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As such, this is a point in time view of data which will be refreshed periodically.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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Description This module is aimed at facilitating student teachers in developing as reflective practitioners for post-primary schools. The placement (comprising 13 weeks) is a critical element of this programme and is supervised and is assessed appropriately. Students must demonstrate their capacity to plan for teaching and learning strategies and the implementation of classroom management skills. Students must also reflect on their practice and engagement of students in teaching and learning. Students must demonstrate competency in the development of assessment strategies. | |||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate their increasing proficiency as effective and dynamic post primary practitioners. 2. Utilise best practice classroom management strategies 3. Critically reflect on classroom practice and express those reflections as part of a Professional Portfolio. 4. Synthesise specific subject knowledge and the key skills of the core and subject teaching methodologies to teach second level subject(s) proficiently and effectively. 5. Differentiate between formative and summative assessment processes in an explicit manner in lesson planning and lesson evaluation 6. Generate differentiated and inclusive teaching strategies and implement these strategies in teaching subject(s). 7. Judiciously apply knowledge of social and psychological processes, such as categorization, coordination, communication, and participating in learning groups and classroom environments , to design and evaluate teaching and learning activities 8. Engage in critical, evidence based reflective analysis of the nature and potential of a range of classroom based teaching experiences, and interactions with parents and other professionals 9. Identify issues arising from Children First Guidelines 10. Demonstrate an awareness of the importance of numeracy and literacy skills in relation to their subject discipline | |||||||||||||||||||||||||||||||||||||||||||||
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
Underpinning Theories of Reflective PracticeIntroduction to Models of Reflective Practice - Eisner, Schon,Lewin, McNiff; Exploring reflection on action and reflection in action in the context of post-primary teaching; Developing a research informed professional stance; Research scoping exercise in site of practice.Theory and Practice of EnquiryMethods of Enquiry in Action Research and Appreciative Enquiry -Critical exploration of applied epistemology - Critical engagement with underpinning structures of professional engagement in a school context - Analysis of potential of self-study as a mode of inquiryTeaching & LearningConstructing a lesson plan; Modes of inquiry Differentiating between knowledge, skills and attitudes in a practice context; Aims and Learning Outcomes in applied settings; Structuring learning for creative engagement. Planning and constructing the Taisce, portfolio.Teaching & LearningAssessing Learning; Applying theories of assessment in a practice setting Including: Assessment for Learning; Assessment of Learning; Modes of assessment in second level education; Formative and Summative Assessment; Designing diagnostic assessment at Junior Cycle; Designing diagnostic assessment at Senior Cycle; Self-/Peer-/ Group forms of assessment; Feed forward models of providing feedback.Teaching & LearningEvaluating Professional Practice. Engaging with theories of personal and professional evaluation. Differentiating between evaluation and assessment in a school context. Developing basic evidence generating capacities in a classroom setting. Analysing classroom data for diagnostic and evaluative purposes.Classroom ContextPlanning for Inclusion/ Diversity in Learning - Critically engaging with the concept of diversity in a range of professional settings eg. using Universal Design for Learning principles. - Exploring in a critical manner the challenges and opportunities offered by an increasingly diverse student population at second level. Thematic Workshop/ Seminar: Inclusive education policy into practice - Focus on various policy into practice case scenarios internationally Thematic Workshop/ Seminar: Inclusive educational stakeholders - Focus on getting to know key stakeholders and/or examples of best practice strategies within an Irish context (format as panel discussion/interviews with key stakeholders)Improving Knowledge in the FieldCycle of Learning and reflective practice - Examining professional practice through the lens of evidence informed reflection. - Applying Lewin's cycles of reflective engagement. - Informing professional practice with reflection.Advanced Teaching SkillsDeveloping, implementing and reflecting on junior and senior cycle classroom teaching - Designing a range of classroom based classes in relevant subject areas Teaching classes in a creative, challenging and contextually appropriate manner.- Evaluating the process of teaching in a structured manner.Critical EvaluationLearning to receive constructive feedback with Supervisors and Mentor Teachers/ Treoraithe Engaging in a range of evaluative encounters in a school setting. These include - peer evaluation, engagement with cooperating teacher, engagement with University tutor. Introduction to concept of evidence generating self-evaluation in a school context. Identification of own professional development needs. Identifying matters relating to own exercise of professional standard (Code of Professional Practice), relating to pupils/ school contexts - Child Protection; GDPR, etc., in SET teaching and other settings, and in relation to working with parents. Thematic Workshop: Communicating effectively with parents/carers-Focus on effective strategies for communication and forms of respectful communication/etiquette via telephone/email/journal/school report. Thematic Workshop/ Seminar: Parents as Partners - Focus on curricular change and internal/external evaluation processes. Case studies of parents as partners internationally. | |||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||||