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 at the next available opportunity for re-sit |
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Description This module will enable students to further develop their knowledge and understanding of the professional role of the teacher through observing teaching, experiencing teaching and undertaking structured planning, teaching and reflection within school settings. During this placement, students will develop skills in curriculum planning, teaching and assessment in an infant/junior class in a primary setting and will prepare, teach and evaluate lessons which demonstrate a range of appropriate and inclusive pedagogical approaches. Placement planning will incorporate both long-term (progressional schemes) and short-term planning (lesson planning). Students will select, prepare and use appropriate curriculum resources and related active methodologies for teaching and learning. The module will enable students to gain practice in lesson transitions, managing children’s behaviour, promoting positive behaviour, assessing and recording children’s progress and organising an effective and inclusive classroom environment. Students will have opportunities to work collaboratively with teachers in the school community and to learn from dialogic interactions with children, teachers and HEI tutors. Students will develop further their understanding of the diversity of learning needs in schools and classrooms and undertake approaches which plan for inclusive pedagogy for all learners. Undertake reflections on selected artefacts in the Taisce e-portfolio to show evidence of reflection on their own development as a teacher and on children’s learning. Identifying goals for further professional learning. 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. Identify through dialogue with the teacher and where possible with parents how the school promotes ongoing formal and informal communication with parents which informs parents of their children’s progress, communicates their learning strengths and weaknesses, and helps in identifying ways of supporting their child’s learning in school and at home throughout the school year. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identity, record and use key components required for short-term planning and long-term planning through the use of planning tools and integrated and cross-curricular approaches. 2. Employ a range of appropriate teaching resources, including digital, to facilitate effective teaching and learning and to create an inclusive learning environment 3. Demonstrate effective communication skills in the classroom which facilitate effective teaching and learning in a whole class context 4. Organise and maintain a positive learning environment through the use of appropriate approaches to classroom management and organisation. 5. Provide for individual differences and respond to the needs, interests and strengths of all children through provision for diversity such as for gifted learners, newcomer pupils and cultural diversity 6. Undertake self-evaluation using materials from teaching and learning and implement goals to generate change and improvement. 7. Plan for and adopt attitudes and actions to foster an inclusive and positive culture within the teaching practices and relationships built during placements 8. Audit policies such as the school’s Code of Behaviour to assess its potential for positive home-school links. Dialogue with the teacher to find out about building positive relationships with parents. 9. Students engage with 2 resources for parents from the NCCA suite of resources, and to write a brief commentary on how they support parental engagement in schools | |||||||||||||||||||||||||||||||||||||||||
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
Long-term and short-term planningExploration of a variety of ways to undertake long-term planning (progressional schemes) using integrated, differentiated and thematic approaches. Further development of students' understanding of short-term planning to include lesson planning.Self-EvaluationDeepening students' skills in undertaking lesson evaluation and using the outcomes to further improve approaches to planning and teaching.Monitoring children's learningPlanning towards enabling pupil self- assessment using elements such as sharing learning outcomes, and guided practice with self-assessment tools.Differentiationcaffolding students' conceptualisation of differentiated provision through examples of approaches which differentiate teaching and learning for a diversity of learners and learning contexts.Teacher ResilianceExploring ways of building resilience and personal resources to cope with unanticipated problems and interpersonal issues when teaching or planning for placement. Approaches to time management, time pressures and workload target setting.Inclusive practicesStudents will develop further their understanding of the diversity of learning needs in schools and classrooms and undertake approaches which plan for inclusive pedagogy for all learners. Undertake reflections on selected artefacts in the Taisce e-portfolio to show evidence of reflection on their own development as a teacher and on children’s learning. Identifying goals for further professional learning. 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 in their placement school. 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. Identify through dialogue with the teacher and where possible with parents how the school promotes ongoing formal and informal communication with parents which informs parents of their children’s progress, communicates their learning strengths and weaknesses, and helps in identifying ways of supporting their child’s learning in school and at home throughout the school year. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 52861, website, Department of Education and Science, 2020, School Self-Evaluation, http://schoolself-evaluation.ie/primary/sse-2016-2020/circulars-and-guidelines/, 52862, Loop, 0, Placement Planning Materials ED3902, 0, Online, 0, School Placement Handbook 2022-23, | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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