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As such, this is a point in time view of data which will be refreshed periodically.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
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Repeat the module Repeat the module at the next available sitting. |
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Description The module will enable students to gain a wide range of professional experiences in planning and teaching all day in any primary school class setting and in developing their adaptive expertise. Throughout the school placement, students will be expected to maintain consistent standards of effective planning, teaching, reflection and evaluation and to develop skills in long-term planning and the completion of the Cuntas Míosúil (monthly progress report). Planning approaches to differentiating for all learners including children with various high incidence and low incidence special needs in the primary school will be integral to all elements of planning. Students will be expected to plan and manage the learning environment to construct effective classroom roles, expectations and learning outcomes. Students will work collaboratively with a school community in a range of school projects and initiatives and in the process enable students to see themselves as important resources for a school community. Students will have opportunities to engage in professional dialogue with cooperating teachers and support staff and to participate in activities such as ongoing assessment and co-teaching. Students will become familiar with the Code of Professional Conduct (Teaching Council) and its implications for the professional role of the teacher and apply these standards to their own professional practice. Students will develop their knowledge of statutory requirements for safety, health and welfare management systems in schools as evidenced by school policy development. Students will engage in critical and shared reflection on the elements of their placement, informed by coursework and school-based learning, and lined with the Teaching Council's continuum of portfolio-based learning. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Employ a variety of curriculum methodologies, creative resources and teaching styles. 2. Engage children actively in learning through whole class teaching, group work and individual/pair work. 3. Communicate effectively and professionally with children, adults, and professionals in a school setting. 4. Undertake and write short-term and long-term teaching plans. 5. Critique and assess desirable pathways for improvement in their teaching and their own learning. 6. Reflect on their own professional development and demonstrate insights into their own classroom teaching, planning and management competencies informed by coursework, observations and experiences with examples in Taisce. 7. Show inclusive classroom practices in planning and teaching to enable participation and learning for all students with evidence of additional support and challenges for individual students 8. Examine and reflect on the school's provision for types of parental engagement within the school and seek to have supported engagement with parents during Professional Activity Time 9. Share self-study research with treoraí drawing on own school placement data to gain supported insights into own professional practice to inform and enhance own teaching in building inclusive learning environments | |||||||||||||||||||||||||||||||||||||||||||
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
Child ProtectionStatutory requirements revisited, School policy, protocols and procedures pertaining to child protection. University policy, protocols and procedures pertaining to child protection for students on School Placement. Enactment of policies in preparation, teaching and engagement with children.Long- and Short-Term PlanningAdvanced methods in planning (short-term and long-term planning) to include the preparation of logical progressional schemes of work, daily plans with succinct structured lesson notes and the completion of the Cuntas Míosúil.Monitoring and Showcasing Children's LearningCreating exciting classroom and school displays (with an active role for children). Creating appropiate classroom and school displays (with an active role for children). Recording children’s progress and using outcomes to help improve planning and teaching.Code of Professional ConductPrivacy and confidentiality around information received in the classroom/school. Familiarisation with the Code of Professional Conduct (Teaching Council) and how the domains pertain to the student teachers as emerging professionals.Preparation for InductionThrough portfolio based learning, identify an action plan for teacher induction drawing on the Teaching Council's Droichead process, Taisce and materials for the NIPT.AttendanceBecome familiar with the leabhar rolla/online record systems (end of term calculations, submission to the principal). Familiarisation with NEWB/school policy in relation to absenteeism of pupils, procedures in place, professional responsibilities, the role of the NEWB.Personal and Professional Resilience when TeachingDevelopment of adaptive expertise. Capacity to deal with unexpected events in a professional manner. Flexibility and adaptability to children's learning and changes in the school and wider educational environment. Care and management of the voice when teachingOutline of Module ED4901The module will enable students to gain a wide range of professional experiences in planning and teaching for the full teaching day. During Professional Placement students will further develop their understanding of inclusive education and plan strategies and approaches for effective inclusive planning and are expected to be inclusive in their planning and teaching. Students will identify and explore examples of good practice in teaching and learning and engage in assessment through exemplification of and reflection on student learning and achievement reflected on in their Taisce. Lessons are expected to be designed to be inclusive and to address the learning needs, interests and abilities of all students in the placement setting by offering flexibility in learning activities, approaches and resources to support all learners in achieving their potential. Actions for inclusion will plan according to student’s prior learning and experiences, diversity, personal and social development, and teaching and associated resources should be inclusive and show age appropriateness. Throughout the school placement, students will be expected to maintain consistent standards of effective and differentiated planning, teaching, reflection and evaluation and to develop skills in long-term planning and the completion of the Cuntas Míosúil (monthly progress report). Students will be expected to plan and manage the learning environment to construct effective classroom roles, expectations and learning outcomes. Students will work collaboratively within a school community and connect during Professional Activity Time (PAT) to a range of school projects and initiatives a selection of which will be presented on in their Taisce. Students will develop further their understanding of the role of parents in children’s education through professional dialogue with their Treoraithe and through engaging with parents where arranged by the school. Students will explore how parent teacher meetings are organised and prepared for, seek evidence of the active involvement of parents during class sessions such as literacy and visual art activities. They will examine how working groups of parents and teachers address school-wide issues such as safety, internet policy, and homework and gain understanding of the role of parents on the school board of management and school parents’ association Students will have opportunities to engage in professional dialogue with Treoraithe, support staff, HEI tutors and where possible with parents. Undertake self-study evidence-based research drawing on own school placement data to gain supported insights into own professional practice to inform and enhance own teaching and the student learning environment. Fostering a culture of sharing and collaboration in discussing self- study research with the treoraí , sharing their ongoing self -study research with their teacher and with peers. Students will become familiar with the Code of Professional Conduct (Teaching Council) and its implications for the professional role of the teacher and apply these standards to their own professional practice. Students will develop their knowledge of statutory requirements for safety, health and welfare management systems in schools as evidenced by school policy development. Students will engage in critical and shared reflection on the elements of their placement, informed by coursework and school-based learning, and reflect on key aspects of their learning lined with the Teaching Council's continuum of Taisce /portfolio-based learning | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 52864, online, 0, Loop placement materials ED 4901 and 4902, | |||||||||||||||||||||||||||||||||||||||||||