Learning and Teaching Methods
The range of learning and teaching methods that you encounter on your programme will be determined by the subjects and modules that you choose to study. Details of teaching, learning and assessment methods are provided in module descriptors. These are available on the electronic module catalogue. For details of how to access these log onto https://my.sunderland.ac.uk.
Some modules will have both coursework and examinations. Your aim should be to pass all elements of assessment first time (i.e. get 40% or above in each.)
The range of teaching, learning and assessment methods available include:
Lectures
Lectures give you the foundation of your subject knowledge. You will normally receive a module guide, which should give a week by week guide to what the lectures will cover to help you prepare. A subject specialist will deliver a lecture on a given topic and you will be expected to listen and take notes. Ideally, as you go into the lecture theatre, you will be given a handout on which the important points of the lecture are clearly presented. Use these headings to guide and focus the notes you take.
Note down only the key aspects of what is said in the lecture. You want your notes to be readable, and useful for revising for exams or doing an assignment! Don't try to write down everything the lecturer says. You will end up with so much detail written down that you can't work out what is important. Don't rely on other people's lecture notes to give you reliable information! Effective note taking is a skill that has to be learned, and practiced. Usually there is little opportunity for discussion during a lecture, that comes in the seminar or tutorial sessions that follow lectures.
Tutorials
These are often one to one or organised in small groups to discuss specific aspects of your study. They are usually informal and provide you with an excellent opportunity to get to clarify information and also get to know your tutor.
Seminars
Seminars usually follow lectures and are in smaller groups to allow interaction and debate. They help you to understand the concepts that have been introduced in lectures and also give you an opportunity to interact with your peers and an academic member of staff. You will usually have undertake extra reading or prepare activities for seminars. The concept of seminars comes from Socrates who used this method with his students to help them to seek a deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information. A Socratic Seminar should open with a question either posed by the seminar leader or solicited from participants as they acquire more experience in seminars. An opening question has no right answer, instead it reflects a genuine curiosity on the part of the questioner. A good opening question leads participants back to the issues under debate as they learn to speculate, evaluate, define, and clarify. Ideally responses to the opening question generate new questions from the leader and participants, leading to new responses. In this way, the line of inquiry in a Socratic Seminar evolves on the spot rather than being pre-determined by the leader. So be prepared to participate!
Open-learning
This form of learning gives you the opportunity to learn independently, usually without attending lectures and seminars and normally offers tutorial support either face to face or in an online environment. You will be provided with all the materials you require to progress through an open learning module. Distance learning is off-campus, flexible learning that allows you to study when it's convenient for you. You can study at home, at work or whilst travelling. with each other to help, advise and support each other.
Laboratory work
Usually within science subjects, undertaking practical experiments.
Group work
This can occur in seminars and other forms of learning. There are sound educational reasons for requiring students to participate in group activities. Group work enhances student understanding. Students learn from each other and benefit from activities that require them to articulate and test their knowledge. It also provides an opportunity for students to clarify and refine their understanding of concepts through discussion and rehearsal with peers.
Group work can also help in personal development. Working with a group and for the benefit of the group also motivates some students. Group assessment helps some students develop a sense of responsibility and can help develop specific generic skills sought by employers
Group work can facilitate the development of skills, which include:
- teamwork skills (skills in working within team dynamics; leadership skills);
- analytical and cognitive skills (analysing task requirements; questioning; critically interpreting material; evaluating the work of others);
- collaborative skills (conflict management and resolution; accepting intellectual criticism; flexibility; negotiation and compromise); and
- organisational and time management skills:
Time constrained assignments/tests
These usually happen either during or at the end of a module. If they occur during the module, they act as mid way checks as to your developing knowledge and understanding and also to prepare you for more formal examinations.
Formal examinations
These are the traditional end of module examinations during which you will be tested on your knowledge of your subject. Formal exams typically last two or three hours and are undertaken in strict conditions.
Continuous assessment
This can involve tutorials and review sessions with your tutor, regular in-class tests or assignments, and developing portfolios.
Presentations
Presentations although at first may appear daunting, are an excellent way for you to develop your inter-personal skills and of communicating ideas and information. A good presentation has:
- Content - It contains information that people need. Unlike reports, it must account for how much information the audience can absorb in one sitting.
- Structure - It has a logical beginning, middle, and end. It must be sequenced and paced so that the audience can understand it. Where as reports have appendices and footnotes, the presenter must be careful not to lose the audience when wandering from the main point of the presentation.
- Form - It must be well prepared. A report can be reread and portions skipped over, but the audience is at the mercy of a presenter.
- Human Element - A good presentation will be remembered because it has a person attached to it. Aim to make your presentations clear, interesting and also fun!.
Computer marked assessments
These are usually straightforward multiple choice questions, which are read by an optical scanner rather than being marked by a tutor. With multiple choice, even if you are unsure of the answer, you have a chance of choosing the right answer!
Exhibitions
These will usually take place if your are studying practical arts subjects such as glass and ceramics or photography and provide an excellent opportunity for the display of your work.
Recitals and performances
If you are taking music, dance or drama modules then you may find that recital and live performances form part of your assessment.
Within this area
