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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Teaching Studies - Foundational A
Module Code ED1300
School 79
Module Co-ordinatorSemester 1: Enda Donlon
Semester 2: Enda Donlon
Autumn: Enda Donlon
Module TeachersEnda Donlon
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Repeat examination

This module serves as an introduction to a number of the practical aspects of teaching, learning, and assessment. Students will engage with such foundational considerations as basic personal and interpersonal skills, communication skills, and educational media skills. The module comprises a range of formats, including lectures, practical tutorials in an ICT laboratory, and engagement with asynchronous online interactive learning resources. Students are introduced to the theory and practice of effective communication for use across a range of educational settings (including in-person and online) and with a variety of educational stakeholders (including pupils, parents, colleagues, student teachers, the school principal, school management, co-professionals and the wider community) in order to advance the communicative skills of student-teachers. They develop foundational pedagogical techniques (including explanation, discussion, questioning, use of story) that draw particularly upon these aspects of communication. During Digital Learning tutorials, students engage with a variety of digital technologies and resources relevant to post-primary level, and will develop relevant technical knowledge and skills of a range of digital technologies effectively to facilitate teaching, learning and assessment practices, and to aid pupil learning As part of ED1300 students engage with specially prepared TOP EdTech online asynchronous learning resources, which aim to equip students with the foundational theory and technical skills to manage lessons and teach in synchronous online environments (such as Zoom and Google Meet). Students are also introduced to and explore their Religious Education topics for the Teaching Online Programme and for Microteaching as part of ED1300.

Learning Outcomes

1. Demonstrate a knowledge and comprehension of the theoretical underpinnings of communication in a variety of forms (verbal, non-verbal, digital, online), and the ability to apply these for educational usage.
2. Develop foundational communication skills for use with the spectrum of educational stakeholders (including pupils, teachers, school management, parents/guardians) in a variety of settings (such as classroom, staffroom, online fora) and across the continuum of teacher education.
3. Appraise and evaluate a variety of digital technologies for teaching, learning and assessment, and apply these as determined with regard to post-primary Religious Education and English/History/Music.
4. Understand, evaluate, and critique forms of assessment (assessment of/for/as learning) and employ these for post-primary level.

Workload Full-time hours per semester
Type Hours Description
Lecture24Module Lectures
Independent Study80Independent study (engaging with prescribed reading, exploration of digital technologies, etc).
Clinical laboratory12Digital Learning tutorials
Online activity9Engaging with asynchronous Teaching Online Programme (TOP) EdTech learning resources and activities.
Total Workload: 125

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

Indicative Content and Learning Activities

Foundational Communication and Interpersonal Skills
Theories/models of communication and their relevance to educational settings. Verbal and non-verbal communication, and foundational communication skills relating to these. Communicating effectively with stakeholders: pupils, parents, colleagues, student teachers, the school principal, school management, co-professionals and the wider community.

Foundational Teaching Strategies
How to effectively use description, questioning, story in lessons.

Educational, Display and Digital Media
Handouts, posters, worksheets - preparation and usage. Use of whiteboards, interactive whiteboards, online whiteboards. Using presentation software (PowerPoint/Google Slides/etc.) in teaching.

Teaching with Images
Searching for and employing copyright compliant and Creative Commons images. 'Power searching' for images. Evaluating images for purposes of teaching, learning, assessment. Pedagogical strategies for teaching with images.

Digital Technologies for Teaching, Learning, and Assessment
Using cloud-based technologies for preparation of teaching/learning/assessment resources, and for management of own teaching (e.g. preparation of Taisce) and learning (e.g: Loop Reflect, using Google Drive for collaboration, etc.). Locating and preparing resources for, and teaching with, the Interactive Whiteboard. Issues relating to the use of digital technologies in teaching, learning and assessment in post-primary education (such as issues of privacy, information security, copyright, online safety).

Introduction to Assessment
Theory and practice of formative, diagnostic, and summative assessment. Application through a variety of formats.

Teaching Online
Theories pertaining to Online Learning (e.g. Community of Inquiry). Using synchronous platforms (e.g. Zoom) for facilitation of online teaching, learning, and assessment. Managing an online lesson. Incorporating additional online services into online teaching.

Introduction to teaching topics for Teaching Online Programme and for Microteaching
Introduction and exploration of Religious Education (RE) topics.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Completion of online activityEngagement with Teaching Online Programme (TOP) EdTech asynchronous learning resources and activities, and completion of weekly short assessment/participation tasks.25%Every Week
Digital ProjectStudents will design and submit an infographic (chosen from a prescribed list of topics). This will be accompanied by a short audio/video narration (explanation and rationale).75%As required
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Anderson, M.: 2019, What we say and how we say it matter: Teacher talk that improves student learning and behavior, ASCD, Virginia,
  • Clandfield, L., Hadfield, J.: 2017, Interaction online: Creative activities for blended learning, Cambridge University Press, Cambridge,
  • Cohen, L., Mannion, L., Morrison, K., & Wyse, D.: 2010, A Guide to Teaching Practice, 5th, Routledge, London,
  • Farrell, T.: 2009, Talking, listening, and teaching : A guide to classroom communication, Corwin, California,
  • Hargie, O.: 2021, Skilled Interpersonal Communication: Research, theory and practice, 7th, Routledge, London,
  • Herring, M. C., Koehler, M. J., & Mishra, P. (Eds.): 2016, Handbook of technological pedagogical content knowledge (TPACK) for educators, 2nd, Routledge, New York,
  • Mohan, G., McCoy, S., Carroll, E., Mihut, G., Lyons, S., & Mac Domhnaill, C.,: 2020, Learning for all? Second-level education in Ireland during COVID-19, ESRI, Dublin,
  • Walsh, Brendan and Rose Dolan: 2008, A Guide to Teaching Practice in Ireland, Gill & MacMillan, Dublin,
  • Teaching Council: 2016, Code of Professional Conduct for Teachers, 2nd, Teaching Council, Maynooth,
  • Teaching Council: 2020, Céim: Standards for Initial Teacher Education, Teaching Council, Maynooth,
  • White, J., & Gardner, J.: 2013, The classroom x-factor: The power of body language and non-verbal communication in teaching, Routledge, London,
  • White, K.W.: 2016, Teacher communication: A guide to relational, organizational, and classroom communication, Rowman & Littlefield, Lanham,
  • Witt, P.: 2016, Communication and Learning, De Gruyter Mouton, Boston,
Other Resources

51187, Website, 0, Teaching Council Website, http://www.teachingcouncil.ie, 51188, Website, 0, Department of Education and Skills Website, http://www.education.ie, 51189, Website, 0, National Council for Curriculum and Assessment Website, http://www.ncca.ie, 51809, Website, 0, Canva Website, https://www.canva.com/en_gb/, 51810, Website, 0, Creative Commons Website, https://creativecommons.org/, 51811, Website, 0, Pixabay Website, https://pixabay.com/, 51812, Website, 0, Unsplash Website, https://unsplash.com/, 51813, Website, 0, Blockposters Website, https://www.blockposters.com/, 51814, Website, 0, Curriculum Online Website, https://www.curriculumonline.ie/Home/, 51874, Website, 0, Professional Development Service for Teachers (PDST) Website, https://pdst.ie/, 51875, Website, 0, PDST Technolgy in Education Website, https://www.pdsttechnologyineducation.ie/,
Programme or List of Programmes
BREBachelor of Religious Education &English
BRHBachelor of Religious Education &History
BRMBachelor of Religious Education & Music

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