 1: Teaching, Learning and Assessing in the Health Professions. |
| Co-requisites |
None |
| School/department | Centre for Medical Education |
| Faculty | Faculty of Health Sciences |
Aims: This unit will introduce learners to practical and theoretical approaches to creating appropriate learning environments and support for diverse learners.
It will also incorporate elements of the programme’s three vertical themes:
- learning technology in teaching & learning - evaluation of the effectiveness of teaching and of courses - respect for equality and diversity
Description: This unit focuses on the learner. We will look at how students differ and the impact this diversity has on learning through a critical exploration of theory. You will identify ways of creating a positive learning environment and managing a variety of different learning challenges in order to support the individual student.
By the end of this unit, learners should be able to:
1. Explore different types of learner diversity.
2. Discuss ways in which a positive learning environment may be created.
3. Develop strategies for supporting diversity.
4. Critique and incorporate relevant learning theory into their own practice.
Teaching methods will be drawn from a wide range of approaches including: small group styles, lecture, discussion, debate, presentations, case studies, role play, interactive whole-class teaching, tasks which apply new learning, video critique, distance and e-learning elements.
1500-2000 words or equivalent in other media.
Summative: a critical reflection on a learning environment or a learning resource with reference to educational theory.
Formative: group and individual feedback plus online activities.
Coffield F, Moseley D, Hall E and Ecclestone K (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review, LSRC.
Fry,H., Ketteridge,S. & Marshall,S. (2002). A handbook for teaching and learning in higher education: enhancing academic practice. (2nd Ed), Glasgow: Kogan Page.
Mohanna, K., Cottrell, E., Wall, D. & Chambers, R. (2011). Teaching Made Easy. 3rd ed. Oxford: Radcliffe Publishing.
Petty, G. (2006). Evidence Based Teaching: A practical approach Cheltenham; Nelson Thornes.
