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HH7023 Teaching and Learning Strategies in Histories and Humanities

  • Status: Elective
  • Credit Weighting: 5 ECTS
  • Semester/Term: All year
  • Contact Hours: 8
  • Module Staff:
    Co-ordinator: Dr David Ditchburn
    Teaching staff: Dr David Ditchburn, Dr Martine Cuypers
  • Pre-requisite / Target audience: students in year 2-4 of the PhD programme who have completed HH7021 Research Training 1
  • Registration: Contact PGHisHum by the first Friday in December

Leaning Outcomes

On successful completion of this module students should be able to:

  • Discuss key approaches to the delivery of lectures and tutorials
  • Structure a plan for the teaching of a tutorial
  • Facilitating discussion
  • Facilitate essay writing
  • Assess and provide feedback on written assignments
  • Assess and provide feedback on presentations
  • Deal with different levels of understanding, preparation and engagement in groups of students
  • Consider appropriate strategies for dealing with student problems
  • Evaluate and reflect upon student feedback 

Leaning Aims

The aim of this module is introduce postgraduate students to different aspects of teaching and presentation in the context of a third level institution and to support teaching assistants in the School of Histories and Humanities in their day-to-day teaching activities and professional development.

Module Content

Most of the contact hours of this module are offered in the form of a one-day workshop, which in this academic year will take place on Tuesday 16 December 2014 and consist of the following sessions:

10.00-11.45 – Presenting Lectures and Seminar Papers
This session invites participants to consider effective strategies for delivering lectures and seminar papers in a teaching environment. Students are invited to analyse and discuss three recorded lectures delivered to a real student audience. Among the topics covered are level of content; modes of delivery (with/without notes); tone; pitch; pace; timing; dress; audience interaction; and the use of visual aids.

12:00-13:00 – Marking Student Work
The second session involves a discussion of how student work is marked. We will consider the extent of feedback, the nature of appropriate comment and how to establish what mark the work should be given. Issues relating to plagiarism will also be discussed. This session also involves a practical exercise, in which participants are invited to mark an anonymous piece of student work.

13:30-15:00 – Conducting Tutorials
The third session invites participants to consider curriculum design and the conduct of small group teaching. How much preparation should a teacher undertake – and what sort of preparation should be undertaken? Is it necessary to devise a structure for discussion? How do you encourage students to contribute to discussion if they are reticent? How do you prevent an overbearing student from dominating the discussion – if, indeed, you should?

15:15-15:45 – Student Feedback
The fourth session will focus on collecting and using student feedback – its purpose; mechanisms for obtaining feedback; and reactions to feedback.

15:45-16:30 – Student Problems
The final session of the day invites participants to consider strategies for dealing with student problems. At what stage, if any, should you inform someone else of a student’s academic or personal problems? Whose advice should you seek and to whom should you inform? How ‘involved’ should you become? In addition to this one-day workshop there a closing seminar (2 hrs) will be scheduled at the end of Hilary term in which students will be asked to reflect on their teaching experience, challenges encountered and their strengths and weaknesses as teachers and presenters.


In at the Deep End: Teaching in Higher Education, available in pdf at

Assessment Details

Submission of a teaching portfolio. Required elements will be specified at the start of the module. They may include:

  • teaching philosophy statement
  • tutorial lesson plan
  • feedback on assessed student assignments (e.g. essay, exam script, translation)
  • plan for an undergraduate module (module aims, learning outcomes, content/outline, key bibliography, assessment
  • sample examination questions