Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Description The primary focus of this module is inclusive pedagogy in the post primary RE/English/History/Music classroom. The modules focuses on the distinction between universal design for learning and differentiation and examines the ways in which UDL and differentiation are applied to meet the diverse needs of learners. The module also provides students with the opportunity to apply a range of effective, creative and imaginative strategies that promote individual and shared learning in the Junior Cycle RE/English/History/Music classroom. | |||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate an awareness of the diverse needs of learners, particularly students with additional learning needs, and be able to adapt teaching/learning/assessment methodologies and strategies to address these needs. 2. Demonstrate an understanding of the distinction between universal design for learning and differentiation. 3. Demonstrate a critical understanding of universal design for learning and be able to apply this understanding to designing, planning and adapting teaching/learning/assessment activities that suit a diverse range of learners. 4. Demonstrate a critical understanding of differentiation and be able to apply this understanding to designing, planning and adapting teaching/learning/assessment activities that suit a diverse range of learners. 5. Evaluate, using internal and external criteria, a range of teaching methodologies for the Junior Cycle Religious Education/English/History/Music. 6. Demonstrate the appropriate professional skills necessary to investigate and research suitable content for the Religious Education/English/History/Music Junior Cycle classroom. 7. Identify and articulate opportunities to enhance literacy and numeracy in the RE/English/History/Music Junior Cycle classroom. | |||||||||||||||||||||||||||||||||||||||
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
Pupils' Background and IdentityStudents will examine the the factors that promote and hinder effective learning, the impact of pupils’ backgrounds and identities on learning and the need to provide for the holistic development of the pupil, particularly through differentiated approaches.UDL and DifferentiationStudents will examine the distinction between universal design for learning and differentiation and be able to apply this understanding to the Religious Education/English/History/Music classroom.ContentStudents will explore pedagogical content and related methodology of the relevant curricula/specifications and guidelines and how these can be extended to all pupils.AssessmentStudents will design, plan and implement clear, challenging and achievable expectations for all pupils in line with the curriculum.ResourcingStudents will investigate, explore and design a range of appropriate av, electronic and textual resources that meet the needs of a diverse range of learners.Active LearningStudents will identify, critique and apply strategies that will enable pupils to become active active agents in their own learning.Literacy and NumeracyStudents will identify opportunities to enhance and embed literacy and numeracy, as they relate to subject specifications at Junior Cycle level.Collaborative learningStudents will identify and experience opportunities for collaborative learning through participating in and reflecting on group work tasks throughout the module.Religious EducationStudents will work collaboratively to identify and apply a range of methodologies that will develop, encourage and support pupils’ engagement with a variety of themes/topics relating to a more just and sustainable world.Religious EducationReview and critique the use of case study to engage with historical and contemporary examples of communities of faith.Religious EducationExamine a range of strategies to enable pupils to investigate how religious traditions and beliefs have evolved over time and to consider the influence of religion on events, people and society.EnglishExplore a range of methodologies that facilitate and enhance the integration of oral language, reading, and writing in the English junior cycle classroom.EnglishEngage with a variety of methodologies that will enable pupils to actively engage with a wide variety of literary genres.EnglishWork collaboratively to identify the use of technology and digital media tools to encourage and support pupils’ personal response to a variety of literary genres.HistoryWork collaboratively to identify and critique a range of methodologies that will enable pupils to interrogate and investigate a range of primary and secondary historical sources.HistoryExploring the use of technology and digital media tools to enable pupils to learn from, work with and deduct evidence, from historical sources and events.HistoryIdentify strategies and methodologies that will enable pupils to apply historical thinking to patterns of change across different time periods in a chosen theme relating to life and society.MusicExperience and critique a variety of strategies and methodologies that will support students to explore and understand patterns and relationships in music (concepts/ingredients) using a variety of audio, visual (graphic & “standard” staff notation) and technological modalities.MusicNurture digital musicianship skills by exploring the use of digital media tools to support the experimentation, creation and production of personal/collaborative compositions/artefacts and performancesMusicDevelop the pedagogical content knowledge needed as a curriculum maker to create a classroom resource, while self-reflecting on personal narratives and musical identity/ies. | |||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 0, Guidelines, Department of Education and Skills: Inspectorate, 2007, Inclusion of students with special educational needs : post-primary guidelines, Dublin : Stationery Office, 0, Website, Inclusive Education Planning, 0, UNIVERSAL DESIGN FOR LEARNING (UDL) AND DIFFERENTIATION, https://inclusiveeducationplanning.com.au/uncategorized/universal-design-for-learning-udl-and-differentiation/, 0, Website, Inclusive Education Planning, 2021, THE DEFINITION OF INCLUSIVE EDUCATION, https://inclusiveeducationplanning.com.au/uncategorized/the-definition-of-inclusive-education/, 0, Website, Center for Universal Design Australia, 0, Differentiated Instruction and UDL. What’s the Difference?, https://universaldesignaustralia.net.au/differentiated-instruction-and-udl-whats-the-difference/, | |||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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