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Unit information: Students as Partners: Engaging with Learner diversity in 2019/20

Please note: Due to alternative arrangements for teaching and assessment in place from 18 March 2020 to mitigate against the restrictions in place due to COVID-19, information shown for 2019/20 may not always be accurate.

Please note: you are viewing unit and programme information for a past academic year. Please see the current academic year for up to date information.

Unit name Students as Partners: Engaging with Learner diversity
Unit code TLHPM0001
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

Theory and Practice of Teaching and Learning



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.

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.