Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
| |||||||||||||||||||||||||||||||||||||||||||
|
Coursework Only Coursework only, no repeat exam. |
|||||||||||||||||||||||||||||||||||||||||||
|
Description This module has a focus on developing further the understanding, skills and dispositions of the student teacher to enable a coherent and progressive approach to planning, teaching, formative assessment and critical reflection for application during placement. The module will prepare students for professional learning during placement by promoting observation and critical reflection, goal setting for placement and related self- assessment. Students will examine strategies for self-evaluation, evaluation with a co-operating teacher and HEI tutor. The module will address protocols for observing and recording information and observations during placement in school settings and explore matters of professionalism in relation to ethical issues whilst on placement. This module will be integrated with a variety of course modules and will enable students to draw upon and articulate linkages between children’s learning, methodology, application of skills and concepts across the curriculum, curriculum provision and their own deepening understanding of what it is to be an emerging professional practitioner. Elements of the module will focus on developing further understandings of inclusive education and preparation for inclusive education placement. Students will develop further their understanding of the diversity of learning needs in schools and classrooms and explore approaches which enable teachers to plan for inclusive pedagogy for all learners. Students will examine and document how the placement school enables parents to feel welcome and involved in their child’s school experiences with reference to activities, events, PT meetings, policies and committees which involve parents | |||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Plan, articulate and write short-term and long-term plans using inclusive, differentiated and thematic approaches. 2. Plan and evaluate own integrated approaches to planning and teaching the Primary Curriculum and reflect critically on own integrated planning within Taisce 3. Explore evidence of parental engagement in children's learning in schools through observation, reflection on school policies and discussion with Treoraithe 4. Identify, describe and critically reflect on examples of Inclusive Education practices in action in the school and select examples for inclusion in Taisce. 5. Critically respond to a selection of recommended literature on inclusion, differentiation and parental participation in a meta reflection 6. Plan for and reflect on assessment for learning using examples of various kinds of evidence from professional placement in Taisce 7. Identify and adopt strategies which support inclusion and differentiation in planning for placement and reflect on 2 examples of artefacts evidencing approaches 8. Reflect on how the school promotes ongoing formal and informal communication with parents to inform parents of their children’s progress, communicates learning strengths and weaknesses, and helps in identifying ways of supporting their child’s learning in school and at home throughout the school year. | |||||||||||||||||||||||||||||||||||||||||||
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
Indicative ContentProfessional Studies assists students to prepare for and effectively undertake and learn from their three BEd 3 placements. Students prepare for inclusive teaching, proactive and responsive classroom management and will develop further their understanding of lesson planning and planning schemes using integrated, differentiated and thematic approaches. The module addresses lesson evaluation to further develop approaches to effective planning and creative and responsive teaching. The module builds on approaches to teaching in multi-grade classes and differentiated provision for a diversity of learners and learning contexts. Goal setting in advance of placement encourages students to plan to adopt attitudes and actions to foster an inclusive and positive culture within their teaching practices during placements. The module develops further the student teacher’s ability to evaluate and assess learning, and to adopt strategies which monitor individual and group learning and celebrate effort and achievement for all learners. The module promotes further multiple means of enabling pupil self- assessment such as sharing learning outcomes, guided practice with self-assessment tools and the use of pupil portfolios. Students will review methods to plan strategies and approaches for effective inclusive planning. At the end of SP3, SP4, SP5 reflections and artefacts selected and presented by students in their Taisce e-portfolio will show evidence of reflection on their own teaching and on children’s learning. Students will select and critically reflect on varied evidence from placement with a view to developing their teaching, teacher identity and their understanding of inclusive practices. Students will critically evaluate their own approaches to promoting effective teaching, assessment and an inclusive class culture. Scaffolding further student conceptualisation of the role of parents in children’s education through reading, reflection and observation in schools and through professional dialogue with their Treoraithe. Students will examine evidence of a range of strategies for communications with and from parents, reporting to parents/guardians on children’s learning and involving parents/guardians in children’s education and school activities. Examining rationale for homework, types of homework, frameworks for setting and reviewing homework and relating these to reflection on parental involvement in homework policies as applied in a school context. Exploring ways of building own resilience as student teachers and identifying personal and other resources to cope with unanticipated problems and interpersonal issues when teaching or planning for placement through identifying supports and targets for own wellbeing and associated approaches to time management and workload target setting for professional placements. Developing a reflective understanding of whole school approaches to inclusive education and catering for individual needs. Review of national approaches and guidelines for working with pupils who have particular categories of need and for exceptionally able and diverse learners. Planning modes of engagement with their Treoraithe and other teachers in the school around understanding children's lives and children's learning and preparation for activities such as observing inclusive practices, understanding Individual Education Plans and diagnostic assessment. | |||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||||
|
Other Resources 52141, WEBSITE, NCCA, 0, https://ncca.ie/en/primary/resources-for-parents, https://ncca.ie/en/primary/resources-for-parents, | |||||||||||||||||||||||||||||||||||||||||||