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Unit information: Core Unit 2: Students as partners: engaging with learner diversity in 2018/19

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Unit name Core Unit 2: Students as partners: engaging with learner diversity
Unit code MEEDM0024
Credit points 10
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Dr. Fowler
Open unit status Not open

Core Unit 1: Teaching, Learning and Assessing in the Health Professions.



School/department Teaching and Learning for Health Professionals
Faculty Faculty of Health Sciences


Aims: This unit will introduce learners to practical and theoretical approaches to creating appropriate learning environments and support for diverse learners.

It will also incorporate elements of the programme’s three vertical themes:

  • learning technology in teaching & learning
  • evaluation of the effectiveness of teaching and of courses
  • respect for equality and diversity

Description: This unit focuses on the learner. We will look at how students differ and the impact this diversity has on learning through a critical exploration of theory. You will identify ways of creating a positive learning environment and managing a variety of different learning challenges in order to support the individual student.

Successful completion of this Unit is contingent upon completion of all relevant areas of the PSF mapping document. This will normally be assessed upon completion of the Certificate stage of the Programme, or at the completion of this unit on the Essentials Programme. The Unit will not be considered to be successfully passed if relevant areas of the PSF mapping document are not completed.

Intended learning outcomes

By the end of this unit, learners should be able to:

1. Explore different types of learner diversity.

2. Discuss ways in which an effective learning environment may be created, to support a diverse group of learners.

3. Develop inclusive educational strategies.

4. Critique and incorporate relevant learning theory into their own practice.

Teaching details

Teaching methods will be drawn from a wide range of approaches including: small group styles, lecture, discussion, debate, presentations, case studies, role play, interactive whole-class teaching, tasks which apply new learning, video critique, distance and e-learning elements.

Assessment Details

1500-2000 words or equivalent in other media.

Summative: Analysis and redesign of a teaching session to address ILO's for the unit.

Formative: group and individual feedback plus online activities.

Reading and References

Coffield F, Moseley D, Hall E and Ecclestone K (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review, LSRC.

Fry,H., Ketteridge,S. & Marshall,S. (2002). A handbook for teaching and learning in higher education: enhancing academic practice. (2nd Ed), Glasgow: Kogan Page.

Mohanna, K., Cottrell, E., Wall, D. & Chambers, R. (2011). Teaching Made Easy. 3rd ed. Oxford: Radcliffe Publishing.

Petty, G. (2006). Evidence Based Teaching: A practical approach Cheltenham; Nelson Thornes.