Department of Education, Unit Catalogue 2010/11 |
ED50329: Talk and learning |
 Credits:
| 12 |
| Level:
| Masters |
| Period: | This unit is available in... |
| Modular (no specific semester) |
| Assessment:
| CW 100% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Aims: The aims of this unit are: * To understand the theoretical underpinning of critical discourse analysis; * To interpret classroom language in relation to competing theoretical positions; * To examine critically the language of educational policy. Learning Outcomes: By the end of the Unit, participants will be able to: * Understand how educational discourse is "ideologically loaded"; * Have access to a range of theoretical perspectives with which to make sense of the language of the classroom and educational policy; * Undertake a piece of discourse analysis in a professionally relevant area. Skills: Critical understanding of theory on the relationship between educational discourse and student learning (T/F/A) Develop knowledge of methods used for gathering and analysing evidence of patterns of classroom discourse (T/F/A) Participate effectively in groups (F) Present ideas effectively orally (F) Structure and communicate ideas effectively in writing (A) Key Skills 1. Make critical use of the literature of the field of Education (T/F/A). 2. Make critical use of professional experience in the field of Education (T/F/A). 4. Analyse, interpret and critique findings and arguments (T/F/A). 9. Demonstrate self-direction and originality in tackling and solving problems (T/F). 10. Evaluate research and variety of types of information and evidence critically, also making informed judgements in the absence of complete data (T/F/A) 12. Contribute to professional debate in the field of education (F). 13. Act autonomously in planning and implementing tasks at a professional level (F). 14. Communicate their conclusions clearly to specialist and non-specialist audiences (T/F). 15. Evaluate their own academic and professional performance (T/F/A). 16. Manage change effectively and respond to changing demands (F). 17. Manage time, prioritise workloads and recognise and manage personal emotions and stress (F). 18. Develop new or higher level skill, for example in information technology (T/F/A). Content: This unit explores the way teachers and students talk in classrooms and how this affects students' learning. Specifically, we investigate: 1. Questions - open and closed 2. The Initiation-Response-Evaluation (IRE) sequence 3. Classrooms scripts (recitation, responsive and responsive-collaborative) 4. The concept of scaffolding 5. The Zone of Proximal Development 6. How turn-taking is managed 7. Control of the topic of discussion 8. How to transcribe and analyse a piece of classroom discourse. |