Module: Microteaching & Teaching Preparation

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Microteaching & Teaching Preparation
Module Code	ES114 (ITS) / EDU1085 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	Orna Farrell
Module Teachers	John Lalor, Justin Rami
NFQ level	6	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Array

Description

The microteaching module provides core training for the student-teacher/trainer which will apply in a range of education and training contexts. The module aims to: Equip students with the ability to develop students understanding of how learners learn; Introduce students to the concept of the teacher as a reflective practitioner; Introduce students to contemporary approaches to a range of teaching & training skills and how these can be adapted for use in a variety of education and training environments including further, adult and continuing education settings; Develop confidence in a range of initial teaching skills through reviews, analysis, demonstration, peer coaching and guided feedback. Learners will also examine how to select certain teaching methods through a process of active planning and how these would apply in different contexts. Students will design, implement and evaluate 4 learning episodes and teach for 5-10 minutes whilst being recorded on digital video in the microteaching suites. Through Moodle and a portfolio they will critically reflect on each skill, performance and impact.

Learning Outcomes

1. Plan, implement and evaluate a broad range of core teaching /learning skills in a microteaching environment
2. Critically reflect on the practice of core teaching methodologies and evaluate their own and peer teaching episodes, highlighting strengths and areas for development
3. Produce a portfolio of evidence based on recorded teaching episodes and using a VLE (ie: Moodle) reflect on these both technically and critically
4. Plan and design a number of learning episodes
5. Discuss a range of teaching and learning theories
6. Write learning outcomes to be used in a range of teaching and training contexts

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Laboratory	40	Microteaching session in Microteaching suites
Online activity	40	Reflection on strengths and weakness of teaching episodes
Independent Study	36	Researching teaching and learning methodologies
Independent Study	82	Microteaching preparation, lesson planning, resource preparation, reflection on teaching, reading/Library work, self-assessment
Assignment Completion	42	Porfolio preparation and review and submission
Tutorial	10	One to one meeting with module Coordinator
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

Learning Theories
Adult learning, learning styles, multiple intelligences

Skills Development in Microteaching
Identification of introductory skills- using a variety of stimulus, reacting, using lower-order questions, using higher-order questions, using a whiteboard.

Teaching Methods
Dales classification of methods; Choosing appropriate methods that can be adapted to work in a range of contexts including further, adult and continuing education settings; Evaluating methods to use in these contexts

Planning
Designing, writing, assessing and examining learning objectives and how these might be developed to be used in a broad range of education and training environments

Teaching
Using digital video labs to execute teaching episodes and upload to server

Introduction to reflective practice
The concept of reflection; Reflection on teaching-an introduction to the reflective practitioner; Learning from reflection-models of reflective practice; Recording reflection- introduction to research methodology, diaries, record keeping

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Participation	Plan, deliver and reflect on a range of teaching episodes	60%	As required
Reflective journal	Students are required to make on-line postings to DCU's VLE Moodle where they will critically reflect on their microteaching episodes and identify examples of goo practice and areas for the development of their practice	40%	As required

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Ian Reece, Stephen Walker,: 2003, Teaching, Training and Learning, 1901888304
Louis Cohen, Lawrence Manion and Keith Morrison: 0, A guide to teaching practice, 0415306752
Barbara Gross Davis: 2009, Tools for teaching, Jossey-Bass, San Francisco, CA, 0787965677
Donald A. Schon: 0, The Reflective Practitioner: How Professionals Think in Action, 1857423194

Other Resources

5650, http://www.thirteen.org/edonline/concept2class/con, 0, constructivism, 5651, http://www.learningandteaching.info/learning/behav, 0, behavioursim,