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ED50329: Talk and learning

Follow this link for further information on academic years Academic Year: 2013/4
Follow this link for further information on owning departmentsOwning Department/School: Department of Education
Follow this link for further information on credits Credits: 12
Follow this link for further information on unit levels Level: Masters UG & PG (FHEQ level 7)
Follow this link for further information on period slots Period: Modular (no specific semester)
Follow this link for further information on unit assessment Assessment: CW 100%
Follow this link for further information on supplementary assessment Supplementary Assessment: Like-for-like reassessment (where allowed by programme regulations)
Follow this link for further information on unit rules Requisites:
Follow this link for further information on unit content 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.

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).

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.
Follow this link for further information on programme availabilityProgramme availability:

ED50329 is Optional on the following programmes:

Department of Education
* This unit catalogue is applicable for the 2013/14 academic year only. Students continuing their studies into 2014/15 and beyond should not assume that this unit will be available in future years in the format displayed here for 2013/14.
* Programmes and units are subject to change at any time, in accordance with normal University procedures.
* Availability of units will be subject to constraints such as staff availability, minimum and maximum group sizes, and timetabling factors as well as a student's ability to meet any pre-requisite rules.