Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Description The Professional Preparation and Placement 1 module is designed to prepare the student towards becoming a language teacher. It focuses on the development of core practices and pedagogies through approximations of practice, reflection and discussion. The module aims to: - develop confidence and competence in teaching practices - introduce students to and model contemporary research-informed teaching practices - enable students to evaluate and select appropriate teaching practices through a process of active planning and reflection which focus on pupil learning - equip students with the ability to develop an understanding of how learners learn - introduce students to the concept of the teacher as reflective practitioner. Students will engage in a range of lectures which address and model topics mentioned above. They will learn to design and plan lessons that build on education foundational theories of learning. They will teach and evaluate micro-lessons to peers. They will engage in and receive feedback at an individual, peer and group level after each practical. Through online access to their video recordings via the Loop VLE platform they will have the opportunity to further reflect on and develop their practice. Assessment of the module is based on student teachers’ lesson planning, critical reflection, exemplification of learning theories in their practice, and demonstration of teaching skills. | |||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Plan, implement and evaluate core teaching /learning practices in a microteaching environment 2. Devise learning intentions and success criteria based on relevant subject specification learning outcomes 3. Critically reflect on core practice of teaching and evaluate own and peer teaching episodes, highlighting strengths and areas for development 4. Discuss a range of teaching and learning theories for language learning and identify how they are applicable to the second level classroom practices 5. Plan and teach a Gaeilge micro-lesson to peers 6. Demonstrate collegiality as outlined by the Teaching Council Codes of Professional Conduct for Teachers by sharing, promoting, developing and supporting professional practice during the development and implementation of teaching episodes | |||||||||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
PlanningPlanning Design of Learning Intentions and Success Criteria for the language classroom based on relevant subject specification learning outcomes. Planning learning sequences for understanding. Planning assessments aligned to learning intentions.Practical Application of Learning TheoriesApplication of learning theories (behaviourism, humanism, cognitive theories, constructivism, growth mindset etc.) to lesson design and core practices. Identify how theoretical perspectives underpin the development of core practices and exemplify how they can be applied in classroom contexts.Core Practices and Pedagogies for Language teachingModelling of core practices for the language classroom with explicit focus on pupil learning. This will explore the use of core practices for effective assessment and feedback.TeachingTeaching and reflection (self, peer group) on four micro-lessons (in target language) with peers/second level students.Introduction to Reflective PracticeLearners will be introduced to the concept of reflection; The will engage in a wide range of reflections. They will examine video exemplars of lessons, written cases and write reflections. They will also engage in peer reflection activities based on taught microteaching sessions.Teaching ProfessionalismIntroduction to and exemplification of core values of teaching including, collegiality, collaboration, cooperation, commitment and student-centred learning. | |||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 51611, Website, 0, Teaching Council Website, http://www.teachingcouncil.ie, 51612, Website, 0, Department of Education and Skills Website, http://www.education.ie, 51613, Website, 0, Professional Development Services for Teachers, http://www.pdst.ie, 51614, Website, 0, National Council for Curriculum and Assessment (NCCA) Website, http://www.ncca.ie, 51615, Video Resources, 0, ProTeaching Video Resources, http://www.proteachersvideo.com/TopSerie sList.aspx, | |||||||||||||||||||||||||||||||||||||||||||||||||
| This module is being updated for 2023-24. The module at present in Akari is classed as a CA module, however this module is classed on the Programme Academic Structures as a pas/fail module and it is our wish to maintain this pass/fail structure. Assessments have been edited to reflect this where descriptions remain but grade weightings have been removed. In order to maintain consistency and continuity with the professional practice modules in years 2, 3 and 4 of the programme the title of this module will change from EC115 Microteaching and Reflection to EC115 Professional Practice and Preparation 1 | |||||||||||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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