Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Repeat the module Repeat the module |
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Description Reflection and Enquiry tutorials will encourage to students to draw on their learning and experiences across the BEd programme for reflection and dialogue. The tutorials provide a space for students to discuss ideas, concepts, issues that arise in course modules and readings and to develop their reflective skills in the context of their work. The tutorials also provide students with opportunities to engage in discussion and critical reflection on key aspects of good professional practice in the primary school and to identify and explore fundamental elements of effective and inclusive teaching and learning, in line with the Céim standards on 'Inclusive Education', and 'Professional identity and Agency'. Through observation of teaching, online engagement, reading, and discussion, students are encouraged to set goals for their own learning and development as teachers, develop their capacities to reflect as teachers, and to develop skills and competencies that will facilitate and support them during Professional Placement. The Reflection Tutorials will introduce students to the Taisce portfolio, and students will be supported by their tutor in developing this portfolio Professional Placement 1 Professional Placement 1 will enable students to engage in structured observation and gain initial experience of teaching and learning in a classroom setting. Learning how to relate professionally with children and with the co-operating teacher and understanding the importance of ongoing communication with parents will form an important component of school placement experiences in Year 1. Students will be expected to demonstrate communication skills which facilitate children’s learning and professional engagement with the co-operating teacher and pupils. Students will undertake inclusive planning and teaching to enable all learners in the placement group to achieve and succeed. Students will examine how the role of parents teachers are encouraged and note the factors which enable provision of an inclusive classroom environment. Students will examine school structures and professional contacts that enable parental participation in their children's education and dialogue with the teacher about ongoing, informal contact with parents & annual parent-teacher meeting and other ways to inform parents of school activities and their children’s learning progress. Students seek to identify 1 piece of pupil homework/activity which involves parents. Students will relate theories to their experiences in the classroom and the school, and gain an introduction to teaching lessons. Students will gain experience in teaching by assisting the co-operating teacher, engaging in professional discussions with the co-operating teacher and the HEI tutor, and by teaching lessons. Students will be introduced to planning and preparing lessons and resources for all learners in their host classroom, and will engage in reflection and critical evaluation of lessons taught and professional learning throughout the day. Students will develop an initial understanding of Child Protection, the Code of Professional Conduct for Teachers (Teaching Council, 2012), their underpinning values and their application to school placement experiences and in professional conduct. Students will be expected to draw on their learning in all other Year 1 modules. Promotion of the development of communication skills within the school context will include communication with parents, where students are afforded an opportunity to interact with parents with the support of the class teacher/school principal and parents. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Undertake a series of structured observational tasks in placement class setting and record in Taisce 2. Develop an understanding of the elements of lesson planning and preparation for classroom teaching. 3. Plan strategies and approaches for teaching all learners and adopt inclusive practices in lesson plans and teaching which cater positively for student diversity 4. Demonstrate the ability to plan, teach, and evaluate/reflect on lessons appropriate to all learners using a range of resources and drawing on curriculum and coursework learning such as inclusive education. 5. Demonstrate effective communication skills in the classroom and school which facilitate effective interaction, teaching and learning. 6. Display an emerging sense of professionalism, commitment and openness to preparation, teaching, and learning, high standards of professional conduct and an emerging sense of teacher identity 7. Explore evidence of parental engagement in children's learning in the school and placement classroom through observation, reflection on school policies and discussion with Treoraithe and principal. 8. Engage in discussion and critical reflection on key elements of good practice in the primary classroom, and the importance of communication and engagement with parents and the wider school community. 9. Develop and apply the skill of reflection, engage in reflection in a community of practice and illustrate their progression as reflective practitioners through the process of developing the Taisce portfolio. | |||||||||||||||||||||||||||||||||||||||||
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
Indicative ContentObservation of a range of classroom interactions and practices in a junior/middle class with a focus on inclusive approaches to teaching and supporting an inclusive classroom culture. Enabling students to develop a language around teaching and learning in the classroom with reference to the language and principles of the Primary Curriculum (1999), School Placement (Teaching Council, 2013), Aistear Framework, Primary Language Curriculum and the values underpinning the Code of Professional Conduct for Teachers (Teaching Council, 2012). Communicating professionally and with respect for all learners in the host class and school context – relationship, positive engagement, encouragement and positive classroom management The Code of Professional Conduct (Teaching Council) – understanding values and professional role and ethical actions. Health, safety and wellbeing of children (School Policy and Statutory Requirements/Child Protection). Internet Safety and Acceptable Usage (linked with Digital Learning module).Explore evidence of parental engagement in children's learning in schools through observation, reflection on school policies and discussion with Treoraithe. Dialogue with the teacher to learn about formats for ongoing, informal and formal contact with parents & format of annual/bi-annual parent-teacher meeting(s). Finding out about leaning about children from parents and the ways adopted to inform parents of their children’s progress. Introduction to ways of reflecting on children's learning and on a teacher's teaching, protecting confidentiality and privacy. Discerning ways to record observations on teaching and learning Introduction to compiling a School Placement and a Resource portfolio for use during professional placement. Introduction to essential teaching skills e.g. communicating with children, presenting, questioning, narrating. Introduction to the elements of short-term planning/lesson plans including learning outcomes, teaching/learning resources, lesson plans and lesson evaluation. Promotion of the development of communication skills within the school context will include communication with parents, where students are afforded an opportunity to interact with parents with the support of the class teacher/school principal and parents.Inclusive classroom practicesStudents will undertake inclusive planning and teaching to enable all learners in the placement group to achieve and succeed.The role of parents- finding out about school –based and home- based activities which involve parents in the school.Dialogue with the teacher to find out about communicating and building relationships with parents. Students will examine how the role of parents teachers and support personnel are important in provision of an inclusive classroom environment Students identify 1 piece of pupil homework/activity which involves parents.Reflection and Enquiry TutorialsStudents reflect on: (1) the role of reflection in learning and professional practice, (2) the nature of learning and the learning process, and different perspectives on learning and individual differences and needs in this context, (3) the experiences that have shaped their understandings of children and childhoods, (4) their insights, understanding and learning about children’s learning from their own experience, from course work and specifically from a reading/resource that they have selected, (5) their personal concepts of teachers and teaching and the origins of and influences of these concepts, recognising that the predominant influence is their own personal experience as a student in the classroom, (6) the role of the classroom environment in the context of teaching, learning and social interaction, (7) factors influencing learning engagement including physical and circumstantial factors, personal factors, forms of social support and the quality of tasks and challenges, (8) perspectives on children’s experiences of teaching and learning in the classroom, (9) the many dimensions of the role of the teacher, including working with parents and stakeholders within the school community, (10) some of the common non-instructional and instructional routines of the school day and their role in making classroom “work” for children and teachers, (11) the importance of the Taisce portfolio in teacher education. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 52870, Loop ED1024 - Online Professional Placement Guides, 0, Professional Placement Materials, | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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