Q&A6

PETLT
 In this
session we
will cover:

▪ PETLT themes
summary
▪ Summative
assessment 3: final
advice before
submission
▪ Academic writing tips
▪ End of module
feedback
PETLT themes summary

▪ The field of the philosophy of

education
▪ The concepts of ‘education’ and
‘knowledge’
▪ The purpose of education
▪ The social, cultural and political
context of education
▪ The impact of values and beliefs
on education and practice
▪ Theories of education and
learning
▪ Models of learning
▪ Meta-theories
▪ Education policy & its critics
EoM Assignment (1)

▪ This assignment gives you the opportunity to reflect on

what you have learned within the module and how you
might apply learning theories in relation to your learning
and demonstrate how important principles of philosophy
of education and theories of teaching and learning relate
to the case study of Mountaintop Adult Education
Centre (MAEC).

▪ You are asked to create a report (3,000 words) which

critically evaluates some of the key findings outlined in
the Centre’s Education Inspection report and provide
recommendations that support the improvement to
learning and teaching at the college, with reference to
educational theory and relevant literature.

▪ You are also expected to comment and reflect on your

own educational context in relation to the findings of
inspection report’s you have chosen to evaluate in your
analysis.
 EoM assignment: suggested
structure (2)
▪ Introduction (approx. 300 words)
➢ Briefly introduce the case-study (the context, the setting, the report, the grades by
inspection area, etc.)
▪ Main body (approx. 2400 words)
➢ Choose two (2) key inspection areas from: (1) Leadership and Management, (2)
Teaching, Learning and Assessment, (3) Learning Support and Enrichment, (4) Outcomes
for Learners, and discuss some of the key findings, taking the following aspects into
consideration: Headings/
➢ Key area 1 (approx. 1200 words) subheadings
▪ What are the educational practices identified in this key inspection area?
▪ Why do you think these practices have been employed at the Centre?
▪ How do these practices relate to educational theory (philosophy of education and
theories of learning and teaching)?
▪ What are some of the strengths of the educational practices described in this key
area?
▪ What aspects of MAEC’s educational practices in this key area are identified as
needing development/improvement?
▪ How might you make recommendations for enhancement to these practices
(MAEC and relevant elements of own practice) with reference to literature (module
key text, recent specialised empirical literature, i.e., peer-reviewed journal articles,
chapters in books, etc.)?
➢ Key area 2 (approx. 1200 words)
➢ As above
N.B. Remember to compare/contrast MAEC’s practices with elements of your own
professional practice.
▪ Conclusion (approx. 300 words)
➢ Remember to provide a short summary of the main points in your conclusion.
 EoM
Assignment (3)

Deadline for submission is:

23:55 (UK time), 21st February
2022
 Your academic writing (1)
▪ Focus on the question.
▪ Satisfy the learning outcomes (LOs) for the
assessment.
▪ Avoid pure description (study A said that...; study B
said that...; theory C mentions that...; approach D
postulates that...).
▪ Adopt a critically-analytical writing style
(compare/contrast, analyse, synthesise ideas/reading
from theoretical and/or empirical studies).
▪ Support your writing with data, statistics, examples
from reliable academic literature, i.e., articles from
peer-reviewed journals, specialised academic
publications (textbooks, research studies, case
studies, etc.).
▪ Remember to cite your sources and provide full
referencing entries in your Reference List; these must
be correctly formatted in the UoEO Harvard
Referencing style.
▪ Format your text in Arial, size 12, 2.0 line spacing,
number your pages.
▪ Write in your own words, paraphrase, summarise
and cite your sources appropriately and do not
overuse direct quotes (no more than 10% for quoting
please, so 300 words).
 Your academic writing (2)

▪ Include a reflection on your own teaching/tutoring

practice with relation to both theory and literature.
▪ Remember to ensure your writer’s voice is prominent
(use credible academic sources to support your
academic opinion or argument, adopt a balanced
approach to the evidence you use, demonstrate
mastery of disciplinary knowledge through presenting
any debates, controversies and/or different ways to
interpret the evidence and concluding if one side of the
argument has more merit than the other)
▪ Use academic register and avoid informality (emotive
vocabulary, idioms, colloquialisms, contracted verb
forms, personal pronouns).
▪ Proofread for clarity of expression and
typing/spelling/punctuation errors.
▪ Format your paragraphs appropriately (no more than 3
paragraphs per page/each para approx. 8-9 lines).
▪ Use the Academic Word List to add sophistication to
your expression.
Your writer's voice: using
evidence and synthesising
sources

Source: Everitt-Reynolds et al. (2012)

 ▪ Using another writer’s words
without proper citation.
▪ Using another writer’s ideas
without proper citation.
▪ Citing a source but reproducing
the exact word without quotation
marks.
▪ Borrowing the structure of
another author’s
phrases/sentences without giving
the source.
▪ Borrowing all or part of another
student’s paper.
▪ Using paper-writing service or
having a friend write the paper.
▪ Please be aware that any work
completed and submitted within
this module cannot be used word-
for-word within any other module
submissions, including your
dissertation submission.
▪ To reuse any of your own work
again in a submission would
classify as self-plagiarism, which is
an academic offence, so any
future work submitted would
need to be fully revised / re-
Plagiarism written to be of substantial
difference.
End-of-module feedback survey
Reference list
Belarmino, J., J. (2013) Imitation and Education: A Philosophical Inquiry into Learning by Example by Bryan R. Warnick
(review), The Journal of Aesthetic Education , Vol. 47, No. 1 (Spring 2013), pp. 111-126. Available at: http://0-
search.ebscohost.com.serlib0.essex.ac.uk/login.aspx?direct=true&db=edspmu&AN=edspmu.S1543780913100078&site=
eds-live [Accessed: 30 October 2018].

Everitt-Reynolds, A., Delahunt, B. & Maguire, M. (2012) Finding your Academic Voice: A Student’s Guide to the Art of
Academic Writing. Dundalk Institute of Technology. Available from:
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.468.6534&rep=rep1&type=pdf

Opie, C. and Brown, D. (eds.) (2019) Getting Started in Your Educational Research: A Student’s Guide to Design, Data
Production and Analysis, SAGE: London.

Wilson, P. (n.d.) Book and Article Reviews: How to write them, University of Hull: Hull. Available from:
https://libguides.hull.ac.uk/ld.php?content_id=3166095 [Accessed 30/10/2018].