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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Prof. Placement 3 & Online Teaching Learning
Module Code ED8079
School 78
Module Co-ordinatorSemester 1: Damien Burke
Semester 2: Damien Burke
Autumn: Damien Burke
Module TeachersGeraldine O'Connor
NFQ level 10 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Repeat the module

This module will enable students to further develop their adaptive expertise. It will 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 a middle/senior class in a primary setting and will prepare, teach and evaluate lessons which demonstrate a range of appropriate and inclusive pedagogical approaches including those for online teaching and learning. Placement planning will incorporate both long-term (progressional schemes) and short-term planning (lesson planning), for both face to face and online teaching and learning. Similarly 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 classroom environment. Students will have opportunities to work collaboratively with their Treoraí and other teachers in the school community and to learn from dialogic interactions with children, teachers and HEI tutors. The module will build on earlier placement reflections on inclusiveness and parental involvement in education, refining the student's insights on the involvement of parents in education and on the creation of effective and inclusive learning environments.

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 to facilitate effective teaching and learning in both face to face and online environments
3. Demonstrate effective communication skills in the classroom which facilitate effective teaching and learning with individuals, whole class and groups
4. Organise and maintain a positive learning environment through the use of appropriate approaches to classroom management and organisation
5. Undertake self-evaluation and implement goals to generate change and improvement
6. Provide for individual differences and respond to the needs of all children through planned and informed differentiated provision
7. Reflect on the school's formal and informal approaches to parental involvement through observation and analysis of classroom/school practices and relevant school policy documents.
8. Reflect on the school's practical implementation of inclusive educational practices and policies and the relevance of such reflections to their planning and preparation for teaching and learning.

Workload Full-time hours per semester
Type Hours Description
Assessment Feedback250No Description
Total Workload: 250

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

Reflective Practitioner
Further development as a reflective practitioner, where planning, resources, methodological approaches, differentiation, assessment and professional approaches are explored.

Exploration 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. Students to further focus on the provision of creative learning experiences for their pupils as well how to provide appropriate online learning experiences for remote learning.

Deepening students' skills in undertaking lesson evaluation and using the outcomes to further improve approaches to planning and teaching, including those for online learning during periods of remote learning.

Monitoring Children's Learning
Further developing the student teacher’s ability to evaluate the process of children’s learning through assessing learning, monitoring individual and group learning and celebrating the children’s efforts and achievements. Planning towards enabling pupil self-assessment using elements such as sharing learning outcomes, and guided practice with self-assessment tool

Adaptive Expertise
Developing further understanding of approaches to planning and teaching (including online) in an adaptable school context

Scaffolding students' conceptualisation of differentiated provision through examples of approaches which differentiate teaching and learning for a diversity of learners and learning contexts

Exploring ways of building resilience and personal resources to cope with unanticipated problems and interpersonal issues when planning and/or teaching.

Reflective Tasks
Reflective tasks focused on student observation and dialogue with the Treoraí with a view to informing their understanding of how the school's formal and informal approaches to parental involvement translate to effective classroom and school practices. Reflect tasks which examine the school's practical implementation of inclusive educational practices and policies. Such tasks require the student to consider the relevance of these practices and policies to their planning and preparation for teaching and learning.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Practical/skills evaluationThe assessment of this module is inextricably linked to the delivery. The student must reattend the module in its entirety in order to be reassessed.100%n/a
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 2
Indicative Reading List

  • Ian Rushton,Martin Suter: 2012, EBOOK: Reflective Practice for Teaching in Lifelong Learning, McGraw-Hill Education (UK), 9780335244027
  • David Midwinter,Tracy Whatmore: 2011, Positive Placements, A&C Black, 9781441138316
  • Louis Cohen,Lawrence Manion,Keith Morrison,Dominic Wyse: 2010, A Guide to Teaching Practice, Routledge, 9781136949654
  • Tony Bonfield,Kathleen Horgan: 2016, Learning to Teach, Teaching to Learn, Gill Education, 9780717162444
Other Resources

53001, ED8079 Professional Placements Loop Page, Professional Placement, 0, Professional Placements Loop Page, Institute of Education, 0, Online resource bank, Leahy, Margaret, 2023, Resources for Online Teaching & Learning, https://docs.google.com/document/d/1pooSFZiwIL9IirIqBhDYQ-r_AeOdqb58/edit?usp=sharing&ouid=109699839083860398162&rtpof=true&sd=true,
Programme or List of Programmes
PMEPProfessional Master of Education Primary

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