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As such, this is a point in time view of data which will be refreshed periodically.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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Coursework Only Resit assignments will be communicated to students following promulgation of results and will mirror the requirements of the assignments required on first submission, leading to assessment of learning outcomes listed in this module descriptor. |
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Description This module provides students with an opportunity to explore schools and classrooms as communities in themselves and as part of a wider community from policy, theoretical and practical perspectives. The opportunities and challenges of diversity of teacher roles, learner profiles, types of classrooms and types of schools are examined. Students are encouraged to consider and suggest appropriate application of inclusive and creative pedagogical (teaching, learning, curriculum, assessment) strategies to effectively meet the diverse needs of all learners in all classroom contexts. Specifically, students are encouraged to consider the range of learners they may encounter across a range of classroom contexts to draw on curricula to design and plan learning experiences, choose appropriate teaching strategies and enact effective classroom assessment practices. Collaborative practice is examined e.g. working with parents; classroom and special education teachers (SET); flexibility of provision between special and mainstream classes; transitions within and between classrooms and schools. The criteria used to describe ‘good/effective’ classrooms and schools are examined particularly in relation to external accountability. Key concepts and terminology, some of which is contested, is explored taking students’ existing knowledge, experiences and beliefs into consideration in terms of the school communities in which they will work. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Describe current and historical policy and legislation pertaining to the work of teachers and schools to (a) explain evolution to the current system, (b) extrapolate implications for school and classroom practice, and (c) identify policy-practice tensions and gaps. 2. Make appropriate, professional pedagogical decisions in their efforts to promote the learning and welfare of all learners within an inclusive classroom and school environment in relation to (a) the learning profile of the class as a whole and that of individual learners, (b) appropriate development and/or adaptation of curriculum, (c) teaching strategies and approaches and (d) assessment strategies and approaches. 3. Articulate the role of and implications for the school as a community itself and as part of the wider community – local, regional and national. 4. Identify, create and review opportunities for and challenges to engaging collaboratively with learners, colleagues, parents, other professionals and external stakeholders to maximise the educational experience of all learners. 5. Explain how school and teacher cultures and beliefs impact on curriculum, teaching, learning, assessment, relationships, values and agency within schools as communities and identify pathways to change. | |||||||||||||||||||||||||||||||||||||||||||
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
OverviewThis module comprises four strands through which the learning outcomes are addressed. Each strand includes some distinct, discrete concepts, content and ideas while simultaneously addressing overlapping related issues across all four strands. The teaching staff working on this module co-plan, co-teach and/or co-assess to maximise the learning experience for the student teachers participating and to ensure cohesive, comprehensive exploration of the concepts leading to each of the named learning outcomes. In addition, links are made to other aspects of the PMEP programme wherever possible to help students identify synergies and deepen their understanding of the interplay of many of the ideas to which they are exposed particularly when on professional placement. The specific focus of each strand is outlined below followed by a summary of the overlapping elements across all four.Schools as communitiesIn this strand, the idea of schools as learning communities is explored. Further, the role of schools within a wider community and context is also examined with particular reference to policy requirements and their implications for practice. (1) Critical engagement with literature on effective schools and classrooms (2) Exploration of school governance and leadership with a particular focus on the Irish policy and legislative context for same (3) Critical engagement with international influences on state educational policy e.g. PISA, European convention on Human Rights, Convention on the Rights of the Child. Engagement in issues of planning for improvement – e.g. school plan, school improvement plans (4) Critical engagement with notions of internal and external accountability and how they have been informed by the wider research, economic, and political agendas e.g. school self evaluation, whole school evaluation, whole school evaluation management, leadership and learning, school improvement plansTeaching studiesThis strand provides students with opportunities to investigate important aspects of classrooms and teaching from various theoretical and practical perspectives. Students will become familiar with a range of pedagogical strategies and approaches and they will be facilitated in exploring ways of applying these creatively, taking account of the requirements of children's learning in different knowledge domains and in different contexts. (1) Development of key teaching approaches including approaches in communicating with parents and wider stakeholders within and beyond the school (2) Exploration of beliefs and expectations, including teacher-parental and child expectations and how teachers can effectively manage and communicate expectations (3) Strategies and approaches to develop and foster a welcoming and safe classroom and school environments (4) Current perspectives on classroom organisation and skills and strategies for promoting positive behaviour in schools in line with effective practice, the NEWB Code of Behaviour and current research (5) Development of skills and competencies for inclusive active teaching and the facilitation of children’s learning in whole-class and small-group learning settings (6) Grouping for cooperative and collaborative small-group work across the curriculum, with a focus on mixed-ability grouping as an inclusive pedagogical approach (7) Teaching in multigrade classrooms.Classroom assessmentThe Classroom Assessment (CA) strand explores, challenges and, where appropriate, builds upon students' prior knowledge of CA as learners and/or teachers. Informed by research on the theory and practice of classroom assessment, the NCCA policy documents linked with the redeveloped Primary Curriculum (in process) and the IoE Professional Practice requirements, students are introduced to a broad and inclusive understanding of CA as the process of gathering, recording, interpreting, using and communicating information about pupils to aid valid and fair decision-making. (1) Classroom assessment - definitions, terms, key concepts, principles and practices; (2) New conceptions of, and in, assessment - implications for teacher/pupils roles and responsibilities (3) Approaches to assessment of, and for, learning (4) Research on the impact of assessment on learning and teaching - developing self-regulation and adaptive expertise (5) The role of assessment in learning and teaching, particularly as it relates to Assessment for Learning, including the key AfL strategies and techniques (6) Planning for, using and critically reflecting on integrating AfL on Professional Placement.Special and inclusive education and pedagogyThis strand examines learner diversity and the implications for appropriate consideration and response within classroom, school, wider community and policy contexts. (1) Policy and Legislation e.g. EPSEN Act (2004), Circular 13/2017 and accompanying guidelines, Autism good practice guidelines, range of NCSE/NEPs/DoE policy and guidance (2) Universal Design for Learning (UDL), differentiation (3) Inclusive approaches to planning, teaching and assessment (4) Collaborative practice – working with parents (5) Exploration of some learning profiles e.g. General Learning Disabilities, Autism, Specific Learning disabilities with particular reference to Dyslexia (6) Individualised assessment and planning aligned with Circular 13/2017 and accompanying guidelines. (7) Collaborative practice – co-teaching and co-planning with class teacher and SET; working with SNAs; working with parents. (8) Range of teaching roles and contexts – class teacher, SET, visiting teacher, special class teacher, special school teacher (9) Terminology - tensions, contested terms, changing terminology, implications for practiceRelated topics, concepts and ideas across strands within the moduleThis module explores working in schools through four lenses or strands as outlined above. Some issues and topics explored in one strand are also examined in at least one other albeit from a different perspective. For example, collaborative practice is examined within the 'special and inclusive education and pedagogy' strand which relates to the idea of 'school as community' and also to some of the work in the 'teaching studies' strand with regard to working with parents. Similarly, assessment is examined in the 'classroom assessment' strand and also in the 'special and inclusive education and pedagogy' strand in relation to individualised assessment. Throughout the module, explicit links will be made across the four strands as well as with other elements of the entire programme where appropriate. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||