Pplying Theory To Practice/ Theory In Professional Practice

Module 3 a Theory in professional practice

A short written discussion of theories/models of communication applied in own teaching and learning context (1000 words)

o Introduction explain the relationship between communication theory/models and practice

o Describe your teaching/subjects context and type & background of learners. What is their motivation on the course? (You could refer to motivation theories here). Are there any barriers to learning displayed?

o Explain your present communication approach(how? Why?) and relate it to theory/model(identify your approach against theory/models studied and explain how it meets its/their characteristics)

o Discuss the limitations of the approach you are using in your day to day teaching. How would it impact on teaching & learning?

o Evaluate your approach: Is this approach you are using appropriate to your subject? Adequate for the type of students you teach? Justify your answers.

o Improvement of communication: what approach could improve your teaching and learning of students? Why? How would you apply it to own subject/teaching/students? Discuss the limitation(s) of the theory/model.

o How could these theories/models help you with improving your communication? Why? How could they help overcome some learning barriers?

o Conclusion: Gather main points made and offer conclusive comments & explain what have you learnt from the studying of this module?

o What does effective communication mean to you?

o Think about your own communication in the classroom and also a department

o How you can improve effective communication as a teacher?

Module Reading a Applying Theory to Practice
Core texts
Armitage, A., Evershed, J., Hayes, D., Hudson, A., Kent, J., Lawes, S., Poma, S. and Renwick, M. (2012) Teaching and Training in Lifelong Learning. Maidenhead: OU Press. pp. 65-83
Avis,J., Fisher, R. and Thompson, R. (eds) (2010) Teaching in Lifelong Learning. A Guide to Theory and Practice. Maidenhead: Open University Press pp. 70-103
Harkin, J., Turner, G., and Dawn, T. (2011) Teaching Young Adults. London: Routledge. pp, 35-55
Harasam, L. (2012) Learning Theories and Online Technologies. London. Routledge.

Petty, G. (2009) Teaching Today: A Practical Guide. 4th edn. Cheltenham: Nelson Thornes. pp. 1-23
Reece, I., and Walker, S. (2007) Teaching, Training and Learning: A Practical Guide.6th edn. Sunderland: Business Education Publishers. pp. 81-98
Rogers, A. and Horrocks, N. (2012) Teaching Adults. 4th edn. Buckingham: Open University Press.
Rogers, J. (2007) Adults Learning. 5th edn .Buckingham: Open University Press.
pp. 6-42
Scales, P. (2008) Teaching in the Lifelong Learning Sector. Maidenhead: Open University Press. pp. 27-85
Wallace, S. (2007) Tutoring and Training in the Lifelong Learning Sector. 3rd edn. Exeter: Learning Matters Ltd. pp. 167-175
Wallace, S. (2009) Managing Behaviour in the Lifelong Learning Sector.
Exeter; Learning Matters Ltd. pp 17-29