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As such, this is a point in time view of data which will be refreshed periodically.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
| |||||||||||||||||||||||||||||||||||||||||||
|
Repeat the module |
|||||||||||||||||||||||||||||||||||||||||||
|
Description 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. | |||||||||||||||||||||||||||||||||||||||||||
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 PractitionerFurther development as a reflective practitioner, where planning, resources, methodological approaches, differentiation, assessment and professional approaches are explored.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. 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.EvaluationDeepening 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 LearningFurther 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 toolAdaptive ExpertiseDeveloping further understanding of approaches to planning and teaching (including online) in an adaptable school contextDifferentiationScaffolding students' conceptualisation of differentiated provision through examples of approaches which differentiate teaching and learning for a diversity of learners and learning contextsResilienceExploring ways of building resilience and personal resources to cope with unanticipated problems and interpersonal issues when planning and/or teaching.Reflective TasksReflective 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. | |||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||||
|
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, | |||||||||||||||||||||||||||||||||||||||||||