Overcoming the barriers to learning is the perpetual challenge within all teaching environments, one which has a significant impact on both learners and teachers alike.
The aim of the module is to develop participants' understanding of the theoretical issues and practical challenges surrounding identified barriers to learning. Through an examination of current educational debates and reflection on experiential practice the module aims to offer the programme member the opportunity to develop an awareness of potential strategies to address barriers. The participants will design an audit tool (as part of their assessment) to address a barrier to learning within their own working context. This tool could later be implemented in the practice setting.
Total contact hours: 38
Private study hours: 262
Total study hours: 300
Only available to the following programmes:
MSc in Professional Practice (Teaching and Learning)
Main assessment methods
Written Assignment (4,500 words) 70%
Presentation (20 minutes) 30%
To successfully complete the module an overall pass is required.
Reassessment methods
Like-for-like
11. Reading list (Indicative list, current at time of publication. Reading lists will be published annually)
Armstrong, D. and Grace, J. (2000) Research Methods and Audit for General Practice. 3rd edn, New York: Oxford University Press.
Bercow, J. (2008) The Bercow report: A Review of Services for Children and Young People (0-19) with Speech Language and Communication needs. London: Department for Children Schools and Families.
Claxton, G. (2002) Building Learning Power. Bristol: TLO Limited.
Claxton, G. (2013) What's the Point of School? Rediscovering the heart of education. Oneworld Publications.
Dockrell, J., Bakopoulou, I., Law, J., Spencer, S., and Lindsay, G.l. (2012) Developing a communication supporting classrooms observation tool. Research Report DFE-RR247-BCRP8. London: Department for Education.
Hattie, J. (2012) Visible Learning for Teachers: Maximizing impact on learning. Abingdon, Oxon: Routledge.
Kotter, J. (2007) Leading Change: Why Transformation Efforts Fail. USA: Harvard Business Review Press.
Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., and Letts, L. (1996) 'The person-environment-occupation model: a transactive approach to occupational performance'. Canadian Journal of Occupational Therapy. 63(1):9 - 23
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Demonstrate knowledge and critical understanding of the barriers to student learning within a school setting.
8.2 Critically evaluate and appraise the theories, evidence-base and current research related to overcoming barriers to learning, with a specific focus on an identified barrier.
8.3 Design an action-based enquiry audit intended to address an identified barrier to learning within the participant's work-place setting.
8.4 Critically reflect on the process of planning to implement an audit and the impact that stakeholder relationships have on the planning process.
8.5 Review and critically evaluate literature and available evidence relevant to conducting an audit.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Demonstrate evidence of critical self-reflection and the ability to enhance professional competence on the basis of feedback from self and others.
9.2 Demonstrate ability for autonomous learning and the ability to access professional and academic resources to inform reflection.
9.3 Demonstrate the ability to theorise and plan from evidence or data through enquiry.
9.4 Demonstrate an ability to communicate effectively.
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